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The Most Overlooked Aspects of Personalized Learning

The Most Overlooked Aspects of Personalized Learning

Roger Riddel of EducationDive features the most overlooked aspects of personalized learning from 5 administrators.

To gain more insight into the challenges of adopting a personalized approach, Education Dive asked five school and district leaders what they see as the most overlooked aspect of personalization when schools and districts adopt these models.

Richard Gordon, the Principal of Paul Robeson High School in Pennsylvania believes that [Recognizing] the importance of trauma-informed education and teachers employing, practicing and insisting that students exhibit social-emotional intelligence in our community on a daily basis. Public education, prevention and intervention, early identification, and effective trauma treatment within the school environment are all necessary to break the cycle of apathy and indifference to the importance of education that exists in a lot of our schools.

Scott Baytosh, Head of School, Alexandria Country Day School in Virginia, considers assessment as the aspect that is most overlooked. He says As a culture, we tend to have a strong bias toward "fairness" in grading and assessment, and this is typically expressed by treating every child the same through purely quantitative measures.

The Principal of NeoCity Academy in Florida, Michael Meechin views teacher’s training and development as the most disregarded aspect and clearly states that personalized learning requires intensive planning on the teacher side.

I would say that we often don’t consider students’ voice when we are determining a pathway for their learning is how Suzanne Lacey, Superintendent, Talladega County Schools in Alabama puts it.

Glenn Robbins, the Superintendent of Tabernacle Township School District in New Jersey on the other hand thinks that It’s nearly impossible to measure grit, adaptability and creativity, and as Mark Twain stated, “I have never let my schooling interfere with my education.” When will we accept that today’s learners no longer need to live near a library to be successful, as they have vast amounts of resources in their palms or all around them in this technologically advanced world? When do we just realize and accept that it should just be called "learning?"

Read the full article here. Author: Roger Riddell

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