_{Retrieved from https://www.wordclouds.com/}

Throughout the evolution of education, there have been a variety of beliefs, best practices, and pedagogy that educators utilize in order to transfer information from teacher to student. With new learning, technological advances, and changes in assessment strategies that are taking over today's educational world, new practices are emerging that teachers are using to adapt to this ever-changing profession. Personalized learning is an approach that is gaining more popularity in schools as educators aim to meet the needs of students at the individual level. As we move from didactic approaches to student-centered classrooms, personalized learning is at the core of differentiating instruction and providing learning tools that our unique learners can use to grow and succeed.

As an elementary school teacher, I work in a district that puts an emphasis on personalized learning time in the classroom. We believe that by getting to know students at the individual level, we can construct lessons and supports that will help to fill student gaps and ultimately help each student succeed at their own pace. My motives in this work are to explore the benefits and research behind the personalized learning theory, so that I can further my development in effectively implementing this strategy in my own classroom. In addition, I aim to analyze its potential challenges and critiques, and discuss direct application of personalized learning in the classroom setting.

What is Personalized Learning?

Personalized learning, also referred to as personalization or individualized learning, can be defined as "a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students" (Great Schools Partnership, 2015). Rather than a "one-size-fits-all" approach, where all students are given the same assignments, assessments, and overall instruction, personalized learning aims to take into account each student's individual needs and strengths in order to make instructional decisions and create differentiated learning content. 

As discussed in the video above, personalized learning allows teachers to collaborate with each individual student in order to first determine what the student's strengths are, what their goals are, and how they learn best. Personalized learning is student-centered, and allows students to work towards mastery of standards at their own pace by engaging in learning material that is interesting and engaging to them. While personalized learning looks different in every school, some schools may utilize the following models (Morin, n.d.):

• Learner Profiles- Up-to-date record that provides a deep understanding of each student’s individual strengths, needs, interests, motivations, progress and goals.
• Personalized Learning Paths- Customized learning paths that respond or adapt based on students' progress, motivations and goals. "For instance, a school might create a student’s schedule based on weekly updates about his academic progress and interests."
• Competency Based Progression- Continual assessment to monitor the progress of a student's specific goals. This is a clear system of what students need to master, and consists of specific skills, knowledge and mindsets.
• Flexible Learning Environments- Classroom environment is adapted to fit the needs of students. This may include the physical set up of the classroom, how the school day is structured, teacher assignment, and various types of small group instruction.

When analyzing personalized learning, it is important to understand its similarities and differences to differentiated instruction. 

_{Retrieved from https://edulastic.com/blog/personalized-learning-differentiated-instruction/}

According to the International Society for Technology in Education (ISTE), differentiation is defined as "a type of learning where instruction is tailored to meet the learning needs, preferences and goals of individual students" (Basye, 2018). In this type of instruction, the learning goals are the same for all students, and the educator adapts instruction based on student needs and best practices supported by research. Personalization, however, is summarized by the U.S. Department of Education as "instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary" (U.S. Department of Education, 2010). With personalization, students take charge of their learning goals and how they will achieve them, while working alongside the teacher to accomplish these learning goals. Both differentiation and personalized learning benefit students by utilizing technological tools and creating instruction that meets individualized needs. However, differentiation is mostly driven by the teacher, while personalized learning includes the learner as an active participant. 

Lev Vygotsky's Zone of Proximal Development

Lev Vygotsky (1896-1934) was a Soviet psychologist and social constructivist who developed the concept of The Zone of Proximal Development (ZPD). As defined by Vygotsky, ZPD is "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). More simply put, ZPD refers to "the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner" (McLeod, 2019). 

Vygotsky believed that in order for a person to learn, they should be given a task that is not too easy for them to the point where they reach boredom, and not too difficult where they reach a frustrational level. Rather, the task should be in the person's zone of proximal development, where "proximal" refers to "close" to mastering. When a task is in a person's ZPD, they should be provided assistance and guidance in order to achieve their goal and eventually move through the ZPD and into mastery for that task or standard. In order to assist a person in moving through their ZPD, there are three important components that educators should focus on (McLeod, 2019):

• The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other).
• Social interactions with a skillful tutor that allow the learner to observe and practice their skills.
• Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.

_{Retrieved from https://helpfulprofessor.com/sociocultural-theory-education/}

When it comes to personalized learning, it is the job of educators to know students well enough to find tasks that fit inside their ZPD. By providing personalized learning experiences, students are given the opportunities to grow and reach their full potential. When students are provided with tasks that they can complete independently, they are not being challenged and therefore are not likely to grow in that area and become bored with the learning content. On the contrary, learning content that is well beyond a student's ZPD will frustrate them and can cause anxiety, defiance and lack of confidence in their learning. When a task is personalized in order to fit a student's ZPD and overall learning needs, they are able to be successful with the help of a teacher or peer, so that they can experience the best cognitive development.

Scaffolding is another important concept that is vital in understanding the zone of proximal development. Extended from Vygotsky's beliefs, Wood, Bruner and Ross (1976) introduced the term scaffolding, describing it as such, 

"Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development. Support is tapered off (i.e. withdrawn) as it becomes unnecessary, much as a scaffold is removed from a building during construction. The student will then be able to complete the task again on his own."

The video above describes ways in which parents can apply scaffolding to situations where their children are learning everyday life tasks. Similarly, in the classroom, scaffolding involves a progression of assistance that is provided to the student in order to help them achieve a goal or master a new skill. For example, a teacher may start out with modeling a skill, providing support, or giving differentiated materials that would assist the student in the learning content. The educator would then continually adjust the level of support given based on the learner's level of understanding. The student will gradually become more independent in completing the skills until they reach a level of mastery. The idea of scaffolding is supported by personalized learning environments, where teachers target the individual needs of students, and provide the gradual supports necessary in order to help that student reach an independent level.

Opposing Theories

Another theorist who was influential in the discovery of child cognitive development was Jean Piaget. While Piaget and Vygotsky both contributed many significant ideas and theories revolving around child development, they had some contrasting ideas when it came to how children acquire knowledge.

While Vygotsky believed that children learn from culture and social factors, Piaget's view consisted of 4 stages of cognitive development that every child goes through independently, in the same order, without ever missing a stage.

_{Retrieved from http://oer2go.org/mods/en-boundless/www.boundless.com/psychology/textbooks/boundless-psychology-textbook/human-development-14/theories-of-human-development-70/piaget-s-stages-of-cognitive-development-270-12805/images/piaget-s-stages-of-cognitive-development/index.html}

Piaget thought that cognitive development stems largely from independent exploration and experiences in which children construct knowledge on their own. Vygotsky, however, puts an emphasis on cognitive development stemming from social interactions and guided learning within the child's zone of proximal development (McLeod, 2018). In fact, Vygotsky did not believe there were stages at all, and instead preferred "to see development as a continuous process" (McLeod, 2018). In addition, scaffolding is another crucial principal that falls under Vygotsky's theory. While Vygotsky would offer encouragement or strategies in the form of scaffolding for a child approaching a problem, Piaget would assume the student does not yet have the mental structures to solve such a problem (Woolfolk, 2004).

Traditional Learning vs. Personalized Learning

While personalized learning is more student-centric, traditional approaches to learning tend to be more didactic. There are many differences when comparing traditional learning to personalized learning, some of which are illustrated below:

_{Retrieved from https://www.educatorstechnology.com/2015/01/personalized-learning-vs-traditional.html}

In addition to those outlined above, there are many areas of education that hold key differences when it comes to personalized learning and traditional learning. Traditional learning typically happens inside a traditional classroom, with little to no accommodation of student interests and learning styles. In a classroom that utilizes personalized learning, however, students have a range of learning experiences at school, at home, online, and in the community (KnowledgeWorks Foundation, 2019). The way that information is delivered to students is also very different when comparing personalized and traditional approaches. In traditional instruction, all students are taught the same way by the same classroom teacher, without differentiation of content. When instruction is personalized, educators work collaboratively in order to determine what materials, content, and delivery methods work best for each individual child. Assessment also looks very different in these two types of classrooms, where a traditional classroom would utilize one summative assessment to determine student success, while a personalized classroom would monitor progress through formative assessments. In addition, teachers would use data from formative assessments in order to guide instruction and then assess for mastery with summative assessments when students are ready. Finally, the learning pace and continuum of these two approaches are different. In a traditional setting, students are expected to be on grade level and work at the same pace, regardless of mastery and needed support. With individualized learning, students receive customized support in order to master one standard or a set of standards before moving on.

Both traditional approaches and personalized learning can be beneficial to a child's learning, and it is important to understand that there should be some kind of balance between the two. For instance, traditional learning may be more appropriate when first introducing a new skill or concept to students in a whole group setting, where the teacher should instruct and model. However, schools that utilize more personalization prove to rank higher in student success rates, which will be detailed in the critical analysis section of this work. 

Classroom Environment

​When building a personalized learning environment, it is important to consider the needs of all students and how you can design a classroom that supports a full range of learners. One way to reach these needs is through flexible seating. In some classrooms, flexible seating may look like the one below, where in addition to student desks, students are provided with various work area options around the room.

_{Retrieved from https://blog.teacherspayteachers.com/how-flexible-seating-transformed-my-classroom/}

In a classroom that utilizes flexible seating, students have the power to choose where they can work most successfully in their learning environment. When it comes to personalized learning, it is also important to consider where whole group and small group instruction can take place, as well as where materials and other tools will be placed so that they are easily accessible to students. Educators such as Meghan Snable and Kayla Delzer discuss their own experiences with implementing flexible seating in their classrooms, the benefits they have seen first-hand, and the way in which they instill expectations for students.

While flexible seating for personalized learning poses many benefits, there are also challenges to its implementation, such as funding the different seating options. Summit Preparatory Charter High School in Redwood City, California, shows how they utilize the seating they already have in order to make different seating arrangements that still cater to a flexible, personalized learning environment. 

Personalized Learning Outside of the Classroom

When thinking of personalized learning and how it applies to a child's learning, we often discuss and envision this type of learning happening in the general classroom setting. However, there are other environments where personalized learning thrives, such as a library. Stansbury (2017) discusses 6 ways in which libraries can leverage personalized learning for students, with the example of the New Canaan High School Library:

1. Unique data tracking- Libraries have the ability to keep track of student work. Library experts illustrate how New Canaan High School Library uses a database to do this in the webinar "Personalizing Instruction Through the Library".
2. Closes learning gaps- New Canaah High School Library has a "text the library" service, where students can anonymously text questions that they have. These questions can help to shed light on instructional gaps, and allow for lessons to be created based on those questions. Students are also able to take charge of their own learning with the use of technology. 
3. Encourages learning through personal interests- The library provides different spaces for different kinds of learning, as well as utilizes empty shelf space for book displays based on students' movie, sports, and other interests. 
4. Hosts real-world communication- "New Canaan High School Library also participates in monthly virtual book clubs in which students discuss books over a Google Hangout, and different libraries take turns hosting the chat and leading the conversation each month" (Stansbury, 2017). 
5. Harnesses personalization through online tools- Online tools such as Mackin Classroom allow students to choose resources, highlight particular sections, take personal notes, and assign ratings. 
6. Can serve as makerspaces- Students can choose what they would like to create with access to a variety of resources. The students' work is then showcased on the school's instagram account. 

Overall, the library is a place where learning can be individualized based on a student's personal interests, and plays a vital role in the growth of personalized learning. 

Using Technology in the Classroom

Personalized learning is at the forefront of 21st-century education. With the number of technological tools and resources growing in numbers for student accessibility, personalized learning becomes possible with the use of technology. In my own classroom, my students have access to a number of applications that they use on a daily basis so that they can easily practice the individual skills they are working on mastering. Raz-Kids, for example, is one resource that students can utilize to practice reading at their individual reading level. 

Not only do my students get excited about reading on Raz-Kids, but they can also access their accounts at home which allows students to work towards achieving their reading goals anytime, anywhere. Applications such as Raz-Kids allow students to independently take the time to practice reading in a way that is scaffolded for them and tracks their progress. 

IXL is another application that my first grade students utilize in order to practice targeted math skills. On IXL, students have access to practice problems and activities that are tied directly to first grade standards. 

The tutorial video above illustrates how teachers can assign students specific skills they would like children to work on. This is a great way to personalize learning as students can practice skills that will fill gaps in their learning and allow them to continue to be successful at grade-level. When utilizing IXL in my own classroom, I am able to identify gaps by analyzing the real-time data that is recorded, and often times I will assign students to Kindergarten activities so that they can fill in identified gaps. There are many other websites and applications that allow students to work at their own pace, such as MobyMax and Freckle, where students take a baseline assessment and then are assigned their own personal lessons based on their strengths and weaknesses. Overall, personalized learning tools such as these help students to be successful by allowing them to work on the skills that will most benefit their individual needs. 

There are both strengths and weaknesses when it comes to utilizing personalized learning in the classroom.

Although there are both benefits and challenges when it comes to individualized learning, I believe that the impact those benefits have on child learning make it worth implementing. The time management, preparation, amount of resources, and tools needed to launch a learning environment that utilizes personalization can be overwhelming without support from other educators and administration. However, when educated on the gains that students can make when given instructional time that meets their needs and engages them in learning, teachers can collaborate in order to make personalized learning possible for their students. In my own experience, students have had great success in taking charge of their own learning goals, participating in differentiated learning activities, and meeting standards at their own pace with the use of personalized learning in the classroom.

In addition to my own experiences, there are various studies that prove the benefits of personalized learning to be true. In the 2015 study "Continued Progress: Promising Evidence on Personalized Learning", RAND corporation researchers studied the performance of students who attended schools that used personalized learning strategies, in comparison to students of schools who did not, over the course of 2 years. As a result, "they found that 11,000 students at 62 schools trying out personalized-learning approaches made greater gains in math and reading than similar students at more traditional schools. The longer students experienced "personalized-learning practices," the greater their achievement growth" (Herold, 2016). 

_{Retrieved from https://k12education.gatesfoundation.org/download/?Num=2804&filename=46-Personalized-Learning-RAND-Fact-Sheet.pdf}

Out of the schools that were examined, the most successful schools were the ones that implemented personalized learning strategies such as grouping students based on data and individual needs, discussing learning goals with students based on data that is shared with the student, and providing learning spaces that support the model of personalized learning. When used in conjunction, these aspects of personalized learning proved to be most beneficial to student success.

Living today in a world that is changing quickly and substantially, education must change with it in order to prepare 21st-century learners for a successful future. While a "one-size-fits-all" approach may have been adequate in the past, today's learners need an education that tailors to their learning needs and interests, while utilizing technology in order to have an overall personalized learning experience. By focusing on "how" to learn, rather than traditional approaches of "what" to learn, students tune into elements such as complex reasoning, creativity, problem solving, and adaptability. With continued research and increased accessibility in schools, I believe that the concept of personalized learning will grow in popularity in schools all over the world.