Plan for Implementing Personalized Learning

Stephanie Walker

● Your Classroom: I currently teach high school math at LaFayette High School. LaFayette High School is on a
traditional 4 X 4 block schedule. Class sizes are typically 25-30 students. I teach a general education classroom.
I teach College Readiness Math, Pre-Calculus, and Year Long Algebra 2. The school is one-to-one with
chromebooks. Each mathematics classroom is also equipped with a classroom set of TI-84 graphing calculators
and a ViewSonic Board. Walker County Schools practices standards based grading. Students are allowed to redo
any assessments regardless of grade.

Table of Contents

Competency-Based Learning
What is CBL?
CBL Strategies
Technology Tools
References
Student-Driven Projects
Content Standards/Competencies:
SDP Strategies
Technology Tools
References
Personalized Learning Plan
PLP Template
Implementation Plan
References
 Competency-Based Learning

What is CBL?

Competency-based learning (CBL) is a teaching method that focuses on the mastery of specific skills or competencies. It
differs from the traditional classroom that focuses on the completion of a set of curriculum within a specific time frame.
Traditional classrooms do not take into consideration that “knowledge is effectively constructed when it is built upon
pre-existing knowledge” (Lee, 2014). In competency-based learning, students progress at their own pace and
demonstrate their mastery of each competency through assessments or performance tasks rather than all being moved
on together at a certain time. With competency-based learning “students are empowered daily to make important
decisions about their learning experiences (Levine & Patrick, 2019). The competency based classroom shift away from
norm-referenced assessments to criterion-referenced assessments (Reigeluth & Karnopp, 2020). Competency-based
learning promotes an individualized learning path for each student (Georgia’s PSC Personalized Learning Standards of
Practice, 2021).

CBL Strategies

Component Your Strategy Strength & Weakness

Multimodal Visual/Auditory: Strengths:

Learning* ● Direct instruction ● Students can watch videos as needed.
● Content videos ● Many different types of learning activities
● Interactive lessons on Desmos for students with different learning
Kinesthetic/Social: preferences.
● Project-based learning Weaknesses:
● Practice problems ● Many students are procrastinators. Time
● Collaborative activitiies management may be an issue.
 Reading/Writing: ● This many activities will be time consuming
● Guided notes for the teacher to prepare.
● Writing in project explanations

Formative ● Daily Warmups Strengths:

Assessment* ● Online practice and quizzes ● Students will be able to complete online
● Projects graded by Rubric homework until they get the grade that
● Dailly Exit Slip they prefer. If they miss a problem it will
● Daily activities to practice: scavenger regenerate new problems of the same
hunts, mazes, digital escape room, etc. type.
● Allows students to show mastery in
multiple ways
Weaknesses:
● Creates a lot of work for the teacher

Alternative ● Students will be allowed to complete an Strengths:

Assessment* alternative assessment presented to the ● Students take ownership of learning
teacher and approved by the teacher ● choice
that proves mastery of the concepts. Weaknesses:
● Time to administer different types of
assessments

Remedy ● Content support videos will be available Strengths:

Procedures to students online for additional support. ● Videos are available at all times
● Reassessment opportunities for students ● One-on-one meetings are very effective
● One-on-one meetings with teacher and Weaknesses:
student as needed ● Time consuming for teachers

Note: Components with * address certain ISTE standards that are assigned to this course. The candidates need to
implement the components in the upcoming academic year and prepare evidence of implementation for their portfolio >
Standard 5.1 to become ISTE Certified.]
Technology Tools

Functions Name & URL Strength & Weakness

Your Plan

Khan academy ● Use instructional videos on Strengths:

Deltamath Khan Academy and ● Students will have access to
Google Classroom Deltamath all course materials on Google
Google Education ● Post videos, notes, etc. on Classroom
Platforms Google Classroom ● Content videos allow students
Multimodal
Desmos Activities ● Use Google Education to reinforce concepts at any
Learning
Platforms to produce time of the day
presentations and guided Weaknesses:
notes ● Students may be tempted to
● Use Desmos Activities for play on the technology
discovery learning

Deltamath ● Use Deltamath and Google Strengths:

Google Forms forms to practice and assess ● Assess students using multiple
Google Slides students learning platforms
Digital escape rooms ● Use Google slides to make ● Students receive instant
Formative
(Various websites) digital practice activities feedback
Assessment
Desmos Activities ● Use Desmos activities for Weakenesses:
self-checking card matches ● Technical issues on devices
and other practice ● Students may prefer
paper/pencil activities
 Students have choice ● Students can choose to do Strengths:
but could use: an alternative assessment ● Students take ownership of
● Google Docs that they design with teacher their learning
● Google Slides approval. ● Presentation technology allows
Alternative
● Flip grid Can be a video presentation using students to express their
Assessment
Or anything else they flipgrid or something similar, creativity.
choose Google slides presentation, written Weaknesses:
paper, etc. ● Students may not be able to
handle the freedom of choice.

Google Meet ● Videos from Khan Academy Strength:

Khan academy will be available for ● Videos available at all times of
Deltamath remediation the day
● Student can meet with the ● One-on-one meetings can help
Remedy
teacher via Google Meet to with questions
Procedures
ask questions Weaknesses:
● Not all students learn well from
watching videos

References

Georgia’s PSC Personalized Learning Standards of Practice. (2021, July 1). Georgia’s PSC Personalized Learning
Standards. Retrieved June 2, 2023, from
https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.108.pdf?dt=%3C%

Lee, D. (2014). How to Personalize Learning in K-12 Schools: Five Essential Design Features. Educational Technology,
54(3), 12-17. https://www.jstor.org/stable/44430266
Levine, E. & Patrick, S (2019). What is competency-based education? An updated definition. Vienna, VA: Aurora
Institute.

Reigeluth, C.M., & Karnopp, J. (2020). Vision and Action: Reinventing Schools Through Personalized
Competency-Based Education. Marzano Resources.
 Student-Driven Projects

Project Title: Viral Spread

This project will give students a real world example of exponential functions. Students will learn how to model viral spread
in various ways. Students will then research how to slow/stop viral spread and create a presentation of their choice to
present to their school and/or community.

Content Standards/Competencies:

Exploring the number system through the public health system project: This unit will include a project that will incorporate the below
standards.
Academic Standards: (Georgia’s K-12 Mathematics Standards, 2023):
● CRM.MP Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in
mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback.
Set and monitor goals. CRM.NR.2 Utilize exact and approximate calculations to quantify real-world phenomena and solve
problems.
● CRM.NR.2 Utilize exact and approximate calculations to quantify real-world phenomena and solve problems.
○ CRM.NR.2.1 Through multi-step/multi-operational problems, perform mathematical operations on real numbers
demonstrating fluency using the order of operations.
○ CRM.NR.2.2 Represent and solve problems using proportional reasoning with ratios, rates, proportions, and scaling.
○ CRM.NR.2.3 Apply the rules of exponents to simplify numerical expressions, extending the properties of exponents to
rational exponents.
○ CRM.NR.2.4 Perform mathematical operations on real numbers to include numerical radical expressions and complex
fractions.
○ CRM.NR.2.5 Estimate solutions to problems with real numbers and use the estimates to assess the reasonableness
of results in the context of the problem.
● CRM.MM.1 Apply mathematics to real-life situations; model real-life phenomena using mathematics.
○ CRM.MM.1.1 Explain contextual, mathematical problems using a mathematical model.
○ CRM.MM.1.2 Create mathematical models to explain phenomena that exist in the natural sciences, social sciences,
liberal arts, fine and performing arts, and/or humanities contexts.
 ○ CRM.MM.1.3 Using abstract and quantitative reasoning, make decisions about information and data from a contextual
situation.
○ CRM.MM.1.4 Use various mathematical representations and structures with this information to represent and solve
real-life problems.

SDP Strategies SDP Strategies

Components Designs/Strategies

Project ● Students explore the basics of modeling virus spread. Students will create graphs, tables, and equations
to model the viral outbreak.
● Students explore how disease spreads in a population. Students will design their own study to simulate
the spread of disease, gather and analyze data.
● Students explore the strategies to slow the spread of disease. Students create a presentation of their
findings to be shared with their school or community about how to keep healthy.

Multiple Means Students will have choices in the following:

of ● How they display the data
Demonstration ● Design of their study
* ● Strategy applied to slow down the disease
● Creation of presentation for community

Process & Process

Instructional
Support ● Part 1
○ Post news articles around room about recent viral outbreaks including the recent pandemic
○ Guide students in generating their own questions that will lead their research in this project about
viral outbreaks
○ Display questions on a digital document
○ Flipped instruction on what is an exponential function
○ Watch videos on viral transmission and viral load
 ○ Assessment on part 1
● Part 2
○ Use black light powder to “infect” myself. Touch different things around the room that are
commonly touched by students. Greet students at the door with a handshake (Camp, 2022).
○ Use blacklight to see which students are now “infected”
○ Review questions generated in part 1.
○ Watch more videos on the spread of infectious diseases
○ Design their own infectious disease simulation for the school(can be digital or physical)
○ Flipped instruction on modeling and representing exponential functions
○ Assessment on part 2
● Part 3
○ Discuss what students already know about how to slow the spread of diseases. Make a digital list
○ Research techniques to slow/stop the spread of disease
○ Contact local health department for more info
○ Flipped instruction comparing exponential functions
○ Develop a presentation in groups on how to slow/stop the
spread of disease
○ Present presentation to school and/or community
○ Reflection
○ Assessment on part 3

Instructional Support:
● Students will be given videos to watch for instruction on the mathematical content needed for each part
● Teacher will help guide students both in creating the questions in part 1 and in designing the simulation for
part 2. Coplanning will be utilized for designing the simulation.

Assessment Formative
● Students will be given mathematical practice problems related to the content of each part of the project at
the end of each part to assess mastery.
● Daily project check ins
Summative
● Presentation with math to defend strategy to slow/stop spread of the disease
● Reflection

Community ● Contacting Local health department as a source of information

 Involvement ● Public Service announcement presented to school and/or community

Note: Components with * address certain ISTE standards that are assigned to this course. The candidates need to
implement the components in the upcoming academic year and prepare evidence of implementation for their portfolio >
Standard 7.1 to become ISTE Certified.]

Technology Tools

[Given the project design, think about how you can support SDP using technology tools. Decide on what functions you need to use
technology for, select specific technology tool(s), and describe how you would use each tool given your unique teaching situation.
You do NOT have to use high-tech technology for all functions. Low-tech like paper and pencil or classroom posters sometimes work
better than digital tools.]

Function Name & URL Your Plan

Student Research ● Khan Academy Viruses Suggested videos for research purposes will be posted on Google
● Virus replication Classroom, but students can find their own articles and videos for
Boundless Biology research purposes as well.
● Students can also use
any other
sources/search engines
that they choose

Projects ● Canva Students can choose what platform to use to present their findings.
● Google Slides
● Students choice of other
platforms

Collaboration ● Google Docs The students will place questions on a shared Google Doc during part
● Google Slides 1. Students can work together on their presentation on a platform like
● Student choice of other Google Slides. Data can be collected and shared on online platforms
platform as well.
 Instructional Support ● Email Students can contact the teacher via email or text via the Remind app
● Google Classroom to ask questions outside of class time. All videos for the flipped
● Remind App classroom will be posted on Google Classroom.

Assessment ● Google forms The formative assessments given at the end of each part of the
● Rubric and formative project will be posted on Google Classroom. The rubric for the final
assessments posted in presentation will also be posted on Google Classroom. A daily project
Google Classroom check-in will be given on Google forms.

Reflection Self-reflection Students will use the linked self-reflection as a guide. Students can
Student choice of how to choose what platform to complete their self reflection on.
present reflection

Sharing Students can share their Students will share their presentations with the
projects on: class/school/community by posting on social media, presenting using
● Social media technology, and/or posting on Google Classroom for others to see.
● Google Classroom
● To the class/ school
using Viewsonic Board
or document camera

References

Camp, F. (2022). WATCH: With Black Light Powder, YouTuber Demonstrates How Germs Spread, And How To Stay Healthy. The
Daily Wire.
https://www.dailywire.com/news/watch-with-black-light-powder-youtuber-demonstrates-how-germs-spread-and-how-to-stay-h
ealthy

Georgia Department of Education. (2021). Georgia’s K-12 Mathematics Standards.

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Mathema
tics/Georgia-K12-Mathematics-Standards/Georgia-HS-College-Readiness-Mathematics-Capstone-Course-Mathema
tics-Standards.pdf
 Personalized Learning Plan

PLP Template

Blank PLP Template

Sample Completed PLP Template

Implementation Plan

Components Your Plan

Role of the Each student will meet with the teacher at the beginning of the semester. The
Student student and teacher will discuss the student’s strengths, weaknesses, interests,
ways the student learns, and establish appropriate goals. Students will come up
with action steps to help them meet their goals.

Initial Planning The teacher will meet with students one-on-one to discuss interests, strengths,
Meeting and weaknesses. The teacher and student will discuss goals and action steps.
The student will choose their own goals and action steps. The teacher will just
be there to answer questions and offer guidance. During this meeting the
student will complete the PLP Template.

Check-Ins & The teacher will have short check-ins with each student on a weekly basis.
Revision Students will also complete a Google Form check-in each week. Revisions to
goals and action steps will be made as needed based upon the results of these
check-ins. Revision should be based on the “reflective process and changes in
 goals, interests, and circumstances” (Vermont Agency of Education. (2019).
P.29).

Assessment Assessments will be used to determine students’ progress toward meeting their
goals and mastery of the standards. District designed summative assessments
will be used along with teacher designed formative assessments and projects.

Communication Students, parents, and teachers will be the stakeholders in creating and
with Key implementing the personalized learning plans for each student.
Stakeholders The plan will be shared via email with parents. Updates will be shared with all
stakeholders at the end of each quarter via email.

Technology Tools
Functions Name & URL Implementation

Gathering Student data Google Forms The students will be

Google Classroom given a survey about
learning preferences
and interests at the
beginning of each
semester.

Creating and Revising Google Docs The PLPs will be

PLPs for individual Google Sheets created as a Google
students Google Classroom Doc. Meeting dates can
be included in a table on
Google Sheets.
Revisions can be made
to the plan as needed.
It can be kept on Google
Classroom so that it is
easily accessible by
 both the teacher and
student.

Documenting and Google Classroom Students will complete

checking student Google Forms weekly check-in via a
progress PowerSchool Google Form. Grades
reported on
PowerSchool will help
document the student’s
progress. One-on-one
coplanning sessions can
be scheduled as needed
by either the student or
the teacher.

Securely Sharing PLPs Google Classroom The PLP for each

with Stakeholders student will be placed
on Google Classroom
for easy access by the
teacher and student.

References

Vermont Agency of Education. (2019). Personalized Learning Plans (PLP) Process Manual.