Using learners' interests, strengths, and needs as a guide, educators and learners engage in collaborative cycles of learning to develop and adjust personalized goals and learning experiences. Learners develop the knowledge, skills, and tools to direct and show mastery of their learning.
Components & Indicators of Tailored Learning
Utilizing Learning Profiles
Personal Learning Paths (PLP)
Short-Term Learning Plans
The learner profile...
The learner is able to articulate their interests, strengths, needs, and preferences
The PLP is created based on data derived from the learner profile
The learner can articulate how the PLP is created and used as a structural support to help achieve long-term and life goals found in the learner profile
The PLP is updated fluidly as new data is acquired
The learner uses a learning plan to reach short-term goals connected to their PLP
The learner is able to articulate the value and purpose of the activities on the learning plan
The learning plan provides the learner opportunities to develop and practice the skills necessary to meet current academic and/or social emotional learning goals
The learning plan includes a range of activities that maintain an appropriate balance of rigor
The learning plan is created based on the needs, strengths, interests, and preferences of the learner
The educator rigorously utilizes data to inform instruction
The unit and/or lesson plan includes flexible instructional groups that vary based on learning objectives, needs, learner input, and real time monitoring of academic progress
Formative data is used by the learner and educator to create and adjust PLPs
The educator facilitates learning by drawing from a range of instructional strategies to meet the learner's individual needs and adjust PLPs
The educator tailors instruction to meet the learner's individual needs by adjusting the level of challenge and/or increasing support
Learner data is reviewed and tools (e.g. learner profile) are updated with new information
The learner and educator engage in consultation about short and long-term goals
PLPs are co-created and updated within the context of a conference
The learner monitors their own academic and behavioral progress to direct and redirect their learning
Progress is monitored by comparing expected and actual rates of learning
Assessments are aligned to standards-based learning objectives
The learner has multiple opportunities to demonstrate mastery without penalty
The educator provides flexibility around how the learner acquires credit for mastery
The learner tracks their own progress towards mastery through formal and informal assessments
The learner moves on to new or more complex material as soon as they have demonstrated mastery
Tailored Learning Resources
"Each learner comes to school with strengths and challenges along with a set of interests, talents, and aspirations. We often discover some of these qualities over the course of the school year by having conversations, observing how each learner responds in class, or through a set of data that that has been collected from standardized testing.
Think about the learners in your class. What are their strengths and challenges in how they learn? How do they need or prefer or need to access information, engage with content and express what they know and understand? What are their talents, interests, passions, and aspirations?
Understanding our learners can not only help a teacher to better design instruction and materials, but it can also offer learners a way to develop agency as they become more and more aware of how they learn best."
- Learner Profiles: What Are They, Why Are They Important and How Can You Get Started Co-Creating Them