In a recent blog post, University of Virginia cognitive scientist Dan Willingham posits three possible types of personalization in personalized learning—children learning at their own speed, pedagogical tailoring, and individualized content. I have sought out all of these variations for my children over the years and, as Willingham notes, they are not mutually exclusive. But neither are they equally important. Let me make the case, as a father of two high school girls, that personalized pacing is a must-have, personalized pedagogy is a nice-to-have, and personalized content is largely to be avoided, at least until the end of the K-12 experience.
Personalized pacing and pedagogy
My children’s experience at The Metro School, a 6-12 STEM-focused early college school in Columbus, shows that students learning at their own speed is the prime mover of successful personalized learning (PL).
Metro’s model generally compresses what would be year-long courses in traditional schools into one semester. Course material is divided into discrete units and subunits, with each having clear goals for students and teachers and clearly connecting to the next. It moves fast, the expectations are high, and there is little downtime. Students’ progress is assessed regularly along the way,...