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This chart is cross-posted on our new site at Personalize Learning . After writing the post “ Personalization is NOT Differentiating Instruction ,” I received some very interesting feedback and more hits than any other of my posts. I think I hit a nerve. So Kathleen McClaskey and I did some research on what personalization is and the differences between differentiation and individualization. We found very little information on the differences.
The term “Personalized Learning” is a buzz word educators use to be an alternative to “one size fits all” teaching. Unfortunately, the message is confusing. Ed.gov’s archive as part of the National Technology Plan lays out the definition of Individualized, Personalized, and Differentiated Instruction:
Search results Blog Defining Differentiated Instruction posted by Rebecca Alber Differentiating instruction for a struggling student can begin with using graphic organizers, offering alternative assignments, and providing extended work time. 4/13/2010 | 88 comments
The Access Center was a national technical assistance center funded by the Office of Special Education Programs (OSEP) within the Department of Education. The purpose of the Access Center was to improve access to the general education curriculum for students with disabilities at the elementary and middle school levels. Drawing from national legislation such as the No Child Left Behind Act and IDEA ’97, the Center was designed to connect states and districts with research-based practices, tools, and materials that could help students with disabilities access the general education curriculum.
Use reflection as a learning opportunity. Defuse potentially harmful moments by having students reflect on their unacceptable behavior. This forces students to think about the situation and come to terms with why their actions were inappropriate. True interest in students' personal development will result in more respect and interest from students. Write out your reflections for each lesson.
Current Collection of Tips Assess student understanding by promoting student discussion. As Principles and Standards notes, communication deepens understanding. Students need opportunities to discuss their reasoning and negotiate meaning with their peers.
"Equity" and "Diversity" are very deep topics, and as such, there are dangers in boiling them down to a list of tips. The following is not a list of activities one does to be equitable or to celebrate diversity, and should not be looked at as such. Rather, the goal is to provide a starting point for considering equity and supporting diversity within our classrooms.