Researching the Impact of Personalized Learning

The Researching the Impact of Personalized Learning (RIPL) project revealed common characteristics and shared teaching and learning patterns. Through descriptive research conducted by the University of Wisconsin, the Institute has begun to understand how commitment to high-leverage personalized learning practices is helping to transform traditional schools into learning environments that improve teaching and learning for all students. The project has positioned us to begin to map how transformational ideas are adopted by educators, identify practices that can guide innovation on the ground, and help educators and policy makers develop assessment tools that measure the degree to which strategies improve learning.

Personalization in Practice: Observations from the Field

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This report summarizes the early findings of a study conducted by researchers from the University of Wisconsin–Madison School of Education to document the practices of personalized learning across a dozen Midwestern K–12 public schools. This research report presents the initial findings of a 6-month research project designed to document what personalized learning looks like in contemporary K–12 schools.

Personalized Learning: Practices and Principles from the Learner-Centered Movement

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The purpose of the paper is to clarify what personalized learning is – and is not – as well as to identify fundamental pedagogical tenets and common classroom practices. The main sections of the paper explore definitions of personalized learning, delve into the role of personal success skills and learner agency, present current trends and case studies, and review pertinent classroom practices.

Annotated Personalized Learning References

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This document is an annotated bibliography that lists and summarizes key sources and draws connections between key research concepts and the Institute’s personalized learning model and change strategy.

Contact

Teresa Barch
Coordinator
tbarch@institute4pl.org
262-288-0010