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Educational LeadershipMarch 2017 / Volume 74, Number 6Getting Personalization Right
Let’s Celebrate Personalization: But Not Too FastCarol Ann TomlinsonBefore embarking on an instructional change like personalization, educators need to ask themselves some questions.
The Genius of DesignJohn Spencer Genius Hour projects can bolster student voice and agency, especially if they’re integrated with design thinking principles.
A School Where Learning Is PersonalJim Rickabaugh, Christina Sprader, and James MurrayWhat does a student’s day really look like at a personalized-learning school?
Student Engagement: Key to Personalized LearningLarry FerlazzoFour ways to help students, including English language learners, find the spark to power their own development.
One-Size-Doesn’t-Fit-All HomeworkCathy VatterottAt one school, an individualized homework experiment creates excitement about learning.
Is Standardization the Answer to Personalization?Paul Emerich FranceStudents are shortchanged when educators see personalization and standardization as antithetical.
Making Projects PersonalMeng Li LusardiHow one teacher revamped a project-based assignment to boost student creativity and agency.
Orchestrating the Move to Student-Driven LearningBena Kallick and Allison ZmudaPersonalization in the classroom need not be an all-or-nothing proposition.
New Faces of Blended Learning Michael B. Horn and Julia Freeland FisherSeeking greater levels of personalization, innovative schools are finding new ways to combine online and face-to-face learning.
A Personalized-Learning Toolbox for TeachersJason Pasatta, Erica Hamilton, and Stephanie DeDoesA district retools teacher professional development with an eye toward supporting personalization.
Personalization vs. How People LearnBenjamin RileyA counterview: Everything you’ve learned about personalized learning is probably wrong.
Five Dispositions for PersonalizationKim CarterDesigning individualized learning experiences entails not just knowing students well, but also being willing to learn from them.
COLUMNS / DEPARTMENTS
Perspectives/Personal MattersAnthony Rebora
Research Matters/Personalization and Failing ForwardBryan Goodwin For educators and students alike, personalized learning requires a willingness to stumble.
Show & Tell: A Video Column/A Compass for Self-Directed Learning Douglas Fisher and Nancy Frey Teachers have to give students the guidance and tools they need to navigate their own paths.
The Techy Teacher/Stations: A Shift That’s Worth ItCatlin Tucker The Station Rotation model, enhanced by technology, can facilitate flexible, customized learning.
Principal Connection/Connecting with Students’ ParentsThomas R. Hoerr Tips from school leaders on forging stronger bonds with students’ parents.
Index to Advertisers
One to Grow On/The Learning CurveCarol Ann Tomlinson Instructional decisions must account for teachers’ varying needs, interests, and points of entry.
Tell Me About . . ./A Personalized-Learning Challenge
ASCD Community in Action
EL Takeaways/Personal Insights
How Personal Learning Is Working in VermontPenny Bishop, John Downes, and James NagleA Vermont law requires districts to pursue three “pillars” of personalized learning. A middle school project team shows how it’s done.
Personalization and UDL: A Perfect MatchKathleen McClaskeyThe Universal Design for Learning framework can be instrumental in helping teachers and students create customized learning paths.
A Personalized Approach to EquityBecky Wilusz and Ken TempletonTrue personalized learning facilitates equitable outcomes by promoting success for more students.
EL Study GuideNaomi Thiers
Inservice Guest BloggersJohn Spencer and Patrick Lenzhttp://inservice.ascd.org
Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.