Personalized Learning with Habits of Mind

Long gone are the days where students sat in rows and learned the same thing at the same time, usually from the authority standing in the front of the classroom. Now, fast-forward in time, and Kallick and Zmuda describe the four key attributes to personalized learning--the clear contrast to learning of the past. 

Personalized Learning

Voice: Students participate in the creation of the learning, because it’s really their learning. Most people do not like to be told what to do, at least not all the time. Instead of being passive passengers heading in one direction, they are often in the driver’s seat, determining their own journey and pathway and destination. 

Co-Creation: Students work with the teacher to develop the entire learning plan, from start to finish: what do they want to learn?; how will it be assessed?; how will they learn it?

Social Construction: The notion that “no man is an island” (John Donne) aptly describes student learning in the classroom; it is an social affair and construction of knowledge, according to Vygotsky. Finally, the whole is greater than the sum of the parts (Aristotle), as collaboration and cooperation amongst fellow peers can lead to much greater triumphs and accomplishments. 

Self-Discovery: Creating self-aware and self-directed learners is the ultimate goal for teachers. If students can figure out their strengths and weaknesses, and determine how to improve and grow, then they will be set for life. 


Differences Between Individualization, Differentiation and Personalized Learning

Individualization

Students are assigned the learning tasks, and they use technology to accomplish those tasks. Khan Academy would be one such example. In blended learning environments, there may be some co-creation and social construction, but learners still have little say in the work they do. 

Differentiation

Today’s classroom houses learners varying in skills, readiness and interest. Students can select topics (content), how to learn (process) and create the final form of learning (product). However, the teacher is still leading the design and management of the learning experience. 

Kallick and Costa encourage the use of the 16 Habits of Mind, in conjunction with personalized learning, in order to fully understand their learning, and engage in higher level thinking and performing. 

16 Habits of Mind: 

• Persisting
• Listening with understanding and empathy
• Thinking about your thinking (metacognition)
• Questioning and problem posing
• Thinking and communicating with clarity and precision
• Creating, Imagining, and Innovating
• Taking responsible risks
• Thinking interdependently
• Managing impulsivity
• Thinking flexibly
• Striving for accuracy and precision
• Applying past knowledge to novel situations
• Gathering data through all senses
• Responding with wonderment and awe
• Finding humor
• Remaining open to continuous learning

 
What I notice about these habits of mind are the similarities to the core competencies of the BC curriculum: communication, critical and creative thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility. 

Source: Students at the Center, Bena Kallick & Allison Zmuda, 2017