For details: https://bit.ly/TLapproaches - Barbara Bray worked with focus groups from all over the world on this chart. Teachers had questions about missing Whole Class on the PDI (Personalization vs. Differentiation vs. Individualization) chart. They wanted to know why Personalization was first, what was the difference between personal and personalization, and much more. Bray is sharing this chart so teachers are able to identify the different teaching and learning approaches that may be used in an activity, lesson, or project. Some teachers use this with a lesson and circle what areas they are addressing or not addressing for their own professional learning. Please let Barbara know how this is working for you and your learners and leave a comment here or share on social media. You can reach Barbara at barbara.bray@gmail.com and on her website: https://barbarabray.net and use her Twitter handle @bbray27 Check out the post that provides more details about the chart: https://barbarabray.net/2018/05/22/teaching-and-learning-approaches-chart-v1/ All comments are welcome!!

1. Teaching
and
Learning
Approaches
Chart
(v1)
Whole
Class
Differentiation
Individualization
Personalization
Instruction
The
whole
class
receives
the
same
instruction.
Groups
of
learners
receive
different
instruction.
Individual
learners
have
one-­‐to-­‐one
instruction.
Learners
choose
instruction
that
best
supports
their
learning
with
teacher.
Connecting
Learning
Curriculum
is
used
as
is
or
is
adapted
for
the
whole
class.
Curriculum
is
adjusted
based
on
different
groups
of
learners.
Curriculum
is
connected
to
prior
knowledge
of
individual
learners.
Learners
drive
learning
by
connecting
to
interests,
talents,
aspirations,
and
passions.
Instructional
Design
Instructional
design
is
based
on
the
curriculum
and
learning
needs
of
the
whole
class.
Instructional
design
is
based
on
the
learning
needs
of
different
groups
of
learners.
Instructional
design
is
based
on
the
learning
needs
of
individual
learners.
Instructional
design
is
around
multiple
learning
paths
co-­‐constructed
by
learners
and
the
teacher.
Responsibility
The
teacher
is
responsible
and
accountable
for
delivering
curriculum
to
the
whole
class.
The
teacher
is
responsible
for
a
variety
of
instructional
methods
for
different
groups
of
learners.
The
teacher
is
responsible
for
modifying
instruction
based
on
the
needs
of
the
individual
learner.
Learners
have
a
voice
and
choice
in
how
they
learn
and
take
responsibility
for
what
they
learn
with
the
teacher.
Goals
and
Objectives
Learning
objectives
are
identified
in
the
curriculum
with
the
whole
class.
Learning
objectives
are
identified
and
addressed
with
different
groups
of
learners.
Specific
objectives
are
identified
and
addressed
with
individuals
who
receive
one-­‐on-­‐one
support.
Learners
set,
monitor,
and
meet
goals
and
benchmarks
along
their
learning
path
with
guidance
from
the
teacher.
Tools
and
Resources
Tools
and
resources
selected
by
the
teacher
to
support
learning
needs
of
the
whole
class.
Tools
and
resources
are
selected
by
teacher
to
support
learning
needs
of
different
groups
of
learners.
Tools
and
resources
are
selected
by
teacher
to
support
the
learning
needs
of
the
individual
learner.
Learners
acquire
the
skills
to
select
and
use
tools
and
resources
to
enhance
their
learning
with
guidance
from
the
teacher.
Support
All
the
learners
in
the
class
refer
to
the
teacher
for
their
learning.
Different
groups
of
learners
refer
to
the
teacher
for
their
learning.
Individual
learners
work
one-­‐on-­‐one
with
teacher
to
support
learning.
Learners
build
a
network
of
teachers,
peers,
mentors,
and
advisors
to
support
learning.
Mastery
Mastery
of
content
and
skill
development
is
based
on
grade
level,
grades,
and
evidence
of
learning
from
the
whole
class.
Mastery
of
content
and
skill
development
is
based
on
grade
level
grades,
and
evidence
of
learning
from
different
groups
of
learners.
Mastery
of
content
and
skill
development
is
based
on
grade
level,
grades,
and
evidence
of
learning
from
the
individual
learner.
Learners
demonstrate
evidence
of
learning,
mastery
of
content,
and
develop
skills
in
a
competency-­‐based
system
for
an
authentic
audience
with
support
of
the
teacher.
Assessment
and
Data
The
same
assessments
and
data
are
used
for
the
whole
class
to
measure
if
there
is
or
is
not
improvement
in
learning
to
modify
instruction.
Multiple
assessments
and
data
are
used
to
monitor
progress
and
measure
if
there
is
or
is
not
improvement
to
modify
instruction
for
different
groups
of
learners.
Specific
assessments
and
data
are
used
to
monitor
progress
and
to
measure
if
there
is
or
is
not
improvement
in
learning
to
modify
instruction
for
the
individual
learner.
Learners
co-­‐design
assessments
and
refer
to
data
with
the
teacher
to
monitor
progress.
They
reflect
on
evidence
of
learning
and
develop
skills
needed
to
become
self-­‐directed
learners
with
agency.
Teaching
and
Learning
Approaches
Chart
(v1)
by
Barbara
Bray
(2018)
is
licensed
under
a
Creative
CommonsAttribution-­‐NonCommercial-­‐NoDerivs
3.0
Unported
License.
For
permission
to
use
chart
in
a
publication
or
to
make
changes
to
chart,
please
contact
Barbara
at
barbara.bray@gmail.com