Archive for the ‘personalized learning’ Category

When is screentime too much? And how does it affect teachers and students? And how well does personalized learning work? We all should ask these questions. More at “The Backlash Against Screen Time at School” at


Read here about the strategy of one school and how they forged new pathways for student learning at

Moving away from lectures is not easy for many professors. What can they do to making classrooms more interactive? Find some ideas at


More recently, the term “personalized learning” has become conflated with something it is not. Technology zealots have used the term to hype education technology products, offering a vision of technology-driven recommendations rooted in the sort of black box algorithms that power Netflix or Uber.

Critics have, in turn, come to view personalized learning as synonymous with a dystopian future state, rife with developmentally inappropriate practice; where teachers have been replaced with computers, and learning is anything but personal.

In short, personalized learning is a term increasingly used, but poorly understood—the focus of a debate among parties that don’t agree to a consistent or accurate lexicon.

Now it’s time for educators to take back the term personalized learning.

Read more in It’s Time to Take Back Personalized Learning at



Excerpt: Neuroscientist David Eagleman explains how our brains are widely different, resulting from an interaction of genetics and environment creating different brain trajectories, leaving us with brains as similar and different as our fingerprints. Read more at

Maybe. That is the current state.  More importantly, we need a definition of what it really means.  Excerpt: The biggest is lack of clarity around what the term actually means. Find more insights in The Case(s) Against Personalized Learning at


The researchers conjecture that when children are in control of how they spend their time, they are able to get more practice working toward goals and figuring out what to do next. For instance, the researchers write, a child with a free afternoon ahead of her might decide to read a book. Once she’s finished, she might decide to draw a picture about the book, and then she’ll decide to show the drawing to her family. This child will learn more than another child who completes the same activities, but is given explicit instructions throughout the process.