Nampa Personalized Learning » Nampa Personalized Learning » Nampa Personalized Learning Components

Nampa Personalized Learning Components

 

Our Vision

Our vision for the Nampa Personalized Learning Initiative is future-focused classrooms and world-ready students. We identified four key components of this initiative: integrated digital content, targeted instruction, data driven decisions, and student reflection and ownership.

Integrated Digital Content: Digital content allows for a differentiated path and pace.

Integrated Digital Content is the daily use of technology (devices, software, etc.) in the classroom. When technology integration is at its best, a student or a teacher seamlessly uses technology to support the learning goals of all learners in the classroom.

In the past, a student and teacher were limited by the resources they had available to them in their classroom. Integrated Digital Content opens up a plethora of computer-based resources for both students and teachers.

Targeted Instruction: Instruction aligns to specific student needs and learning goals.

Targeted Instruction is classroom instruction that is designed to meet the needs of each and every student. Teachers track individual achievement results and create lessons focused on students' needs and interests. This type of teaching varies from individual lessons to cooperative learning in small groups to large group instruction, and it involves students more by having them share their unique thoughts, ask relevant questions, and engage in academic learning.

Teachers use many strategies to adjust instruction to increase the students' engagement. Students are more successful when this style of teaching occurs because the lessons fit their individual learning needs.

Data-Driven Decisions: Frequent data collection informs instructions, decisions and groups.

Intertwined with Targeted Instruction is Data-Driven Decisions. This entails teachers frequently collecting and reviewing student achievement data in order to design instruction that meets the needs of all learners, not just the class as a whole. By generating and collecting student achievement data, teachers are better able to create and change instruction to meet students' needs. This method of lesson planning provides specific targeted instruction to each student, which increases student learning for all. Students get feedback from the teacher on areas of mastery and areas for improvement, so that the learning process remains uninterrupted for each person in the classroom.

Student Reflection and Ownership: Ongoing student reflection promotes ownership of learning.

Students achieve better in school when they know and review their progress toward mastering learning goals. Student Reflection and Ownership takes place when teachers facilitate regular opportunities to review individual progress with the student. Teachers select learning goals and targets for each student based on the individual’s data. After students study the material, teachers help students review what they learned as well as what they want to learn next. Over time, this specific individual feedback allows students to monitor their progress and direct and own their learning. This has been shown to increase student engagement and achievement in the classroom.