Personalized Preparation

We personalized practice and development of knowledge and skills necessary to provide Sheltered English instruction (SEI) in inclusive classrooms of all subject areas. We know that participants in our module T210-Z1 come to class with a rich diversity of experiences, skills, interests, and goals for their professional learning. We believe that personalized practice may further individual expertise and demonstrate what personalized learning could look like in Pre-K-12 classrooms. We used a matrix of tasks aligned to WIDA standards and SIOP strategies where participants in T210-Z1 select their own pathway to develop and demonstrate competencies to serve ENLs. Participants begin by assessing their own instructional skills and beliefs, set personalized learning goals aligned with the required course objectives, and then plan a personalized pathway to improve desired skills. The course instructor requires students to complete specific assignments and makes individualized recommendations as needed throughout the course. Participants receive rapid feedback on small applications of theory to practice throughout the module. This personalized practice is designed to offer a learning experience with mastery orientation bridging theory to practice by offering points for classroom tryouts and analyzing student work. Through this experience educators experience personalization from both a teacher perspective and learner experience.

Personalized Teacher Practice addresses five key components of personalized learning: 1. student-driven learning, 2. bridge from theory to practice, 3. rapid feedback, 4. anywhere - any time, 5. teacher role, and 6. multiple pathways to reach and move beyond common objectives.

The structure of this assignment and use of tools in Canvas (such as automatic feedback linked to task recommendations in surveys and quizzes) can be imported and modified by other instructors. The systems and structures make this assignment sustainable and practical. The format enables instructors to imagine how they could begin personalization with a small aspect of a course, for example modifying homework and pieces of large assignments