Planning for Personalized Learning

Reneé Atkinson, an English teacher and IB Coordinator at Aynor High School, shares her thoughts around planning for personalized learning.

Many teachers are overwhelmed by the thought of planning for personalized learning. In my experience as both an instructional coach and as a teacher, this is the number one reason teachers avoid personalized learning. I have heard frequently over the last few years, “I just don’t have time to plan like that.” I think the task of planning for personalization feels daunting because teachers feel like they have to differentiate every aspect of their instruction. But it’s much easier than that, and the front-loading that occurs when implementing personalized learning often eliminates post-class grading which leaves teachers overwhelmed.

The easiest way to plan for personalization is through assessment. I look at what students need to be able to know and demonstrate for success with a particular skill or standard. Then, I determine what type of assessment I will use and how I will personalize from there. The key to successful personalization is a backwards planning approach. What do students need to be able to do? How will I get them to their destination?

Student choice is one method of personalization. For example, my students must complete informative/expository writing as a writing domain. But who says every kid has to write a formal paper? There are so many means of communicating, and in this era, our kids should be able to flex their creative muscles along with their critical thinking skills and step outside of the traditional modes and formats. So, students did research. They evaluated their sources, but I allowed them to determine how they would share their newfound information with a larger audience. Students created podcasts, infographics, and Crash Course style videos. One student even created a series of Tik Toks. The projects were much more creative and more thought-provoking than a traditional essay, and each student was able to demonstrate his or her own learning in their preferred way. But student choice is an easy way to plan for personalization when teachers are just getting started.

Teaching with differentiated small groups is another way to plan for personalization. When grading assessments, most teachers look at patterns of error. If the whole class needs remediation, I would plan a whole group mini-lesson to address that area of issue. But most of the time, pockets of students and individual students may need support in different areas. I use item analyses to help me determine the size and numbers in my small groups. This also helps me plan what each group needs. Time spent with the teacher is another factor and way of personalizing. Plan for students who need more instruction; meet with those kids or groups first. Save the kids who need you least for last, but know that personalized learning can also be used to push kids who make 100s to a higher level of challenge.

Adaptive technology also helps teachers personalize, and tools that enable students to work along a personalized pathway are great. These allow teachers to again, give students an assessment to see what they know already. From there, teachers can plan lessons or assignments to meet the individual learning needs of students. However, you can also personalize learning for students with little or no technology. Personalized playlists and student choice assignments free the teacher to meet with students individually and in small groups to address their unique needs even when technology is limited.

Craft each day to meet the needs of students.

Planning for heterogeneous groups is another means of personalization. This doesn’t suggest teachers should give students an assignment and simply tell them to work together. Teachers must know their students and place the appropriate students in groups together. Then, you plan the strategies that fit best with your content, particularly those activities that ensure every student participates every time. In this way, cooperative learning opportunities are an example of personalized learning because they enable students to hear diverse perspectives and voice their own opinions in a smaller setting.

Planning for personalization should be purposeful. Begin with the end in mind. Craft each day to meet the needs of every student. Start small and begin planning for personalization. Your students will thank you for it.

About The Author:

Reneé Atkinson, an English teacher and IB Coordinator at Aynor High School in Aynor, SC.

She also served as Instructional Coach at AHS for five years before returning to the classroom this year. This is her 18th year in education, and personalized learning is her passion.