Personalized learning focuses on meeting students' individual needs while incorporating their interests and preferences. What does this look like in schools that have implemented personalized learning schoolwide?
Schools implementing personalized learning were pursuing a wide variety of approaches and students closed achievement gaps relative to national norms. Observed challenges to implementation lead to recommendations for implementers.
This issue highlights transgender personnel in the U.S. military; promising evidence on personalized learning in U.S. classrooms; a Q&A on gaming and public policy; excerpts from John Lewis' Pardee RAND commencement address, and more.
Students in personalized learning classrooms made greater gains in math and reading than their peers in other schools. But there are barriers to fully personalized learning, including rigid state standards and time demands on teachers.
The concept of personalized learning has gained favor in recent years, partly because new technology applications help to facilitate it. But those who characterize this instructional approach as “students just using computers or other devices” are greatly oversimplifying it.
Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers.
This companion report to Continued Progress: Promising Evidence on Personalized Learning documents results from surveys administered to teachers and students in personalized learning schools in the spring of the 2014-15 school year.
As lawmakers consider the reauthorization of the Elementary and Secondary Education Act, it is critical that in meeting their objectives they do not create unnecessary obstacles to the productive innovations being explored at schools, such as personalized learning.