User:Switte/sandbox
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The Phases of Learning in a Personalized Environment
Learning occurs in five phases in a personalized environment. The first phase is the assessment phase, followed by the teaching and learning phase. The third phase is curriculum choice. The departure from typical education models is the fourth phase, and the final phase is education beyond the classroom.[1]
The Role of the Teacher in a Personalized Environment
The role of the teacher in a personalized learning environment differs from the role a teacher plays in a legacy model classroom. The teacher serves a dual role of being both the advisor and the coach. He or she assesses students’ current level of performance through authentic learning opportunities, and fosters a collegial environment where significant interactions occur through a flexible schedule. [2][3][4]
Instructional Design at the Classroom Level
Many elements of curriculum, assessment and instructional design must be present at the classroom level for students to experience success in a personalized environment. Students must be actively involved in learning through social participation. Classroom learning activities must be meaningful and build upon prior knowledge. Students must be reflective and strategic by engaging in self-regulation. Teachers need to allocate time for practice, and teachers must help students learn to transfer their learning to multiple situations. The end result of the classroom instructional design should aim for understanding as opposed to memorization. Student learning should be continuously assessed against clearly defined standards and goals. Student choice and input into the assessment process is integral[1][2].[5]
- ^ a b Patrick (2013). "Mean what you say: Defining and
integrating personalized, blended and competency education". International Association for K-12 Online Learning.
{{cite journal}}: line feed character in|journal=at position 14 (help); line feed character in|title=at position 32 (help) - ^ a b Lindgren, R., & McDaniel, R. (2012). Transforming Online Learning through Narrative and Student Agency. Journal of Educational Technology & Society, 15(4), 344–355.
- ^ Jenkins, J., & Keefe, J. (2002). Two Schools: Two Approaches to Personalized Learning. Phi Delta Kappan, 83(6), 449-456.
- ^ Schwartz, D. L., & Arena, D. (2009). Choice-based assessments for the digital age
- ^ Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research & Development,48(3), 23–48.