Is Personalized Learning the Future of School?

Autor/in	Paz-Albo, Jesús
Titel	Is Personalized Learning the Future of School?
Quelle	In: Childhood Education, 93 (2017) 4, S.295-299 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2017.1343581
Schlagwörter	Teaching Methods; Individualized Instruction; Student Needs; Student Role; Faculty Development; Curriculum Development; Teacher Role; Foreign Countries; Secondary School Students; International Assessment; Achievement Tests; Washington (Seattle); Spain; Finland; Japan; China (Shanghai); United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerrolle; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Spanien; Finnland; USA
Abstract	This article describes an innovative teaching approach that can offer the changes needed for school improvement. When entering an Education: Basic and Interactive (EBI) classroom, one will see students focused on accomplishing self-guided tasks and eager to move on to the next challenge in their self-paced learning. The EBI Project described here is based on the Iruaritz-Lezama Foundation pedagogical model, an innovative model of customized teaching focused on creating a personalized teaching environment that caters to all students' needs. Personalization results as students and educators adjust their thinking and understanding about their roles and how people learn. This educational methodology enables students to work according to their own unique learning rhythm, helping them develop strategies to overcome challenges along their learning journey and achieve their goals. The seeds of this dramatic transformation in education are being planted in the state of Washington as some Seattle schools are restructuring themselves in adopting the EBI framework. Participating schools receive target instructional and professional development time and resources from the implementation team so they can adopt this personalized learning and individualize instruction methodology and accelerate students' personal and academic growth and achievement. By doing so, Seattle schools will provide a customized teaching and learning experience to support their students as they embark on this pedagogical model for school improvement. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01