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March 2017 | Volume 74 | Number 6
Getting Personalization Right
It's teachers' responsibility to cultivate the conditions that make personalized learning possible.
I really think I could do a better job showing you what I know with three video shorts than with two quizzes and a video project," insisted Leon. He wasn't the first student in my video production class to argue for adjusting how his grade was calculated, but he was pretty insistent about connecting his request to the real issue: demonstrating his learning.
After my conversations with Leon and a handful of other students, I hit on the idea of starting the next semester's video production class by having the class identify different ways they could demonstrate course knowledge and skills. We then negotiated together what would be required and what would be optional. For example, every student had to complete a final 5- to 10-minute video production that included a minimum of specific shots and techniques and was accompanied by a storyboard and self-assessment. Beyond that requirement, each student negotiated an individual agreement with me, detailing the mix of assignments through which he or she would be assessed and receive credit for the course.
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