A Framework for the Key Practices of Personalized Learning: Designing Instructional Routines for Student Agency

• In Event: Innovative Technology Practices to Support Equitable Schooling

Abstract

Summary / Objective
This paper describes the development of a survey designed to capture the eight key practices of personalized learning (PL). Each of these practices describes a classroom routine to support the development of student agency (Dweck et al., 2011; NRC, 2018). While the research describing personalized learning highlights four domains of practice, their definitions are diffuse (Walkington & Bernacki, 2020). The goal of this research is to build a framework accessible to educators for improving student-centered pedagogical practices, and to provide school leaders and researchers with actionable knowledge to support personalized learning.
Framework
Equitable schooling is not only about access to resources, but also involves fundamental change to the routines of classroom instruction. We conceptualize personalization as a design process that can mediate between the needs of schools and identities of students. By providing meaningful choice over the pathways of learning, PL can disrupt the existing practices of schooling that reproduce inequity (Penuel & DiGiacomo, 2018).
Method
The development of the [BLINDED] framework followed a design based approach (Barab & Squire, 2004). By attempting to create a useful tool (the framework) to solve a problem (the implementation and support of PL), we have deepened our understanding of personalization. Our initial conjecture for the framework drew on: 1) observations made during prior research [BLINDED], 2) research from the learning sciences (e.g. NRC, 2018), and adjacent pedagogies such as Connected Learning and Participatory Culture (e.g. Ito et al., 2020; Jenkins et al., 2007). From this model a prototype survey was developed and tested with partner schools. After design sessions with schools, the prototype was iterated based on feedback from educators, a process that furthered our understanding (Barab & Squire, 2004)..
Results
The process of iterative design progressed through several design cycles yielding two main findings. The first is the emergence of the [BLINDED] framework and its eight key practices: conferring, learner profiles, flexible pathways, grouping for learning, competency based assessment, authentic assessment, flexible learning spaces and use of digital tools and media. Each practice can be described in terms of a continuum of student agency, ranging from system controlled to student led.
The second finding is the survey itself, containing 82 items about teacher practices. Educator responses are mapped on a scale of student agency, and outputted as formative feedback with research based suggestions for growth.
Pilot data from the survey (n=103) found that learning pathways and assessment are constrained by systemic needs such as standardized assessments and mandated curriculum, and that the practices of digital technology use vary widely by schools.
Significance
The [BLINDED] framework provides a useful reference point for work in three areas. First, educators can use the framework and survey to design and improve their own classroom practices. Secondly, school and district administrators can use survey data to inform infrastructuring. Finally, researchers can use data from schools to better understand patterns of implementation and evaluate outcomes.

Authors

• Gerald Dryer, University of Wisconsin - Madison

• Richard R. Halverson, University of Wisconsin - Madison