PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

 

     Unit 4

PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

Definition

The information-age instructional model is customized rather than standardized, learning-centered rather than content-delivery oriented, student-directed (or jointly directed) rather than teacher-directed, and involves active learning rather than passive learning.

Bray and McClaskey (2015) defined personalization by comparing it with diversification and personalization in a graphic that highlights the learner-centered and learner-driven nature of personalization. They define it as learners:

• know how they learn best, are co-designers of the curriculum and the learning environment

• have flexible learning anytime and anywhere

• have a voice in and choice about their learning

• have quality teachers who are partners in learning

• use a competency-based model to demonstrate mastery

• self-direct their learning

• design their learning path for college and career. (p. 34)

The United States’ Department of Education (2010) defined personalization in its 2010 National Education Technology Plan report: “Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.

Transformation of education requires personalization of instruction.

Theoretical Foundations

The personalization of instruction is founded on established and widely accepted learning theory and psychological frameworks, including constructivism, goal-orientation theory, self-regulated learning, self-determination theory, and flow theory.

1.              Constructivism- It is majorly based on two theories-

                               I.            Piaget’s cognitive and developmental views on Cognition’s focus

                            II.            Vygotsky’s emphasis on interaction and culture

     2. Goal-orientation theory- It argues that learners should have their own goals for learning.

    3. Self-regulated theory- It describes the processes wherein the students actively participate in their own learning through meta-cognition, behavior and motivation.

   4. Self-determination theory- It argues that the nature of a goal imparts the likelihood that the goal will be attained.

   5. Flow theory- It is an motivational theory that describes the attributes of activities that are helpful to motivation and deep engagement.

Guiding Models for Universal Principles

1)          Personalized system of instruction (PSI)

It included the following five elements: 1) personalized pacing allowing students to progress through a course at their own pace; 2) a focus on mastery learning where students progress only after they have mastered content that has been divided into smaller packages; 3) the use of peer proctors for frequent formative assessing, proving immediate feedback, tutoring, and offering social support; 4) limited lectures utilized primarily for motivation; and 5) the use of text for course communications

2)           Montessori method

One of the most visible models to incorporate significant elements of personalized instruction is the Montessori Method (Montessori, 1964). The Montessori Method has the teacher act as a guide rather than director, encourages curiosity and intrinsic motivation in students, has students of mixed age who work individually or collaboratively in groups, and gives students choice over what they will work on

A personalized approach to instruction shares and can combine a wide range of instructional designs, theories, and techniques, such as problem-based learning, project-based learning, computer-based training, adaptive instruction, and competency-based education. Furthermore, as stated at the outset of this chapter, personalization is not exactly defined and is used broadly in the absence of a widely accepted common definition. Yet, it keeps to the essential ideals and ideas outlined in this chapter. Similarly, the goal of individualized instruction has been offered for more than a half-century and continues to be a dynamic and commonly proposed vision, with current government reform investment promoting customized techniques. Further study is needed to refine and support the principles and methodologies proposed by her.

Reference

Watson, W.R., & Watson, S.L. Principles for personalized instruction.

 

                                    Group 2

Group Members-Prem Subedi, Prakash Chaudhary & Kusum Lama