Similarities of State Visions on Personalized Learning
To compare each of the four states' visions on Personalized learning, the core characteristics, standards, and attributes of each of the states will be considered.
1. To begin with, each state puts ownership of the learning on the student. Each places heavy weight on the student to take responsibility for their learning, as well as speak up and let the instructors know what they need to be successful.
2. All four of the states studied require a personalized learner profile for students. These are similar, but do not take the place of IEP or 504 plans. Each states describes the individual profiles as important parts to create a successful path for each student.
3. Georgia, Massachusetts, and Rhode Island all emphasize the use and need of authentic learning and assessments. These three states make it a point to include real world, authentic activities to make learning relevant.
4. One of the key aspects of personalized learning is the flexibility of the students' paths and pace they work through the content and objectives. Each of the four states studied here place an emphasis of describing flexibility of the instructors and the learners in the process of successful completion of the course.
5. Georgia, Rhode Island, and Vermont each purposely include the descriptions of using ongoing formative assessments. This is important because this directly leads to personalized learning and objective mastery at the students' pace, but also lets the instructor make informed decisions when co-planning with the students.
6. Esch of the states also include the importance of the use of student centered activities to make the learning relevant and self guided. The learners need to be prepared for post graduate success as well and this is why the use of student centered and relevant course work is included.
1. To begin with, each state puts ownership of the learning on the student. Each places heavy weight on the student to take responsibility for their learning, as well as speak up and let the instructors know what they need to be successful.
2. All four of the states studied require a personalized learner profile for students. These are similar, but do not take the place of IEP or 504 plans. Each states describes the individual profiles as important parts to create a successful path for each student.
3. Georgia, Massachusetts, and Rhode Island all emphasize the use and need of authentic learning and assessments. These three states make it a point to include real world, authentic activities to make learning relevant.
4. One of the key aspects of personalized learning is the flexibility of the students' paths and pace they work through the content and objectives. Each of the four states studied here place an emphasis of describing flexibility of the instructors and the learners in the process of successful completion of the course.
5. Georgia, Rhode Island, and Vermont each purposely include the descriptions of using ongoing formative assessments. This is important because this directly leads to personalized learning and objective mastery at the students' pace, but also lets the instructor make informed decisions when co-planning with the students.
6. Esch of the states also include the importance of the use of student centered activities to make the learning relevant and self guided. The learners need to be prepared for post graduate success as well and this is why the use of student centered and relevant course work is included.