Handbook on Personalized Learning for States, Districts, and Schools

Edited by:
Marilyn Murphy, Temple University
Sam Redding, Academic Development Institute
Janet Twyman, University of Massachusetts

Published 2016

The recent passage of the Every Student Succeeds Act (ESSA) presents new opportunities and greater flexibility in efforts to personalize learning for all children. The Handbook on Personalized Learning for States, Districts, and Schools provides insight and guidance on maximizing that new flexibility.

Produced by the Center on Innovations in Learning (CIL), one of seven national content centers funded by the U.S. Department of Education, 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 Handbook’s chapters include Action Principles to guide states, districts, and schools in personalizing learning.

CONTENTS
Foreword, Marilyn Murphy. SECTION I ‐ PERSONAL COMPETENCIES AS PROPELLANTS OF LEARNING: Competencies and Personalized Learning, Sam Redding. Converging Qualities of Personal Competencies, T. V. Joe Layng. Proceed With Caution: Measuring That “Something Other” in Students, Allison Crean Davis. SECTION II ‐ STUDENTS AT THE CENTER OF PERSONALIZED LEARNING: Co‐designing Instruction With Students, Melinda S. Sota. Flipped Learning as a Path to Personalization, Melinda S. Sota. Empowering Students as Partners in Learning, Kathleen Dempsey, Andrea D. Beesley, Tedra Fazendeiro Clark, and Anne Tweed. Homeschooling: The Ultimate Personalized Environment, William H. Jeynes. SECTION III ‐ TEACHING AND TECHNOLOGY IN SUPPORT OF PERSONALIZED LEARNING: Personalizing Curriculum: Curation and Creation, Karen L. Mahon. Choose Your Level: Using Games and Gamification to Create Personalized Instruction, Karl M. Kapp. Personalizing Learning Through Precision Measurement, Janet S. Twyman. Using Learning Analytics in Personalized Learning, Ryan Baker. SECTION IV ‐ THE PERSONALIZED LEARNING COMMUNITY: TEACHERS, STUDENTS, AND FAMILIES: Preparing Educators to Engage Parents and Families, Erin McNamara Horvat. Relationships in Personalized Learning: Teacher, Student, and Family, Patricia A. Edwards. Teacher–Student Relationships and Personalized Learning: Implications of Person and Contextual Variables, Ronald D. Taylor and Azeb Gebre. Personalizing Professional Development for Teachers, Catherine C. Schifter. SECTION V ‐ DESCRIPTIVE STUDIES OF SPECIFIC INSTRUCTIONAL APPLICATIONS: Using Universal Design for Learning to Personalize an Evidence‐Based Practice for Students With Disabilities, Sara Cothren Cook, Kavita Rao, and Brian G. Cook. Next‐Generation Teachers in Linguistically Diverse Classrooms, Tamara Sniad. On Personalized Learning in the Context of the Common Core Literacy Standards: A Sociocultural Perspective, Francis J. Sullivan, Jr. Social Studies and Personalized Learning: Emerging Promising Practices From the Field, Christine Woyshner. About the Authors.