By Dr. Douglas Green
During the pandemic, after students returned to school, I observed a move toward personalized learning in the elementary school in the district where I independently observe.
I believe that this effort resulted in near-normal learning gains for almost all students in this school. We will know when results from state tests (New York) come back soon.
A key piece to personalized learning is accessing an integrated learning system (ILS) that tracks students’ progress for the next appropriate learning activity. They have been around since the early 1980s—when they ran on mini-computers the size of a refrigerator—using text only.
Needless to say, they are greatly improved. Instead of going to a computer room a few times a week, students can access them on their own laptops at any time.
In a typical classroom that I observe, students are divided into groups of three to five.
As a result of this school’s efforts, it’s rare that a student will face a task that they have no chance of completing. At the same time, more capable students can move ahead.
The problem that districts need to confront—sooner rather than later—is how to push secondary teachers into a system where learning moves away from the one-size-fits-all stand-and-deliver classes.
Some secondary teachers have already done this. It’s easy in subjects where students spend most of their time working. This includes Art, PE, and technology classes like Robotics and Wood Shop, as well as computer programming and applications classes. Foreign language teachers use self-paced learning apps like DuoLingo to individualize learning. I use this app myself to learn another language (Swedish) at home.
The key is establishing a situation where students work either independently or in groups and get quick feedback—either from a teacher or a computer. The shift is listening less to a teacher—and spending more time doing.
This can be achieved in classrooms, but it requires vision and leadership to make it happen.
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