Personalized Learning for All:  Let the Journey Begin

     I recently visited several classrooms in my district where teachers are in the early stages of implementing blended learning.  These pioneers are doing an amazing job of leading the way for the rest of us!  The idea of personalized learning for our students deeply excites me!  This emotion is triggered by my passion for working with gifted learners.  In 2001, I received a M.Ed. in teaching the gifted and talented.  Since then, I have devoted my career to advocating for the needs of high-ability learners.  During my studies and time in the classroom, I internalized the theories and recommended strategies from experts like Joseph Renzulli, Linda Smith, Susan Winebrenner, Carolyn Coil and many others.  As an instructional coach, I have provided many hours of professional development in an effort to educate teachers about the learning and behavioral characteristics of gifted learners and to share pedagogy of gifted education.

     Over the years, many young teachers have asked me for the big idea or most important take away for teaching gifted students.  My answer is always the same.  I believe that differentiated instruction is the foundation for any effective gifted program.  Gifted learners usually master complex ideas quickly and in greater depth than their age peers, so customizing instruction is paramount to ensure their continuous learning.

     According to the National Association of Gifted Children, teaching gifted learners well begins with the premise that each child should come to school to stretch and grow daily.  This belief is applicable to all students whether or not they are identified as gifted and talented.  I believe all educators can agree that a one-size-fits-all education simply doesn’t work and that every student deserves instruction that is responsive to their individual needs.  This philosophy is epitomized in the blended learning model for instruction.

     District data analysis have identified some problems with our secondary ELAR instructional program.  The implication is that we need to make some changes in order to get different results.  I learned many years ago that change can be difficult even when it is obviously the best thing for everyone involved.  The blended learning journey will definitely bring about change in the role of the teacher and the structure of the classroom in general.  I am encouraged by the leaders on my campus because they are stepping up to the challenge.  Teachers have taken the first step by tackling the data piece; they are supporting students with the creation of data folders and putting a system in place for one-on-one conferences.  I am thankful for the district digital learning team for designing a roadmap that includes a planning and implementation timeline that seems attainable and brings clarity to the process.  Most of all I am thrilled about the idea of personalized learning opportunities for all students!