Let's Celebrate Personalization: But Not Too Fast
Saved in:
| Title: | Let's Celebrate Personalization: But Not Too Fast |
|---|---|
| Language: | English |
| Authors: | Tomlinson, Carol Ann |
| Source: | Educational Leadership. Mar 2017 74(6):10-15. |
| Availability: | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Individualized Instruction, Program Implementation, Educational Change, Educational Benefits, Difficulty Level, Guidelines, Educational Objectives, Student Centered Curriculum, Models, Program Effectiveness, Classroom Techniques, Leadership Role, Parent Role, Educational Environment |
| ISSN: | 0013-1784 |
| Abstract: | The concept of personalization in learning appeals to many K-12 teachers and students weary of regimented, one-size-fits-all instruction. The in-vogue term personalization is used to refer to many different learning strategies and structures--from personal learning plans to greater student voice. Differentiation expert Carol Ann Tomlinson is excited about the potential of personalization, but suggests that school leaders who are considering implementing a specific personalized approach seriously think through the implications the changes involved will have for all elements of their school's system--and what further changes or resources they will need to make personalization work well for all students and teachers. She poses ten questions leaders should work through and begin to answer as they prepare to usher personalized learning into their unique school context. |
| Abstractor: | As Provided |
| Number of References: | 4 |
| Entry Date: | 2017 |
| Access URL: | https://www.ascd.org/publications/educational-leadership/mar17/vol74/num06/Let's-Celebrate-Personalization@-But-Not-Too-Fast.aspx |
| Accession Number: | EJ1132309 |
| Database: | ERIC |
Be the first to leave a comment!
