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

A Principal's Reflections

It is also important to point out the following: You don’t need technology to personalize learning. Putting all kids on a device simultaneously and having them watch a video or work on an adaptive learning tool is not personalization. There is not one best or right way to personalize. Case in point.

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System for Educational Transformation (SET)

A Principal's Reflections

The Pillars of Digital Leadership , Comprehensive Needs Assessment (CNA) and associated rubrics serve as springboards to move organizational leadership to the next level. They should also have a keen understanding of the unique needs and abilities of their students and be adept at tailoring instruction to meet those needs.

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A Framework for Learning Through the Purposeful Use of Technology

A Principal's Reflections

Additionally, this allows teachers to personalize the learning experience to meet all students' needs by providing them with access to different resources that can help them learn at their own pace and in their own way. Refer to the Rigor Relevance Framework to assist in integrating technology with purpose (image below).

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Data Driven Instruction: How Student Data Guides Formative Assessments

EdTech Magazine

Data Driven Instruction: How Student Data Guides Formative Assessments. As personalized learning becomes a more mainstream pedagogy in K–12 classrooms, teachers have started to adapt assessment processes to get a deeper look at student growth. . What Are Summative Assessments Vs. Formative Assessments.

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Identifying the Best Supports for Personalization

A Principal's Reflections

While a one-size-fits-all approach served its purpose for some of us, it doesn’t meet the diverse needs of kids today. Thus, educators need not only a vision for how to personalize learning effectively but also essential supports that will help to ensure success.

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3 Months, 3 Micro-credentials, 1 Teacher: Building Performance Assessment Capacity in Georgia

Digital Promise

Kimberly Sheppard is a personalized learning coach for Henry County Schools in Georgia. In that capacity, she is participating—along with eighty or so of her Henry County colleagues—in the Assessment for Learning micro-credential project , led by the Center for Collaborative Education (CCE).

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Improvement is Always Possible

A Principal's Reflections

Co-plan lessons, meetings, and professional learning De-emphasize non-essential tasks that don’t impact student learning Eliminate distractions such as social media and web browsing Prioritize passions and interests related to your position or responsibilities Seek collegial support as these people know you and your culture best.