Handbook on Personalized Learning for States, Districts, and Schools
Author: Murphy, Marilyn, Ed.
Date: 2016-00-00
Type: Collected Works - General
Subjects: Guides,Individualized Instruction,Minimum Competencies,Individual Characteristics,Student Evaluation,Curriculum Design,Student Participation,Learning Strategies,Student Empowerment,Home Schooling,Teaching Methods,Technology Uses in Education,Educational Games,Measurement Techniques,Faculty Development,Parent Teacher Cooperation,Family School Relationship,Teacher Student Relationship,Peer Relationship,Predictor Variables,Evidence Based Practice,Academic Accommodations (Disabilities),Teacher Characteristics,Student Diversity,Cultural Differences,Common Core State Standards,Literacy,Sociocultural Patterns,Social Studies,Best Practices,Educational Practices,Instructional Innovation

The &quot;Handbook on Innovations in Learning&quot;, published in 2014, responded to a call by the U.S. Department of Education (ED) to &quot;leverage the innovation and ingenuity this nation is known for to create programs and projects that every school can implement to succeed.&quot; In December 2015, passage of the &quot;Every Student Succeeds Act&quot; (ESSA) presented new opportunities and greater flexibility in efforts to personalize learning for all children. This &quot;Handbook on Personalized Learning for States, Districts, and Schools&quot; provides insight and guidance on maximizing that new flexibility. This volume suggests how teachers can enhance personalized learning by cultivating relationships with students and their families to better understand a child's learning and motivation. Personalized learning also encourages the development of students' metacognitive, social, and emotional competencies, thereby fostering students' self-direction in their own education, one aimed at mastery of knowledge and skills and readiness for career and college. Chapters address topics across the landscape of personalized learning, including co-designing instruction and learning pathways with students; variation in the time, place, and pace of learning, including flipped and blended classrooms; and using technology to manage and analyze the learning process. The chapters include Action Principles to guide states, districts, and schools in personalizing learning. The &quot;Handbook&quot; is presented in five parts. Part 1: Personal Competencies as Propellants of Learning, contains the following: (1) Competencies and Personalized Learning (Sam Redding); (2) Converging Qualities of Personal Competencies (T. V. Joe Layng); and (3) Proceed with Caution: Measuring that &quot;Something Other&quot; in Students (Allison Crean Davis). Part 2: Students at the Center of Personalized Learning, contains: (1) Co-designing Instruction with Students (Melinda S. Sota); (2) Flipped Learning as a Path to Personalization (Melinda S. Sota); (3) Empowering Students as Partners in Learning (Kathleen Dempsey, Andrea D. Beesley, Tedra Fazendeiro Clark, and Anne Tweed; and (4) Homeschooling: The Ultimate Personalized Environment (William Jeynes). Part 3: Teaching and Technology in Support of Personalized Learning, contains: (1) Personalizing Curriculum: Curriculum Curation and Creation (Karen L. Mahon); (2) Choose Your Level: Using Games and Gamification to Create Personalized Instruction (Karl M. Kapp); (3) Personalizing Learning through Precision Measurement (Janet S. Twyman); and (4) Using Learning Analytics in Personalized Learning (Ryan Baker). Part 4: The Personalized Learning Community: Teachers, Students, and Families, contains: (1) Preparing Educators to Engage Parents and Families (Erin McNamara Horvat); (2) Relationships in Personalized Learning: Teacher, Student, and Family (Patricia A. Edwards); (3) Teacher-Student Relationships and Personalized Learning: Implications of Person and Contextual Variables (Ronald D. Taylor and Azeb Gebre); and (4) Personalizing Professional Development for Teachers (Catherine C. Schifter). Part 5: Descriptive Studies of Specific Instructional Applications, includes: (1) Using Universal Design for Learning to Personalize an Evidence-Based Practice for Students with Disabilities (Sara Cothren Cook, Kavita Rao, and Brian G. Cook); (2) Next-Generation Teachers in Linguistically Diverse Classrooms (Tamara Sniad); (3) On Personalized Learning in the Context of the Common Core Literacy Standards: A Sociocultural Perspective (Frank J. Sullivan, Jr.); and (4) Social Studies and Personalized Learning: Emerging Promising Practices From the Field (Christine Woyshner). A section about the authors is included. Individual chapters contain references. [For the &quot;Handbook on Innovations in Learning,&quot; see ED558056. Also see: &quot;Connect: Making Learning Personal&quot; Issue 7 at ED568179; Issue 8 at ED568180; and Issue 9 at ED568181 ]