Over the years we have learned that PL myths seem to be a barrier. That’s why this year we went myth-busting. At our first all-day training, we decided to get out ahead of common concerns by addressing the top myths we’ve heard over the years. We did this by placing myths around the room, then asked staff to discuss and draw on their knowledge of best practices to bust myths. If we had identified something as a myth, we were setting it up for teachers to debunk the myth. We then asked various staff members to share which myths they were happy to bust. Below are some of the myths we came across during our workshop with teachers.

At Bellows Free Academy (BFA) in Fairfax, Vermont, Personalized Learning Plans (PLPs) aim to allow students to design their own pathway toward proficiency-based graduation and provide a forum for developing student agency. Despite numerous iterations of the PLP requirements at BFA, we recognized that student and adult engagement with the PLP was inconsistent, and the clarity about why students have PLPs was insufficient. Additionally, we admitted that after ten-plus years we had never adequately sought student input in designing the PLP process.

Welcome to the world of Personalized Competency-Based Learning (PCBL) in the English Language Arts (ELA) classroom! Here, we believe that learning should be tailored to meet the unique needs and abilities of each student. By sharing resources, design strategies, and examples of successful implementation, the goal of this website is to empower educators and students to embrace this innovative approach to education. Join us as we explore the limitless possibilities of PCBL and discover how it can revolutionize the way ELA is taught and learned.

The use of highly effective instructional practices in mathematics is the most productive way to improve a student’s
mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an
invaluable tool that educators can use to both improve their instruction and more fully meet each students’ needs. It
should not be used to replace Tier 1 instructional time (see the Utah Multi-Tiered System of Supports (MTSS) for
Mathematics framework), but rather to help the educator meet their objectives and student meet learning goals.

Video tour and introduction of personalized competency based learning implementation under way at the Quest Academy Jr. High School in West Haven, Utah.

Self-directed learning is a strategy where the student takes charge of the learning, seeks out information and develops solutions with minimal or no aid by a teacher.

Self-verbalization is talking to oneself about intellectual tasks, focusing one’s attention, planning and responding to tasks, and utilizing self-reinforcement. Self-questioning is an evaluative process where students ask themselves helpful questions before, during, and after learning to check their understanding.

Enhance student engagement and build a stronger community of learners by encouraging students to propose and lead their own clubs.

A form for students to brainstorm|plan|and submit a proposal for an interest-based project.

This article is the first part of a two-part series exploring student agency as it has been defined through decades of research and how we can apply the lessons learned in a culturally-competent frame.

Personalized learning can help make learning more relevant for each student and provide the flexibility that can make learning and the demonstration of that learning meaningful to every student. In this video, we define personalized learning, give an overview of what it can look like in your classroom, and what impact PL can have on your classroom.