School leaders looking to implement personalized learning models should be selective in their approach, according to an analysis by the Rand Corporation.
Personalized learning—generally meaning learning that is customized to students' individual interests and needs—has gained prominence as a school-improvement strategy, particularly with the growth of technology that makes tailored instruction feasible on a broad scale. However, according to the Rand brief, the research on the impact of personalized learning on student achievement is still sparse and varied, and common structural elements in schools—such as traditional coursework-completion requirements—can pose barriers to effective implementation.
In light of these challenges, the Rand analysis recommends basing current personalization efforts on a "few guiding principles aimed at using existing scientific knowledge and the best available resources." The points highlighted include:
- Aligning instructional changes to research on learning science. Findings from learning science research, including on the optimal pace of instruction and how to balance student agency with guidance, can help determine the most promising components of personalized learning models.
- Focusing on productive use of students' time. School leaders should weigh the opportunity costs and benefits of personalized learning projects, as well as how technology can be used to give students more individualized attention.
- Maximizing teachers' time. Personalized learning strategies should be designed to conserve and protect "teachers' time and efforts for activities that are most directly helpful to students," including one-on-one and small-group instruction.
- Using high-quality instructional materials. Educators need to "ask hard questions" about the content they are using with personalized learning initiatives, which is often less rigorous and more cobbled-together than traditional materials.
The brief also emphasizes the importance of monitoring the effects of personalized learning initiatives, as well as maintaining an "unrelenting focus" on equity disparities that may result from variably paced instruction.
