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Policies and Practices That Meet Learners Where They Are. 4 in a Series. Making Learning Personal for All

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Title: Policies and Practices That Meet Learners Where They Are. 4 in a Series. Making Learning Personal for All
Language: English
Authors: Pape, Barbara, Vander Ark, Tom, Digital Promise Global
Source: Digital Promise Global. 2021.
Availability: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Peer Reviewed: N
Page Count: 23
Publication Date: 2021
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Individualized Instruction, Educational Policy, Educational Practices, Student Diversity, Board of Education Policy, State Policy, Elementary Secondary Education, Educational Legislation, Federal Legislation, Investment
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st-century job requirements in a global market could put America's education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. Efforts to personalize learning must take in the whole child -- the academic, social, and emotional needs of the learner. It must address learner variability, recognizing each child learns in a way unique to them and demonstrates distinctive strengths and challenges. To be effective, personalized learning environments must hold high expectations for each learner. Digital Promise Global, through its Learner Positioning Systems (LPS) initiative, is linking research to practice to enhance opportunities to personalize learning to address learner variability. LPS facilitates the connection among researchers, edtech product developers, teachers, and ultimately learners. When done right, supported by research on how people learn, with high expectations for all learners, and a consideration for whole-child development, personalized learning welcomes students as partners in their education and turns schools into places where ALL are inspired to learn and have the best chances for success. This paper, the fourth in the Making Learning Personal for All series, is divided into two parts. Part 1, The Promise of Reaching All Learners, discusses how learner variability defines personalized learning, striving for equity, and the dimensions to reach all learners. Part 2, Policy Actions and Investments to Personalize Learning, addresses school district strategy and policy, state policy and investment, and federal-national policy.
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED614345
Database: ERIC
FullText Text:
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  Data: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
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  Data: The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st-century job requirements in a global market could put America's education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. Efforts to personalize learning must take in the whole child -- the academic, social, and emotional needs of the learner. It must address learner variability, recognizing each child learns in a way unique to them and demonstrates distinctive strengths and challenges. To be effective, personalized learning environments must hold high expectations for each learner. Digital Promise Global, through its Learner Positioning Systems (LPS) initiative, is linking research to practice to enhance opportunities to personalize learning to address learner variability. LPS facilitates the connection among researchers, edtech product developers, teachers, and ultimately learners. When done right, supported by research on how people learn, with high expectations for all learners, and a consideration for whole-child development, personalized learning welcomes students as partners in their education and turns schools into places where ALL are inspired to learn and have the best chances for success. This paper, the fourth in the Making Learning Personal for All series, is divided into two parts. Part 1, The Promise of Reaching All Learners, discusses how learner variability defines personalized learning, striving for equity, and the dimensions to reach all learners. Part 2, Policy Actions and Investments to Personalize Learning, addresses school district strategy and policy, state policy and investment, and federal-national policy.
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