Diving Deeper into Personalized Learning

Personalization is the future of education because it recognizes that every student is unique, with distinct learning preferences, paces, and goals. This approach shifts away from the traditional one-size-fits-all model, allowing students to learn at their own rhythm and delve deeper into concepts that pique their interest. By creating experiences that make instruction personal and address individual needs, personalized learning enhances engagement, motivation, and ultimately, student achievement. It empowers learners to take ownership of their education while developing critical competencies necessary for success.

Personalized learning is not just a trend but a necessity. Students must develop adaptability, self-regulation, and collaboration skills in a disruptive world of rapid technological advancements and diverse career paths. Personalization is uniquely equipped to cultivate these essential competencies by allowing students to explore their passions, set personal learning objectives, manage time more effectively, and work independently or collaboratively. By developing a deeper understanding and love for learning, personalized education prepares students to become lifelong learners and thrive in an ever-changing world.

Everything above justifies my latest project. Thanks to my amazing co-author, Nicki Slaugh, I was honored to have my latest book, Personalize, published in June.  Honestly, I didn’t think I would have another book in my life soon, let alone an entire one on personalized learning. However, after meeting Nicki and coaching at her school, the missing pieces were now in place and the book project began. There is no way I could have done this without her practical insight and undeniable track record of success when implementing personalized practices at scale. Check out this post to read the entire story of how this process came together. 

As the opening of this post explains, personalized learning is not a trend or fad but the future of education if we are serious about student growth and achievement.  While the book dives deep into theory, research, strategies, and success stories, we wanted to share some insights in a presentation format. Thus, we partnered with edWeb to facilitate a webinar on the topic attended by educators worldwide.  You can view the recording for free HERE. 

The feedback from the session was amazing. Below are some of the highlights:

• Oh, my goodness, this was exactly what I needed because I am involved in Intervention and Extension Training at my place of work and this information was so helpful. These two are a dynamic presentation duo! I already emailed my manager to tell him that our whole team MUST watch this webinar. Phenomenal resources and examples of how to use
• These ideas and resources were great!
• The webinar provided a great deal of relevant information and strategies to integrate personalized learning in learning environments.
• Great use of visual aids to explain concepts.
• Loved all the ideas and how to individualize.
• Wow! Amazing information.
• This was very helpful.  It gave me some ideas to pass on to my teachers.
• This was a very relevant webinar. Your expertise was evident throughout the presentation. 
• Informative and engaging.
• I love the visual aids and posters used for the webinar.
• The concepts shared were an effective model that can be utilized in our classrooms in Brooklyn, New York. I was appreciative and will try to apply the playlist that includes activities, directions, and notes. Thanks for your time and for sharing accordingly.
• Great presentation!
• An excellent plan to reach all our students, considering their learning preferences and pace. 
• The presentation was very informative and creative. I love the different types of tools that a teacher can use to implement in the classroom, allowing the students to personalize their choice of learning.

Nicki and I hope you find the webinar as valuable as the educators above and thousands of others did!  This link will take you to the recording, as well as the description of the webinar, which I posted below.

Delve into the transformative power of personalized learning. In today’s rapidly evolving educational landscape, traditional one-size-fits-all approaches often leave many students behind, leading to disengagement and frustration. This webinar offers a pathway to reimagine your teaching strategies and classroom dynamics.

You discover how to create an inclusive, student-centered learning environment that celebrates individuality and fosters deep engagement. Learn practical, research-backed strategies for tailoring instruction to meet the diverse needs of every student. Gain insights into leveraging technology and data to enhance learning experiences and support personalized pathways.

Viewers walk away with actionable tools to implement personalized learning in their classrooms or schools, from amplifying student voice and choice to key pedagogical shifts, including real-time data for targeted interventions. Whether you’re an educator seeking to reignite your passion for teaching or looking to enhance student outcomes, this webinar provides the inspiration and knowledge you need. Don’t miss this opportunity to revolutionize your teaching approach and create more equitable learning environments.

This recording is of interest to K-12 teachers, librarians, school leaders, district leaders, and education technology leaders.

Remember that personalization is not more work; it is better work. The main premise is to maximize educators' time with students to ensure they all get what they need when and where they need it to learn.  We hope this webinar helps you begin your journey or improve what you are already doing with personalized learning. If you are interested in free supplemental resources related to the book, check out this Pinterest board. 

You can get your copy of Personalize: Meeting the Needs of ALL Learners on Amazon. There is an impressive discount on bulk orders. If interested, email info@connecteddpublishing.com for more information.

The Six Myths of Personalization

Myths often arise from misunderstandings, oversimplifications, or a desire to maintain the status quo. They can also be intentionally created to mislead or manipulate, serving as barriers to embracing innovative practices or protecting existing power structures. Additionally, some myths may originate from well-intentioned but inaccurate assumptions or generalizations about an idea or strategy.  

Many misconceptions about personalized learning have led to the formation of numerous myths.  Before I tackle these, let’s first start with a realistic definition that Nicki Slaugh and I shared in our book Personalize:

Personalization is all students getting what they need when and where they need it to learn.

The definition we developed was strategic in nature.  It acknowledges the fact that we all learn differently and leaves out some common words often associated with personalized learning.  Let’s now dive into the most popular myths that hold educators back when it comes to personalization. 

Myth 1: Technology is needed to personalize

Years ago, almost every educational technology company jumped on the personalized learning bandwagon and hailed it as a holy grail for improving outcomes.  The ads and pitches contained compelling messages about how various tools would meet the needs of every learner while closing achievement gaps. Apparently, this was not the case.  Having all students on technology at the same time using an adaptive learning tool where there is no discourse, collaboration, or relationship building is impersonal at best.  

The “personal” in personalized is the most critical aspect.  Don’t fall into the trap that you need technology to personalize. Emphasize relationships, relevance, learner preferences, feedback, and competency-based pathways, which Nicki Slaugh and I elaborate on in Personalize. At the secondary level, you can look to implement academy programs or smaller learning communities (SLCs) to create a school-within-a-school model based on constructivist learning theory and interests.  No matter what you choose, the key element is the creation of personal experiences with and without technology. 

Myth 2: There is one right or best way to personalize

When it comes to myths, this one irks me the most.  I routinely see professional development companies championing only competency-based solutions or those where students must watch a video.  Let me be clear: there is no right or best way to personalize learning.  There are an array of pedagogical shifts and high-agency strategies at your disposal.  Maybe you want to leverage station rotation, choice boards, playlists, self-paced courses, flipped lessons, or must-do/may-do menus. Take your pick and mix it up as it suits you.  

The same can be said regarding high-agency strategies such as voice, choice, path, pace, and place.  Nicki and I suggest you focus on at least one during every lesson, not all five. Personalization is all about maximizing the time you have with students.  There is no “best” way, as learner preferences and needs change over time.  However, there are effective strategies at your disposal.  Which ones you implement and when is your call. 

Myth 3: Direct instruction has no place in a personalized classroom

When it comes to high-effect strategies, direct instruction still has a great deal of impact on achievement.  The key is to ensure it is chunked and doesn’t compromise most of the period or block.  When this occurs, the overload of content leads to disengagement.  Tier 1 instruction matters, plain and simple.  Here is where student voice comes in, something I refer to as the gateway to personalization at every grade level. When implementing reviews of prior learning, checks for understanding, or closure tasks, educators can empower all students to be heard using mini whiteboards, dry-erase surfaces, Post-it notes, or technology.  I am particularly a big fan of digital exit tickets that provide the teacher with instant data and feedback, which can be used the next day to reteach if needed or identify students for targeted support. Hooks can also be implemented at the beginning of the lesson for relevance.  

Myth 4: Data must be used to personalize

In Personalize, Nicki and I state the value of data-enhanced teaching, not data-driven. Too much of something tends to diminish its value.  While we all know data can be an invaluable tool to personalize learning, it is not a silver bullet.  Learning is so much more than a number. Begin with establishing positive relationships as these are the foundation of learning, Next, focus on relevance to create a more personal connection to the concepts.  Then, leverage qualitative evidence such as student work and rubrics, which can be just as effective, if not more, than data.  

Myth 5: All learning is personalized

I have heard this broadcast over the years and respectfully disagree. Just ask students in a classroom where they consistently do the same thing at the same time in the same way, and I bet their responses would equate to an impersonal experience. Personalization requires a shift from the “what” to the “who” to emphasize ownership of learning. Without this, the act of learning becomes something that is mandated rather than embraced. 

Myth 6: It’s more work

Changes to practice often spark the “yeah, but” response. When it comes to personalized learning, many people see it as more work. The fact of the matter is that this shift represents better work, as available time is being maximized to support struggling students while providing more challenge to those who are already at or beyond the standard. Don’t let comfort stagnate progress. The small shifts to practice implemented consistently are the epitome of personalization. 

While I might have missed a few myths, the ones listed above have worked to hold back personalization from reaching its full potential in schools and, in the process, students.  When it comes to learning, there is not just one way.  The same can be said about how you implement personalized learning in your district, school, or classroom. I hope you will see opportunities for growth in your practice, no matter your role, to usher in experiences that support the whole child.  Just because it has been done or worked in the past doesn’t mean it is the most effective approach for students today. 

Collaboration is the Lifeblood of Change

We are all familiar with the saying that there is no "I" in team. Collaboration is the lifeblood of successful change initiatives. It harnesses the power of diverse perspectives, fostering a rich environment for idea generation and problem-solving. When individuals from different backgrounds and expertise come together, they can identify blind spots, challenge assumptions, and develop more comprehensive and effective solutions. Moreover, collaboration builds embracement and ownership, essential components for implementing and sustaining any shift to practice. Involving people in the change process can increase their engagement, reduce resistance, and create a shared sense of purpose.

Successful change often requires navigating complex systems and overcoming entrenched challenges. Collaboration provides the necessary support network to weather these storms. Through shared problem-solving, knowledge sharing, and mutual support, teams can develop resilience, increase their capacity for innovation, and ultimately achieve their desired outcomes. Collaboration is not merely a tool; it's a cultural shift that empowers individuals and schools to drive positive change.

Collaboration is a cornerstone of effective educational improvement, especially when it comes to making the shift to personalized learning. Nicki Slaugh and I shared the following in Personalize:

Teamwork is the essence of academic triumph. In our ever-changing and competitive educational landscape, we must nurture collaboration to attain more extraordinary accomplishments. Teamwork is equally crucial in workplaces to promote a shared vision, facilitate the exchange of practices, and support emotional and professional growth. Furthermore, teamwork among staff creates a more cohesive, supportive, and innovative learning environment for students, contributing to a culture of continuous improvement and adaptability within educational settings.

Benefits of Collaboration in Education

A collaborative spirit creates a nurturing environment in which individuals feel supported in their academic growth and development through the following:

• Shared Knowledge and Expertise: Bringing together educators with different backgrounds and experiences creates a rich pool of knowledge. This collective wisdom can be harnessed to develop more effective teaching strategies and curricula.
• Problem-Solving and Innovation: Collaborative teams can tackle complex educational challenges more efficiently. They can generate creative solutions and innovative approaches, such as personalized learning, by sharing ideas and perspectives.
• Increased Teacher Morale and Support: Collaboration fosters a sense of community and support among educators. This can increase job satisfaction, reduce burnout, and greater resilience.
• Student-Centered Focus: When educators collaborate, they are more likely to prioritize student needs and outcomes. This can lead to more engaging and effective learning experiences using high-agency strategies. 
• Accountability and Shared Responsibility: Collaboration promotes a shared commitment to student success. Educators can hold each other accountable and share responsibility for achieving common goals by working together.
• Professional Growth: Collaborative work provides opportunities for educators to learn from each other, develop new skills, and expand their professional networks.

To ensure the benefits listed above, it is vital to seize all available time during the school day.  This includes prep periods, common planning time, and professional learning opportunities, which I will elaborate on later in this post. When and if time becomes a challenge, consider developing or leveraging a Personal Learning Network (PLN) to connect and engage with like-minded educators who share the same desire to grow. 

Effective Collaboration in Action

Collaboration can take many forms, including:

• Professional Learning Communities (PLCs): Groups of educators who meet regularly to discuss student data, share best practices, and develop collaborative solutions.
• Mentorship and Coaching: Experienced educators supporting and guiding less experienced colleagues.
• Departmental or Grade-level Time: Teachers within the same subject area working together to align curriculum, assessment, and instruction.
• Cross-disciplinary Focus: Teachers from different subject areas collaborating to create interdisciplinary units and projects.
• School-Community Partnerships: Collaborations between schools and community organizations to support student success.

Change is a process, and adequate supports are needed along the way.  Always remember that people are your greatest resource.  By fostering a culture of collaboration, schools can create a more supportive and effective learning environment through personalization for both students and teachers.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Maximizing Time with Data and Evidence-Enhanced Rotations at All Grade Levels

One of the most significant challenges educators face is time. While the focus is typically on getting more of it, the emphasis should be maximizing what is already available.  When it comes to student learning and success, how time is used when students are in class is pivotal. While sound instruction will always be needed in some form, meeting the needs of learners relies on other pedagogical pathways that veer away from all students consistently doing the same thing, at the same time, the same way. Personalization, where all students get what they need, and when and where they need it to learn, is the solution. 

Another challenge educators face is meeting diverse needs and preferences during the same lesson, especially when the curriculum demands so much content to be covered in an unreasonable period.  First, identify the priority standards that need to be covered and facilitate a short mini-lesson. Once completed, transition from inputs (what the adult does) to outputs (what the students do to demonstrate understanding). The opportunity now presents itself to personalize by ability grouping and a differentiated process. Here is where station rotation can be an invaluable asset as a data-enhanced teaching strategy to close learning gaps by maximizing the time available in class. 

Nicki Slaugh and I shared the following in Personalize:

With station rotation–or centers, as they are often referred to at the elementary level–the overarching goal is to use valuable class time more effectively. Following a short period of direct instruction with the entire class, the teacher breaks students into groups using data and the class engages in a series of activities during a set period. Each learner will visit all the stations, and a timer is used to let them know how long they have to engage in the activity. 

Data or evidence is essential when using rotations.  The ability to group students based on need provided the teacher with the time needed to target and differentiate instruction in a much more manageable and realistic way.  In my opinion, this is the most effective way to address learning gaps while pushing students who are already at or beyond the standard(s) further. Look at it from the lens that you are creating smaller class sizes.  Beyond targeted instruction, other stations could include independent work, collaborative tasks, and the use of technology in the form of adaptive tools. 

Here are some tips to structure and get the most out of stations:

• Develop a template and share it on-screen and in LMS with context.
• Provide clear instructions and materials at each station.
• Leverage a timer for pacing and to aid in self-regulation.
• Use data to group, regroup, target instruction, and differentiate (you can establish rotations where you don’t meet with all students during a block). If data is not readily available, use evidence such as student work.
• Integrate an adaptive learning tool to collect usable data and set students on an appropriate path.
• Keep rotations between 3-4.
• Use an exit ticket (3 scaffolded questions/problems) at the end of the block for accountability using tech when appropriate.

Below is a visual that can help effectively establish station rotation in your classroom or school.

Always remember that the right way is your way. Don't feel like you must include an adaptive learning tool in a rotation, especially if you don't have access to these at the secondary level. At Nicki's school, Quest Academy Jr. High, I observed her teachers incorporating flipped videos and interactive choice boards, alongside utilizing apps like Nearpod, CurioPod, and Edpuzzle. These tools can effectively create learning opportunities where students can engage either independently or collaboratively. This approach allows teachers to focus on meeting individual student needs through targeted instruction based on collected data and creating a more student centered classroom. You can also include scaffolded worksheets, independent reading, and cooperative activities where students use interactive whiteboards (IWB's) or screens to collaboratively engage in tasks. 

Now I know what some of you are thinking. Everything listed above works great in theory, but from a practical standpoint, it just can’t be done because the periods are too short, there are no adaptive tools for the content (secondary level), or you don’t have the flexible seating needed and room space to set up multiple rotations.  Fair enough, but for every problem, there are solutions. When it comes to a growth mindset, we need to focus more on the “what ifs” instead of the “yeah buts” as these inhibit progress.  If you have short periods, one practical tweak is to facilitate a tier 1 lesson one day and then implement station rotation during a whole period the following day.  If the physical space and a lack of adaptive tools are the issue, or if you just can’t fathom multiple rotations, a modified approach can be taken, which Nicki and I shared in Personalize. Take a look at the image below.

By offering diverse activities, rotational models cater to different learning preferences and paces, allowing students to grasp concepts in ways that resonate with them. It also provides opportunities for small group instruction, fostering deeper understanding and individualized support from the teacher. This variety keeps students actively involved, transforming the classroom into a dynamic environment that sparks curiosity and a love for learning.

Effective classroom time allocation is critical to improving learning and reducing achievement gaps. This involves using data to dynamically group students, strategically using adaptive learning tools, providing challenging and relevant independent work, and fostering active collaboration. Educators can only control the time they have with students. Using station rotation strategically, teachers can differentiate instruction while developing essential skills like time management and self-regulation. This approach benefits students at all levels.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Beyond the Comfort Zone: Why Calculated Risks are the Key to Unlocking Student Potential

Taking a leap of faith can be daunting, but it is often needed to grow. Stagnation is the enemy of progress. In education, sticking solely to what's comfortable hinders growth. Calculated risk-taking becomes crucial for improving practice. Sticking to the familiar routine feels safe, even if it means being perpetually stuck in neutral. Self-doubt creeps in, making us question our capabilities to navigate the unknown. The worry of being judged by others adds another layer of hesitation. In education, there is often an emphasis on stability and avoiding mistakes, further discouraging risk-taking. Despite these hurdles, carefully calculated risks are essential for professional growth, opening doors to new ideas, resulting in innovation, and building resilience.

Nicki Slaugh and I shared the following in Personalize:

To be a trailblazer in reshaping the educational experience, one must embark on an expedition that involves a willingness to take risks, challenge the status quo, and innovate with a purpose. Transformation requires visionary educators who understand that the path to progress is often paved with bold decisions and calculated risks.  Risk-taking in education is not about recklessness; instead, it is about having the courage to question established norms and explore uncharted territories in pursuit of a better learning environment. Ask yourself, are you naturally curious? Do you ask “Why?” or “How?” about various aspects of life, systems, or ideas? Are you open-minded? If so, we encourage you to try something new that will uncover a world of possibilities. 

Stepping outside your comfort zone can lead to innovative learning. Trying new approaches, like a novel marketing strategy or a different teaching method, pushes you to learn new skills and adapt. This experimentation can lead to breakthroughs you wouldn't have achieved by playing it safe.

Risk-taking fuels creativity and innovation. By embracing the unknown, you open yourself to fresh ideas and solutions. This is especially valuable in today's fast-paced environment, where staying ahead of the curve is essential. Imagine a doctor hesitant to explore new treatment options – their patients might miss out on the latest advancements.

Taking risks builds resilience. Only some new ideas and strategies will succeed at first, but even failures offer valuable lessons. By analyzing what went wrong, you gain valuable insights and develop the ability to bounce back stronger. This resilience is key to navigating the inevitable challenges that come with implementing changes to practice that impact your classroom, school, or district.

Risk-taking sets you apart. If we continue to do what we have always done, we will often continue to get what we have always gotten. In a dynamic world, those willing to venture beyond established norms are more likely to be noticed. This can lead to new opportunities, media coverage, being invited to present at local or national events, and recognition for your efforts. 

The key is to take calculated risks. Analyze potential consequences, have a plan B, and learn from both successes and failures. By embracing this approach, you unlock a world of professional growth and position yourself to thrive as both an educator and learner.

Personalized learning is a risk worth taking. While it might seem like a risky shift from traditional methods, the potential benefits students make it a worthwhile endeavor. Imagine an environment where all students get what they need when and where they need it to learn.  In this culture, they can progress at their own pace, tackling challenges that genuinely engage them. Personalized learning allows educators to cater to individual needs and learning preferences, leading to a deeper understanding and boosting motivation. This can result in improved academic achievement and a more fulfilling learning experience. 

When it comes to risk-taking, the potential to ignite a passion for learning in students is a reward worth striving for. 

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Small Steps, Big Shifts: How Consistency and Continuity Unlock Lasting Change

We all have that nagging voice, whispering about what we "should" be doing. Maybe it's a call to eat healthier, exercise more, or finally tackle that neglected hobby. But how often does that voice translate into sustained action? The truth is that achieving lasting change is rarely about grand gestures or dramatic overhauls. It's about the power of consistency and continuity – small, steady shifts that build momentum and pave the way for a transformed you.

Nicki Slaugh and I shared the following in Chapter 1 of Personalize:

Is there such a thing as a “small” win? We challenge this notion because the overall impact is in the eye of the beholder. Small victories can carry equal or even greater significance than their larger counterparts, and there are two primary reasons for this phenomenon. Without these minor triumphs, attaining significant accomplishments becomes doubtful; we tend to surrender in disappointment and frustration before reaching a grand victory. 

Small shifts to practice implemented consistently have the greatest impact. To innovate and improve, you don’t need to swing for the fences or radically change your current work. 

The Illusion of the Instant Fix

Our culture thrives on instant gratification. We're bombarded with messages promising quick fixes and overnight transformations. The rub, though, is that these purported shortcuts often backfire. Crash diets leave us depleted, intense workout routines lead to burnout, and abandoning our passions feels like failure. Education is no different. All one has to do is look at the slew of books, social media posts, speakers, and podcasts boasting claims that their big ideas will transform practice over time. There is no silver bullet. The key to lasting change lies not in drastic measures but in consistent, incremental steps. 

The Magic of Consistency

Imagine yourself trying to chip away at a large rock. A single, forceful blow might make a small dent, but it's unlikely to break the rock. However, with consistent taps from a smaller hammer, the rock will eventually crack over time. Consistency is the steady application of effort, the daily practice that builds upon itself. It's the difference between sporadic bursts of motivation and a sustainable approach to change. Look to identify parts of your practice that are either absent or need to be implemented more consistently. From a teacher's perspective, this could be lesson components such as hooks, scaffolding questions, or closure. For leaders, this could be learning walks, ensuring data is analyzed in professional learning communities, or timely feedback to staff. 

The Power of Continuity

Let's say you decide to start running. You lace up your shoes, head out the door, and complete a fantastic 5k. Feeling empowered, you envision yourself as a marathoner. But life gets busy, and your next run isn't for a week. Then, another week passes. Continuity is about maintaining momentum. It's the missed run you reschedule for the next day, the short walk you take when you're short on time. Continuity bridges the gaps between your consistent efforts, ensuring progress doesn't stall. For small shifts to practice to impact the great culture, there needs to be continuity across grade levels, classrooms, and schools in relation to the shared vision, goals, and focus areas.

Small Shifts, Big Impact

Change doesn't have to be overwhelming or more work. Here's how to harness the power of consistency and continuity through small, achievable shifts:

• Start Incredibly Small: Don't try to overhaul your entire practice overnight. Begin with a tiny, manageable step. Maybe it's implementing lesson closure or conducting three learning walks a day. 
• Focus on Progress, Not Perfection: There will be setbacks. A new teaching method might not click with your students at first, or a new school routine might take some time to get used to. Don't beat yourself up if you fail to stick to your plan. Acknowledge the slip-up, recommit to your goals, and move forward. As I shared in Disruptive Thinking, chase growth, not perfection. 
• Make it Enjoyable: Choose changes that resonate with your education philosophy and align with your students' (or staff’s) needs and interests. If you're passionate about technology, explore ways to integrate it into your lessons meaningfully. If your students struggle with reading comprehension, incorporate more engaging texts and activities into your reading block.
• Celebrate Milestones: Acknowledge and celebrate your progress, no matter how small. Did your students become more comfortable participating in class discussions after a month of implementing a new technique? Take a moment to recognize their growth. Did you stick to your plan to give more frequent, formative assessments? Reward yourself with a well-deserved break.

Change in education isn't about dramatic leaps; it's about the steady climb, something I discuss in detail in Digital Leadership. By embracing consistency and continuity, focusing on small shifts, and celebrating your progress, you'll be amazed at the transformations you can achieve. Remember, it's not about overnight success; it's about taking one small step at a time, building momentum, and creating a new, sustainable you. So, lace up your shoes, metaphorically speaking, and start walking. The journey to a transformed classroom, school, or district begins with a single step, and with consistent effort, you'll get there.

Ditch the Drill and Choose to Thrill: Personalization with Student Choice

There is a saying out there that I hear often: learning is learning. While I don’t discount this view, I firmly believe there is so much to it at the individual level. Preferences and experiences play a significant role in how we all learn, and interests do as well. When asked to do the same thing at the same time in the same way, it is pretty much a fact that a few people will thrive, some will get by, and others will struggle. While this notion challenges the status quo and how things have been done traditionally in education, it is the truth. The question now becomes, what are we going to do about it?

Learners have different learning needs and preferences. Herein lies the power of veering away from approaches focusing on just one way.  Nicki Slaugh and I shared the following in our book Personalize:

Personalized learning compromises an array of strategies where all students get what they need when and where they need it to learn. It’s not about more work. On the contrary, it is about maximizing the time with students prioritizing their needs, resulting in better work.

Agency in the classroom is about giving students more control over their learning through greater autonomy and purpose. Many factors drive it, but the underlying premise is to move learners from a state of engagement to empowerment so that they exert more ownership over their learning. While there are many high-agency strategies to choose from when personalizing, choice stands out. It allows for the tailoring of the learning experience to student needs and strengths, leading to better retention and deeper learning through the following:

• Increased Engagement: When learners have a choice in what they learn or how they learn it, they become more invested in the process. This intrinsic motivation leads to deeper engagement and a stronger desire to understand the material.
• Ownership and Agency: Choice fosters a sense of ownership over the learning process. Learners feel empowered to make decisions and explore topics that interest them. This sense of agency increases their responsibility for their learning and makes them more likely to take initiative.
• Active Exploration: Having choices encourages learners to explore different approaches, materials, or activities. This active exploration allows them to discover new information, make connections between ideas, and solidify their understanding. 

In a science class studying the human body, a teacher wants students to demonstrate their understanding of the digestive system. Traditionally, this could mean assigning a written report or a diagram labeling the organs. However, here is where incorporating student choice can personalize learning through different ways to demonstrate understanding:

• Art: One student who excels in art chooses to create a comic strip explaining the journey of a hamburger through the digestive system. This allows them to showcase their artistic skills while demonstrating their understanding of the different organs involved and their functions.
• Technology: Another student is passionate about technology and chooses to create a stop-motion animation video depicting the digestive process. This student gets to combine their love for technology with their understanding of science.
• Performance: A student who thrives on public speaking chooses to write and perform a short play where the different organs of the digestive system come to life and explain their roles. This allows them to demonstrate their knowledge creatively.

These are just a few examples; a teacher might provide additional options or let students develop their own ideas as long as they meet the learning objectives. The key is that students can choose a method that resonates with them and allows them to showcase their understanding effectively and enjoyably.

Recently, on my podcast, I discussed how choice can be a great differentiator that helps meet the needs of all learners.  There are natural connections to differentiation. Below are the three components and some of the strategies Nicki and I go into detail about in Personalize: 

1. Choice in content: Students can choose to learn the content with the teacher in small groups or independently through a flipped lesson or self-pacing task (reading, video, notes, slides, etc.). No matter the path chosen, checks for understanding along the way inform the student of their understanding. 
2. Choice in the process: Students can choose scaffolded and relevant tasks to complete in a must-do/may-do format, choice board, or playlist. While they work, the teacher uses data or evidence to pull individuals for intensive support.
3. Choice in product: With a well-designed rubric, students choose how to demonstrate learning through creating a product.  For examples, click HERE and HERE. 

Overall, choice empowers learners, personalizes the experience, and fosters a deeper understanding of the subject matter.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Student Voice as an Engagement Strategy

Imagine a classroom buzzing with curiosity, where questions fly like sparks and exploration thrives. Engaged learners are joyful learners. When students are genuinely invested, a sense of wonder takes hold. They delve into challenges with a smile, their eyes alight with the thrill of discovery. This joy of learning is contagious, fueling a classroom where knowledge isn't just absorbed; it's embraced. In this empowering environment, students blossom, reaching their full potential and embarking on a lifelong journey that sets them up for current and future success. 

Engaging students today is a complex task. Educators often express the challenge of keeping students focused and interested in the learning process. This can be particularly difficult in today's world, where students are bombarded with distractions and have a multitude of competing priorities. However, research provides a beacon of hope, offering valuable insights into fostering a thriving learning environment. According to a study by Fredricks et al. (2004), students who are actively engaged in lessons demonstrate a deeper understanding of content and develop stronger critical thinking skills. By implementing effective strategies, educators can transform classrooms from places of passive absorption into dynamic hubs of active participation and intellectual growth. The following passage explores some of these strategies that can ignite a passion for learning within students.

Student voice in the classroom is not just a concept; it's a catalyst for a more engaged and successful learning environment. When students feel their ideas and perspectives are heard and valued, they become more than just participants in the learning process; they become active contributors. This can lead to many benefits, including increased motivation, a deeper understanding of concepts, and a greater sense of ownership over their education. Students who believe they have a voice are more likely to be academically motivated. Teachers can tailor their lessons by listening to students to better resonate with their interests and learning styles. This two-way communication builds trust and empowers students to take an active role in their own education, preparing them to be critical thinkers and lifelong learners.

Nicki Slaugh and I shared the following in our book Personalize:

Student voice denotes any action that empowers students to express their perspectives when shaping their learning journey. The primary message here is that classroom participation is all-inclusive, promoting a greater sense of involvement for everyone. 

Student voice.....

• Involves all kids in the learning process 
• Fosters active participation
• Builds confidence leading to self-efficacy, especially when students can respond under cover of anonymity
• Promotes open reflection and collaboration
• Sets the stage for instant feedback
• Develops a sense of community 

We see student voice as a gateway to personalization, especially during instruction. The image above details the many positive outcomes of this high-agency strategy. When asking questions, you can use the following to amplify the voices of your learners:

• Individual whiteboards
• Dry-erase surfaces
• Post-Its
• Digital tools
• Physical objects such as clothespins or signs (these can be colored red and green for students to attach to their devices or hold up during group work)

Understanding that there is no right way to amplify student voice is crucial. While the list above provides a good foundation, keep in mind that you or your teachers might develop more innovative ways to let all students be heard, increasing engagement in the process while gaining valuable insight that can be used to strengthen Tier 1 instruction or improve Tier 2 supports.   

Students who feel their ideas and perspectives are valued are more invested in learning. This can lead to increased motivation, a deeper understanding of concepts, and a greater sense of ownership over their education. Teachers can tailor their lessons by listening to students to better resonate with their interests and learning styles. In short, student voice is a gateway to a more successful learning experience.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Fredricks, A. C., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Importance and development. The Educational Psychologist, 39(1), 18-24.

Personalize: Meeting the Needs of ALL Learners

Fate has a funny way of bringing together people with similar views and passions. In March of 2022, I worked with a school system in Provo, Utah. During a roundtable discussion, I was asked to discuss key aspects of personalized learning that are critical to successful implementation.  There were a lot of people in the room who listened to what I had to say and seemed to be hanging on every word.   Little did I know that a secondary principal from a different school system was in attendance who had been blazing her own trail with personalized learning and would later share the journey of her school.  Unbeknownst to me was how intrigued she was by what I shared. 

After facilitating a presentation later that day, the principal introduced herself to me, and we started a lengthy conversation on aspects of personalization.  Shortly after, I was contracted to work with that school in a coaching role.  Over the next two years, I witnessed firsthand competency-based practices that I had never seen implemented so effectively at scale. However, the firecracker of a principal saw an opportunity for her and the school to still grow their personalized practices.  That leader was Nicki Slaugh, my co-author of our book Personalize.   Once I saw personalization through her lens and that of her staff, I immediately knew we needed to collaborate. The rest is now history. 

My chance encounter with Nicki eventually led to the idea of writing this book after my first year of coaching.  Our goal is as simple as it is profound in that personalization is based on ALL students getting what they need when and where they need it to learn.  Packed with practical examples, research-based strategies, and stories, any educator can find the most effective way to personalize learning.  Here is the synopsis:

Not Just One Way

Are you an educator stuck in the traditional teaching or leadership mold, yearning for a spark to reignite your passion? Do you want to use your time better and work smarter, not harder? Personalize is your guide to transforming classrooms into dynamic hubs of exploration and discovery. This book invites you to break free from the "one-size-fits-all" approach and embrace the potential of personalized learning, where all students get what they need, when and where they need it to learn. 

Imagine a classroom where all students’ unique strengths, interests, and opportunities for growth are recognized and nurtured. Where the rigid structures of traditional education give way to flexible, student-centered learning environments. "Personalize" provides the tools and strategies to create such a space, fostering creativity, critical thinking, and a genuine love for learning.

Dive into how personalized learning can revolutionize education through real-world examples, research, practical advice, and inspiring stories. You'll learn how to leverage high-agency strategies (voice, choice, path, pace, place), technology including artificial intelligence (AI), data, and innovative teaching methods to meet each student's individual needs, ensuring that no learner is left behind. The book also emphasizes the importance of building strong relationships and a positive school culture to support these changes.

Personalize is not just a book; it's a movement towards a more inclusive, engaging, and effective culture. Whether you're a teacher, administrator, coach, or librarian, this book will inspire you to make bold moves that challenge the status quo and bring out the best in your students. 

Join the revolution. Embrace the journey of personalization and witness the transformative impact on your students and your educational career. Your path to rekindling the joy of being an educator starts here.

While we hope that the description above piques your attention, there are some features of the book that we would like to call out: 

• This book is structured so that you can either read from cover to cover or choose a particular chapter that is of specific interest or represents a needed opportunity for growth. We did this because there is no right or best way to personalize. 
• Each chapter is supported by research, practical strategies, and anecdotal stories for essential context. 
• At the end of each chapter is a summary section titled “Bold Moves.” These are courageous decisions that break away from traditional methods and push boundaries. They involve calculated risks and innovative solutions to address challenges and empower student growth through personalization. The questions in these sections are meant to inspire bold actions. 
• A digital appendix fleshes out how to effectively personalize and what it could look like across various grade levels and content areas. Get ready for lots of practical examples.
• There is a call to action throughout the book, empowering educators to share their successes with personalized learning using the hashtag #personalize across social media networks (Twitter, Instagram, TikTok, Facebook, LinkedIn). Please tag us; we will constantly add more examples to the appendices. 

Working on this project with Nicki, a true practitioner who has embraced bold moves throughout her journey to personalize learning was such a joy.  We hope this book will inspire, challenge, and motivate you to continue to be the best iteration of yourself of those students you serve.

You can get your copy of Personalize: Meeting the Needs of ALL Learners on Amazon. There is an impressive discount on bulk orders. If interested, email info@connecteddpublishing.com for more information.

Unlocking the Spectrum of Learning: The Multi-Faceted Magic of Personalization

We live in exciting times as unprecedented access to knowledge, research, and effective strategies at our fingertips can assist educators in creating meaningful experiences for students that align with both needs and strengths. One thing is for certain: learning is not linear. While a one-size-fits-all approach either worked for us or we just managed to get by, our connected world has shined a light on shifts that can be made to maximize students' time in class. Herein lies the power of personalization. 

Now, let me clarify a few things. Personalization is all learners getting what they need, when and where they need it, to succeed. It’s not all students doing the same thing at the same time, the same way. It is also important to point out the following:

1. You don’t need technology to personalize learning.
2. Putting all kids on a device simultaneously and having them watch a video or work on an adaptive learning tool is not personalization.
3. There is not one best or right way to personalize.

There are pathways that genuinely personalize learning for all students and there are uniform approaches that only focus on one aspect of high-agency practices. The latter is a common position of many vendors in the space. Herein lies why I outlined the three main points above. For personalization to fully flourish in ways that meet the needs of all, there should be a multi-faceted approach that strategically embeds voice, choice, path, pace, and place throughout lesson design and facilitation. This means looking at key practices such as Tier 1 instruction, pedagogy, assessment, feedback, differentiation, RTI, real co-teaching, and professional learning to see where there is an opportunity to grow.  

The above paragraph sets Quest Junior High School apart from many other, if not all, schools across the country and the world. It starts at the top with leadership. Principal Nicki Slaugh has engaged with her staff to create a shared vision and works tirelessly to provide support through feedback and professional learning. The consistent use of high-agency strategies and data has resulted in a myriad of ways to help address the needs of learners. In her words, there are no “cookie-cutter” ways to personalize. Keep this point in mind if and when you are looking to grow personalized practices in your district, school, or classroom. 

While competency-based approaches buoyed by standards-aligned rubrics in the form of proficiency scales are the gold standard for path and pace, you will also see so much more. This includes using tech and whiteboard spaces for voice during Tier 1 instruction, choice activities, playlists, flipped lessons, stations determined by data, one-on-one conferencing, and maximizing flexible spaces. However, one aspect that sticks out is a consistent focus to impart high levels of cognition and relevance in all questions, tasks, and assessments. This is a testament to the staff at Quest, who see the value in personalization and not just another thing added to their plates.  

Case in point. During a recent coaching visit, I had the opportunity to visit numerous classrooms with an emphasis on feedback for new teachers and growth in co-teaching practices, which has been a primary focus in year two of the work I have been facilitating. Before I highlight one teacher in particular, I must say that we saw exceptional personalized practices occurring throughout the school. This is yet another testament to the culture of learning that has been established. I was particularly impressed by first-year teacher Brylee Nelson’s English class. From my lens, you see clarity in the form of a standards-aligned learning target, a real-world application involving choice, high-level thinking in the form of a scaffolded rubric, and a closure task using technology that amplifies students' voices. While the students worked, Brylee was seen conducting individual conferences as a Tier 3 support.

Another standout for me was to see firsthand how much progress has been made with effective co-teaching strategies. Nicki and her teachers have worked so hard to grow in their area, and their accomplishments can serve as a model for other districts and schools. When you look at the image below, can you identify the four adults? It wasn't very easy for me at first. Data was used to establish the groups that were staffed by two teachers (math, SPED) and two teaching assistants. You would be hard-pressed to figure out their roles as they were all immersed in targeted support. MTSS, RTI, differentiation, and co-teaching are all established pathways to personalized learning when good data is available and leveraged effectively.   

Supporting Quest and Nicki these past two years has been an absolute honor. You can see a snapshot of all they have accomplished HERE. When I created Aspire Change EDU, the main goal I set forth for the company was to ensure that all of our practice areas and solutions were tailored and customized to meet the needs of those I would serve. What this translates into is that there is no one way to personalize. While Quest had the best competency-based learning at scale I have ever seen in practice, which they established independently, Nicki saw opportunities to grow in other areas. The rest is now history.

To effectively personalize, we need to embrace a multi-faceted approach. Be wary of any solution, program, or professional development that doesn’t address all aspects of student agency while making connections to established practices that are known to be effective. 

If you would like to learn more about how Aspire Change EDU can support your district, organization, or school or provide you with 1:1 coaching, feel free to reach out – AspireChangeEDU@gmail.com

Improvement is a Never-Ending Process

Looking for ways to improve should be an expectation, not something that is optional. Whether at the individual or system level, the fact remains that there is always room for growth. So why is this the case? Pursuing improvement is a never-ending process because the landscape of knowledge, technology, and human understanding is in a perpetual state of evolution. As we advance in one area, new challenges and opportunities emerge, necessitating continuous adaptation and enhancement. The dynamism of the world, driven by scientific discoveries, technological innovations, and cultural shifts, ensures that there is always room for improvement. Each achievement unlocks doors to new possibilities, inviting a cycle of refinement and progress. Moreover, the interconnected nature of global systems means that advancements in one field often have cascading effects on others, creating a ripple effect that fuels the ongoing need for improvement.

Furthermore, the human capacity for growth and learning is boundless. Individuals and societies possess an innate drive to overcome limitations and seek better ways of doing things. This intrinsic motivation propels the never-ending quest for improvement in various aspects of life, including personal development, business practices, and societal structures. The recognition that there is no absolute pinnacle of achievement fosters a mindset of continuous improvement, encouraging a commitment to learning, innovation, and the pursuit of excellence. In this dynamic environment, embracing change and consistently striving for improvement becomes not just a goal but a fundamental aspect of the human experience. I shared the following in Disruptive Thinking:

Chase growth, not perfection.

The above quote embodies so many of the schools and districts that I have been fortunate to work with over the years, including Wells Elementary (TX), Corinth School District (MS), Davis Schools (UT), Randolph Howell Elementary (TN), Juab School District (UT), and many more. While you can read specifics by clicking on the hyperlinks above, the one common thread has been a collective belief held by all educators that improvement was and always will be a natural component of teaching, learning, and leadership.

My work with Quest Academy Junior High School (UT) validates why change succeeds or fails. It all comes down to a realization that even small shifts to practice are not only doable but necessary in a disruptive world. Principal Nicki Slaugh and her staff are committed to evaluating and reflecting on their pedagogy to provide their students with the most effective learning experiences. In her words, they never settle for average. They engage in professional learning every Friday, as it is built into their schedule. You also see teachers during prep periods, lunch, and after school constantly involved in learning conversations. To top it off, at the end of the school year, Nicki leads a retreat that establishes the focus going forward. 

During my first coaching visit at the school two years ago, I questioned how I could help get them to the next level as I saw firsthand the best scalable implementation of competency-based learning in the country. To put it bluntly, I was in awe. Nicki, being the visionary she is, knew exactly where there were opportunities to grow based on the Utah PCBL Framework and insights from one of my presentations she attended. From there, we worked out goals and success criteria aligned to voice, choice, rigor, relevance, co-teaching models, and inclusion. As we near the end of the partnership, more and more evidence is being collected and analyzed to show improvement in each identified area.  

In the case of Quest, success is a collective effort, as every staff member sees the value in refining their craft. They crave feedback and aspire to be the best iterations of themselves for students and each other. When it is all said and done, I have learned so much from them and I hope the feeling is mutual. Coaching is not a one-way flow of information, ideas, concepts, and feedback. It is an organic process that enriches the learning of all involved.  

The pursuit of improvement is a perpetual journey, a dynamic expedition that resonates with dedication and resilience. For educators, the path of progress is not a destination but a continuous evolution, an unwavering commitment to refining their craft and enhancing the learning experience for every student. Embracing the notion that improvement knows no bounds, educators become architects of innovation, constantly seeking new strategies, adapting to evolving methodologies, and inspiring a culture of lifelong learning. In this relentless pursuit, they discover that the true magic lies not in reaching a pinnacle but in the transformative journey of growth itself—a journey that shapes not only the minds of their students but also the indomitable spirit of the educators themselves.

When Growth is the Only Path Forward

No pain, no gain has been a common saying for years. Truth be told, getting better is hard work, no matter the context. When faced with adversity, we take one of two paths. The first is seeing the inherent opportunity in a challenge through a growth mindset. Sometimes that means looking beyond traditional metrics of success to find other areas where the needle can be moved. Just because you are already good at something should not hinder progress in other areas. The second option is to develop a sense of reluctance to push forward. Many factors, such as fear and comfort, can lead us in this direction. These can both stymy change efforts or develop an illusion that everything is just “peachy.”

Truth be told, when it comes to education, there is no perfection, no matter where quantitative and qualitative metrics reside. Even if you have the best test scores, graduation rates, innovative practices, and attendance numbers, growth should still be pursued. Authentic leadership is being honest and vulnerable about where you are to help others get to where they need and want to be to succeed. Whether you lead a district, organization, school, or classroom, you should always strive to get better. There is always work to be done and effective educators embrace this wholeheartedly.  

Consider the following questions when it comes to professional growth:

• Who do we serve?
• Why are our practices effective or not?
• How can we improve?
• What will tell us whether or not we are successful?
• Where do we go from here?

A standout example of this is Quest Academy Junior High School in Utah. During the spring of 2022, I met Nicki Slaugh, who serves as principal, and many of her staff at a school system where we were all there to facilitate professional learning on Personalized Competency-Based Learning (PCBL). In typical fashion, I moved from ideas and concepts to concrete examples of evidence from my other coaching projects to illustrate practicality and efficacy. In Nicki’s words, she saw many direct connections to what she and her staff were doing at Quest, but more importantly, she saw an opportunity to grow. It was at this point that we planned longitudinal work over the course of the year, which included a book study using Disruptive Thinking in Our Classrooms. 

After several workshops, I began coaching cycles in the fall of 2022. What I immediately saw blew my mind as it was some of the best examples of personalization at scale that I have ever seen. In every classroom, I saw evidence of a vibrant culture of learning and competency-based strategies where students followed a unique path and worked at their own pace. Teachers were seen pulling students based on data for targeted support in small groups or individually in math and ELA. Rubrics were everywhere and accessible in Google Classroom. I also saw the consistent use of exit tickets and pathways to provide feedback. My brief summary does not do justice to what these teachers and their leader have accomplished. It is simply amazing. 

After reading the paragraph above, you are probably wondering why I am even supporting Quest. Well, this ties directly to the title of my post. Even though they are clicking on all cylinders in many areas, Nicki and her staff live by the mantra that growth is a never-ending journey. Collectively, we came to the consensus that there were opportunities to grow in the use of high-agency strategies, most notably voice and choice, as well as the development of customized supports schoolwide. Thus, we created a personalized coaching plan to target these focus areas. 

To date, there has been so much progress made. I have included a few pictures below, but to get a better sense of all that is happening at Quest, take a look at THIS PRESENTATION Nicki and I have facilitated for the Utah State Board of Education in person and virtually. You will see what they already had in place, but also growth in the areas of station rotation, flipped lessons, playlists, amplification of voice through technology and dry-erase surfaces, rigor, and relevance. Please note that this is only a small sampling of evidence. 

The culture of learning that Nicki has established at Quest empowers teachers to take risks and actively reflect on their practice. After each coaching session, she takes my feedback and then works with her staff to pull out the most essential parts. Growth is happening because Nicki and her teachers own the process. They change not because they necessarily have to but because they want to in an effort to serve their students better. I have been so impressed that I took my team to Quest to see firsthand what true personalization looks like as we put the finishing touches on our support model for districts and schools across the world. Nicki shared the following:

"To be the 1%, you need to do what 99% are either hesitant or unwilling to do. Our entire school culture is based on always reaching for better. We had already implemented several aspects of PCBL, but upon meeting with Eric, it was clear that we still had room for growth. While listening to Eric present, I felt he was my kindred spirit. It was so exciting for us to meet someone who shared our passion and vision. We had already experienced how valuable feedback was in helping our students grow, so we were excited for the opportunity to receive feedback from an expert in the PCBL field to help take us to the next level. The strategies Eric has given my teachers have been invaluable. He has connected with both my students and staff and has genuinely become part of our team."

My point is as simple as it is proud. Growth can and should be the only path forward, no matter where you are in your practice or as a system. Professional learning should be anything but “cookie cutter” and personalized based on your needs and goals. It should be something you want to engage in, not viewed as another thing to do or a waste of time. If you want to have a conversation about what this could look like in your district, organization, or school, send me an email.