Most educators may agree that more personalized learning is needed in the fall—perhaps more than ever. During the pandemic, students will enter classrooms with different experiences, entering classrooms with uneven skills and knowledge levels.
But the fact is that this has always been the case. However, it is now defined as learning loss, and parents, administrators, and educators advocate learning recovery or acceleration. These terms are inherently flawed and focus on what students don’t know. This is bad enough, but what’s worse is that this kind of framework can trigger panic and anxiety, and the focus should be from a traumatic year. Recovered.
The world is different from two years ago. Although this may be a bit scary, it can also be liberation. It can be exciting to step into an untouched field, and we must not allow our unfounded fear of learning loss or misleading motivations for learning acceleration to lure us back to pre-pandemic work.
This includes outdated and misleading thinking about personalized learning. The personalized learning that students need is not the kind you imagine.
In my book “Recycle personalized learning,” I divided what I call “humanized personalization” and “non-humanized personalization”. I worked in Silicon Valley for 3 years and worked with technical experts to develop personalization tools. I found this Difference. Among all the lessons learned, the most important thing is: if we concentrate technology and defect-based thinking in our personalized philosophy, we will not only go against our collective efforts for fair and personalized learning, And it will inadvertently harm students in the process.
When planning for the new school year, we must proceed with caution, and we must ensure that recovery does not cause any further harm to our students. When having a conversation with your school about personalized learning in the fall, please consider the following four steps to personalize and personalize so that you can reach all students without causing any other problems.
Focus on the human nature of students
Humanization is not a new concept-but sometimes, it does feel a lot like it. Paolo Freire, the author of the book “Pedagogy of the Oppressed,” is often considered to be the context in which the term is used in education. Freire believes that humanization means becoming more humane with age, growth and evolution. In general, the experience of our students in the classroom has been dehumanized for too long. Education is defined as quantitative test scores and career preparation, forgetting that learning is part of the human condition.
Focusing on the human nature of the student is not the goal; it is a decision you must make in class every day. It starts with learning and discussing identity, and then integrates it into the entire curriculum based on students’ understanding of identity.
This can take many forms, including discussing how identity affects the experience of characters in fiction, and telling stories about voices that are often marginalized during a particular historical period. When studying the history of Chicago with my third-year students, understanding identity is critical to understanding Chicago’s long-standing inequality.Leverage Zero plan thinking process, My students use provocations such as race dot maps or income maps to observe and discuss the ways in which systemic oppression occurs in our cities. We even interviewed residents to understand the challenges they face, which led my students to write letters to local councillors to advocate for change.
Redefine success in the classroom
For a long time, we have defined the success of students based on their academic achievements, inevitably dividing students into successful and unsuccessful. In our classroom, this is not a way of personalization. When personalized learning is humanized, every child’s definition of success should be liberated and evolve with the child. No, this does not mean that you have to give up all the emphasis on academics; it just means that your assessment practice is transformed from quantitative total scores and test scores to qualitative feedback, thus telling your student’s learning journey.
When we move from test scores to storytelling, we not only humanize the learning process, but also humanize the evaluation process. The assessment actually comes from the Latin assessment, which means “sitting by the side.” When we redefine evaluation as the teacher “sit” next to students and learn from their journey, something very remarkable happens: we free ourselves from the task of classifying and ranking students, and instead reposition ourselves As their thought partners in their respective educational journeys.
The transition to qualitative assessment requires the use of such Single point gauge or Structured reflector Students can use it to process feedback, identify strengths, and use these strengths to set new goals for future learning. Reconstructing the assessment in this way not only makes it an asset-based experience, giving students more than just a letter grade, but also helps them internalize feedback and make them a partner in the humane assessment process.
In order to reach my students more effectively in remote teaching, I make sure to shorten the class time as much as possible. After all, learning in the entire team is important. It establishes collective awareness in the classroom and connects learners through shared experiences. In other words, spending too much time on whole-class teaching creates a culture that relies on learning, using outdated practices such as lectures or rote memorization.
Whole-class teaching is only one dimension of teaching. When we use the other two teaching dimensions: group teaching and personalized meetings, our teaching methods will eventually become more humane and personalized.
By adopting the three-dimensional teaching method, I found that I was able to contact my students on a more personalized level, freeing up time for group learning and meetings almost every day and almost every subject. This teaching method allows teachers to embed feedback in the teaching block instead of providing it after students hand in their homework.
One of the biggest myths behind personalized learning is The more personalized we are, the more personalized our learning. But this is not true at all. In fact, if we use humanized teaching methods to connect children with each other, then personalization can occur in all three dimensions of the above-mentioned teaching.
Specifically, I mean “complex teaching,” a term originally coined by Stanford University researchers Elizabeth Cohen and Rachel Lotan in 1997. Complex teaching uses open tasks and is specifically designed for different learning groups. Students of different ability levels can access open-ended tasks and find entry points related to their strengths.This style of curriculum design allows learners to connect with each other through common tasks, cultivate a sense of academic belonging among students, and at the same time Natural personalization Your course passes through the student institution.
Humanized learning to cure
Ultimately, we must prioritize treatment in the coming year—perhaps this is something we should always do. Our classrooms and schools should be places where our students can participate in becoming more and more humane in the process of learning and growth. Especially because our students have endured the trauma, pain and disconnection caused by a year of pandemic study.