BENEFITS
Why Should I Implement Personalized Learning In My Classroom?
ALLOWS FOR SELF-PACED LEARNING
Students will benefit from being educated in a personalized learning environment, because it gives them an opportunity to work at their own pace when trying to master a learning goal. While this may require some practice and support from the teacher, students will thrive on the chance to reach academic achievement in a self-paced manner. For this to be successful, frequent skill checks and summative assessments are embedded into each student's personalized learning pathways. "Assessments are varied and students advance or earn course credit as they demonstrate competency, moving at their own pace" (Azukas, 2019, p. 282).
ENABLES STUDENT OWNERSHIP
Personalized learning allows students to have ownership in their learning. Students actively participate in making data-driven choices about how they will learn and master a standard or skill. Hughey (2020) concludes that "students feel empowered when involved in goal-setting and decision-making processes" (p. 1). Students are able to be self-directed learners who have a say in their own academic successes.
INCREASES STUDENT ENGAGEMENT
Implementing personalized learning in the classroom will surely increase the engagement of students. By letting students in the driver's seat on their journey to academic success and including them in the process of creating learning goals and pathways, teachers are supporting independent, engaged learners. Phan (2020) expresses that personalized learning "focuses on higher quality learning opportunities that would increase student’s engagement with the content, enable their problem-solving skills and encourage proactive peer assistance" (p. 76).
References
Azukas, M. E. (2019). Cultivating a Blended Community of Practice to Promote Personalized Learning. Journal of Online Learning Research, 5(3), 275–309.
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Hughey, J. (2020). Individual Personalized Learning. Educational Considerations, 46(2), 1–8. https://doi.org/10.4148/0146-9282.2237
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Phan, T. (2020). Exercises of voice, choice, and collaboration in a personalized learning initiative. Educational Media International, 57(1), 73–85. https://doi.org/10.1080/09523987.2020.1744859