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March 2017 | Volume 74 | Number 6
Getting Personalization Right
There's no way around it: The principles of personalized learning conflict with some basic principles of cognitive science.
I don't mean to alarm you, but—with the exception of the article you've just started reading—nearly everything you will read in this magazine about personalized learning is probably wrong.
Did I just make a radical overstatement in hopes of luring you into reading on? Well, yes. But when the editors of Educational Leadership asked whether I would be interested in contributing to this issue's theme of "Getting Personalization Right," I agreed to do so only under the condition that I be allowed to argue we shouldn't be trying to personalize learning at all. Surprisingly, they agreed.
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