5 Comments

  1. Faige Meller

    Yes. To me it’s always “what we being to the table,” that moves the conversation. Deciding on “forward” it’s what we do with it.

  2. Mary Leask

    “We should focus on ALL people learning forward”.
    very succinct but cuts to the crux of education- for all learners no matter their age or ability. I remember one school that adopted the mantra about feedback that went something like this- “you give feedback to feed forward.
    Learning is about the movement foreward.

  3. Wayne Wyke

    Your reflections are so true. There was a time when each teacher could choose their own professional learning. I was a music teacher however, I was interested in technology and how it connected to our learning. It lead me down a wonderful learning path. I also realized how everything I learning connected together. In fact, I also attended a Disney educators workshop three times, talk about innovation.. I still use many of the strategies today in my Administrative role.

  4. Suzanne

    Agreed! Perhaps our need to label or quantify (or “dogmatize” it) personalized learning may be to help others learn the benefits? Perhaps it’s our way of bringing awareness of learning theory? There is much rhetoric on what works in schools, but the reality is quite different. We still have rows of students in desks, working on handouts, or completing textbook pages. Some of those pages are digitized, but they are still worksheets. Why the gap between rhetoric and reality? Still? In 2015? My question is, will this “new” dedication to personalized learning close the gap? I fear its another “flavor of ice cream”.

  5. George,

    Thank you for the post. I think it’s ironic how we as educators crave and ask for personalized learning, but then fail to provide the same for our students. As you said, all learning is personal due to our experiences and expectations. We need to keep this in mind in our classrooms as well as our PD sessions.

    Jon

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