Teacher Controlled Components of Customized Learning

Customized learning is the newest initiative to improve our educational system, and with good merit. Allowing students to create their own pathways to graduation will ultimately prepare our learners for post-secondary success.  

In the article, 10 Key Components of Customized Learning, there are five teacher affected keys to customized learning: climate of student voice and choice, instruction for low order thinking, instruction for higher order thinking, formative feedback and multiple pathways. I believe that teachers have a strong responsibility and inherent ability to provide these opportunities to their learners.

In terms of student voice and choice, I believe that students will take ownership of their learning if they are allowed to give input as to what and how they would like to learn, when appropriate. Starting a course with a simple via Google Forms to poll student interests is a great way to start this conversation. Another way to create this atmosphere of student input is to allow students to choose their groups or partners when possible.

The next component is instruction for lower order thinking. In my courses of world language instruction this comes naturally, as I am teaching a skill. However, gone are the days of rote teacher lecture to relay information. Technology integration through applications like PearDeck allows for student interaction and increases student engagement. Also, teaching on a flipped classroom model is an effective way to use teacher time in the classroom for practice and not instruction. The American Council on the Teaching of Foreign Languages (ACTFL) published an article in its publication, The Language Educator, “A new approach to language instruction - flipping the classroom” (Muldrow, 2013). This article from 2013 introduced world language educators to this concept, encouraging them to think outside of the box and devote classroom time to practicing and extending and not just instructing. I feel like I am able to address this concept the best in my classroom, through the use of instructional screencasts and interactive slide presentations. My students acquire grammar and vocabulary content successfully through these methods.

The third component is instructing for higher order thinking. I struggle the most with this, as the nature of world language instruction is vocabulary and syntax acquisition as opposed to deep thinking on global concepts. However, through the topic of culture, which is essential to world language instruction, higher order thinking can be achieved in the world language classroom. In the most recent publication of The Language Educator from ACTFL, an article entitled “The Big Impact of the Little i: Shift From an ‘Isn’t-that-Interesting’ Approach to Culture to Developing Intercultural Competence” (Ritz, 2018), this topic is addressed, by encouraging WL educators to create units around cultural themes, integrating the culture with the vocabulary and grammar content, and thus deepening students’ cultural understanding and knowledge. Higher order thinking instruction is the component that I need to work on the most in my classroom. I find it so difficult to dig deeper when I can’t discuss deep concepts in the target language until students reach the highest levels of instruction. I believe that instructing more deeply on culture, even in English at times, can meet this goal.

Formative feedback is another component for educators in the customized classroom. Online applications like Kahoot and Triventy make formative assessment and feedback easier than ever before, while also making it fun for students. This practice is essential for driving instruction and practice in the classroom.

The last component is multiple pathways. This is the hardest of the five components, in my opinion. In theory it sounds great, but in practice it can be a logistical nightmare. However, when using a rotational or hybrid model of instruction, this process can be streamlined. Classes can be split into three groups and there can even be smaller groups within those three groups. Teacher-focused time with student groups, taking up a third of rotational class time, can look different for separate groups. Those that need more language acquisition practice can focus on that, whereas more advanced students can create projects using their already acquired language skills. Through this model, student learning is truly differentiated and varying student needs can be met.

As educators it’s important to stay current with best practices for instruction and to realize the role we can play in customizing learning. Focusing on these five components: climate of student voice and choice, instruction for low order thinking, instruction for higher order thinking, formative feedback and multiple pathways, can improve instruction in our classrooms.

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References

Muldrow, K. (2013, November). A new approach to language instruction - flipping the classroom. The Language Educator, 8(6), 28-33.

Ritz, C. (2018, January/February). The Big Impact of the little i: Shift from an ‘Isn’t-that-interesting’ approach to culture to developing intercultural competence. The Language Educator, 13(1), 53-57.