Special Report: Personalized Learning: What Educators Really Think and Do

Personalized learning is hard work. And when poorly planned and executed, it does not work well at all. But that should not stop schools from pursuing the goal of tailoring instruction to individual students’ academic strengths and weaknesses as well as their personal interests. That appears to be the big takeaway from our nationally representative survey of nearly 600 teachers on personalized learning topics, featured extensively in this report.

What complicates matters is the fact that schools often make big mistakes before and while embarking on personalized learning efforts, including failing to define what it means and why they are doing it, assuming it’s all about simply putting digital devices in students’ hands, and failing to recognize that effective personalized learning strategies demand major shifts in teacher practice.

The ultimate goal of personalized learning supporters is to identify what works and expand those approaches to more schools. But that remains a daunting challenge.


Special Report

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Personalized Learning: What Works?

Nov. 21 from 1-3 p.m. ET

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Educators see promise in the vision of personalizing learning, but actually doing it is proving difficult, suggests an exclusive survey of K-12 teachers.
November 6, 2019 – Education Week

As the approach expands around the country, educators see a lot to be optimistic about, but remain skeptical of how it works, national survey suggests.
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School leaders tend to have a much more optimistic view of the promise of personalized learning than classroom educators, exclusive survey shows.
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Here's what you need to know about the realities of one of the biggest, most controversial trends in K-12 education, starting with the most difficult questions first.
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Encouraging students to work at their own pace is a worthy goal, educators say, but difficult to pull off due to rigid school schedules and other barriers.
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Teachers open doors for students to fuel their curiosity and pursue passion projects, but educators warn against making it a free-for-all.
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Thomas Arnett, a senior research fellow for the Clayton Christensen Institute, talks about what K-12 schools get wrong most often.
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The multi-age grouping approach is seen as a key feature of personalized learning, but the jury is still out on its impact on academic achievement.
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Andreas Oranje, the general manager of research and development for ETS, talks about how the time is right to examine the role of AI in personalized learning strategies.
November 6, 2019 – Education Week

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