Personalized Learning
Personalized Learning: from a teacher’s perspective
My definition of personalized learning means making sure you meet the student where she is on the education continuum and give her what she needs to be successful (to move further along the continuum). What does personalized learning look like in a second grade math classroom? Students receiving instruction on a skill and then practicing until mastery is just one part of the picture, especially for struggling students. Students work at their own pace on a variety of strategies to accomplish the same goal, for example, adding two-digit numbers. But what do you do when this is too difficult for a struggling student? Personalized learning can keep that student moving forward.
I recently had a conversation with the math coach at my school that sparked an epiphany. She asked, “What non-negotiables do the teachers in the next grade want students to have when they arrive in their classrooms?” Her question changed my way of thinking about my goals as a teacher. I have a learning disabled student who is never going to master the “number bond” way or “the arrow” way or any of the other methods for solving algorithms. How is my time best spent serving him then? What do 3rd grade teachers want to see from him when he arrives in their classroom?
Personalized Learning Case Study
My plan is to test him with two-digit addition and subtraction to get a baseline. My assessment will cover a variety of skills (e.g. regrouping). Once I find a starting point to begin instruction, his go-to strategy with be traditional vertical stacking. I will still introduce the other methods to him during whole class instruction, but with me one-on-one, vertical stacking will be our one method, which he will also practice independently. He will manipulate objects and practice online to increase his single-digit facility. I will make Quizlet flashcards for him to practice online at his own pace, to avoid the time component of most math games. I want him to have a low affective filter so I will limit stressors like time limits. The answers will be on the back of the flashcard and he will need to show his work and compare it to the flashcard.
The program we use for online practice that accompanies Eureka rotates through all the strategies. So, if I lower the level, it still won’t accomplish what I need for this targeted plan.
I will set incentives for him when he reaches a goal. The goals will be moving targets. So, the first goal might be two correct out of five to start and eventually eight out of ten, for example.
I want to increase engagement for him, so I need to connect it to something real-world. I’m thinking a hero’s journey or even connecting his practice to Pokemon. We could compare/combine achievement points of characters.
More Bang for My Buck
My final consideration is can I take what I’m doing for him and use it for my other students to work at their level? One idea I have is to run with the Pokemon theme and tell them they need to create combinations that will win a battle. I love the idea of having them create their own problems for a specific number I provide. I can set a target number and give them a list of Pokemon and their strengths (as digits). They will have to create a team that has that target number. To add cooperative learning, once a student has reached their target number, they can work with a partner. Student partners could share one of the Pokemon they used and have their partner determine the other member of the team using subtraction. There are lots of possibilities.
Stay tuned for my beginning data, updates, and results.
If you are interested in the documents I am creating or a link to the Quizlet, send me an email.