Substandard 2E is about coaching and modeling the design and implementation of technology-rich experiences to support individualized learning. When some teachers hear the word individualization, they picture differentiation and various accommodations laid out in 504 or IEP plans. But individualized learning is much more than just meeting the needs of students with special needs; it’s about factoring all students’ abilities, interests, and personal goals into the process of curriculum development.
In the 21st Century classroom, teachers are guides instead of masters. Learning is not a one-way street. One size most definitely does not fit all. It’s an exciting time to be an educator, but it can also be a bit scary to relinquish control!
Technology can support teachers in meeting the needs of a variety of learners. In the past, differentiation meant that teachers were required to make multiple versions of the same test or assignment. With the use of technology and the implementation of open-ended, inquiry-driven units, teachers can personalize learning without making additional work for themselves. At the simplest level, technology can easily supplement instruction by giving students a choice between video demonstrations, articles, or PowerPoint presentations. At the more advanced levels, technology aids in anytime, anywhere learning where students explore content they are passionate about or publish original works to synthesize learning.
The evidence I have collected for Substandard 2E is meant to empower teachers as they consider ways in which students can have more voice and choice in the learning process. My first piece of evidence is a blog post I wrote on student blogging. My other piece of evidence is a blog post I wrote on using ‘playlists’ to personalize learning. Both resources are adaptable for a variety of subjects and support the incorporation of student voice and choice into the curriculum.