Becoming Connected Learners through Personalized Learning

Autor/inn/en	Porath, Suzanne; Hagerman, Dana
Titel	Becoming Connected Learners through Personalized Learning
Quelle	In: Middle School Journal, 52 (2021) 2, S.26-37 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porath, Suzanne) ORCID (Hagerman, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2020.1868058
Schlagwörter	Individualized Instruction; Middle School Students; Student Centered Learning; Teaching Methods; Peer Relationship; Educational Environment; Student Projects; Educational Change; Competency Based Education; Curriculum Implementation + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulprojekt; Bildungsreform; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Drawing from different orientations, personalized, learner-centered environments and connected learning are two frameworks that work well together to renew classrooms and schools to focus on the needs and interests of the learner and make connections between experience, content standards, disciplines, and the community. This case study describes one American Midwestern middle school's implementation of a personalized, learner-centered approach in one of its five 8th grade houses (groups). A connected learning framework is applied to data from student, parent, and teacher focus groups to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom. We applied the connected learning framework to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01