Individualized

Path

Audrey Steele/ ITEC 7603/ Spring 2022

 Individualized Learning Paths

Teachers can create different learning paths for

students based on their learning needs.

Individualized learning paths allow students choice

for resources and activities they want to pursue and
the order that they complete them in.

Learning pathways need to include student

personalized goals, objectives, and preferences.

Learners should feel that they are in control of their

learning path.
 Co-plan and co-design
learning pathways
Overall “Playlist”:

Students could pick the order in how they wanted to

get through their review tasks, but did have some
activities that they needed to have check in meetings
with me. During these times I was able to make sure
the students were at a good pace of completing the
work and could help them plan out how they would
complete their playlists in a timely manner.

Cross-Curricular:

Students had a variety of activities using video, audio,

and game creation. Students needed to write scripts
for their “explain” activity which helped them work
on their literacy skills and speaking skills. They had to
use a variety of technology programs and their
assistive technology tools.
Co-plan and co-design
learning pathways
Student 1:

Student 1 is a hard worker who strives to always do

their best. They like reassurance from a teacher and
ask clarifying questions when needed. Student 1 is a
works at a slower pace and often needs reminders
or reteaching of concepts. More check ins were
needed as well as extra time for corrections of work.
Student 1 had more work at home and needed an
easier problem to solve for project. They wanted to
check in with me on how they solved the problem
before creating their project. By taking time to
co-plan with this student, they felt successful as
they worked through their learning path and had an
increased confidence with their mastery of
algebraic equations towards the end of the unit.
Co-plan and co-design
learning pathways
Student 2:

Student 2 is a fast worker but can miss minor errors they

could have corrected themselves. They are a great
self-advocate when they need reminders on how to do
things and were independent when referring to their
notes to help them on tasks. Student 2 did not have as
much work to do outside of class. They needed a bit more
challenging work that was differentiated for them. Using
IXL increased the challenge of problems and they picked
a more complex problem for project. By co-planning with
Student 2, they were more independent with work
completion and did not get as distracted when they knew
they had checkpoints to check in with me. By the last
check-in, they felt ready to demonstrate their mastery of
algebraic equations and needed very little assistance
from me.
 Use of assessment data for
Co-planning learning paths
BrainPOP:

Looking at data was important when co-planning with my students as it allowed me to see what
they understood and what they would need more guidance or practice on. BrainPOP was a tool I
used for a check-in point with students. Students were asked to watch a video on equations and
then take a 10 question quiz to check their understanding of the concept. I allowed students to
retake the quiz if they answers 6 or fewer questions incorrectly. This allowed me to know who
needed extra support and who was feeling ready to move on in the playlist.
 Use of assessment data for
Co-planning learning paths
IXL:

IXL was another tool I allowed students to use

when reviewing one and two-step algebraic
equations. IXL provided the students immediate
feedback on if they were answering the questions
correctly and provided an explanation if they got
the question wrong. IXL also adjusts the types of
questions it provides students based on the way
they are answering. I can view IXL live as students
are working and also can pull up a progress
report. This helps me co-plan with students on
next steps and what type of problems they are
ready for next. IXL could also be used for
reteaching and practicing skills at home.
 Use of assessment data for
Co-planning learning paths
Algebraic Equations Comic Project:

At the end of the unit, students were asked to

design a comic about an algebraic equation. They
had choice in what type of equation they wanted
to present on and needed to check in with me to
ensure it was an appropriate problem to pick and
that they had solved it correctly. Students then
had to create a comic explaining how to solve the
equation, using correct math vocabulary. They
needed to include pictures of themselves and had
choice in the design of their project. They then
reflected on their comic assignment and posted it
to their online student portfolio to share with
others. Checking in with students and having them
explain their thinking helped me and them
determine if they reached mastery.
 Coach learners towards
independence in mastering content
Checklists/”Playlists” of student choices and informal observations:

Students were given variety of tasks they needed to complete, but could decide what order
they wanted to complete them in. As students were working, I took down notes on their
playlists to share what they were doing well and what they might need to work on. During
these times, it was clear who needed more guidance in planning out what they were doing,
what was not working for them, or the timing and pace that they were working at. Informal
observations allowed me to provide extra help to students or guide them to more
challenging problems and tasks.
 Coach learners towards
independence in mastering content
Formal Check-In Meetings:

Required check-in meetings throughout the playlist is where a majority of my coaching took
place. I had a set of guiding questions I had students answer as we discussed their completed
work. These were including in their individual playlists so the notes could be accessible to
them as well. Providing immediate feedback allowed for students to learn from their
mistakes and create strategies to assist them on their learning pathway. I made sure the
conversation flowed both ways to ensure the students felt they had a voice and choice in
their independence to mastery.
 Coach learners towards
independence in mastering content
Rubrics/Graded Feedback:

Rubrics provided students feedback on their

knowledge and understanding of algebraic
equations. I tried to provide students with a
variety of graded feedback throughout the
playlist so they could reflect on their mastery
of the content. Feedback on problems they
completed on paper were given as the
students finished their work. They were
allowed to redo anything once they saw their
errors as long as they showed their steps to
let me know they understood how to solve
the problems.
Resources:
CT Department of Education. (2022). What are flexible pathways for learning? CT.gov.
https://portal.ct.gov/SDE/Mastery-Based-Learning/What-Are-Flexible-Pathways-for-Le
arning

Gonzalez, J. (September 4, 2016). Using playlists to differentiate instruction. Cult of

Pedagogy. https://www.cultofpedagogy.com/student-playlists-differentiation/

Logan, K. (January 22, 2020). Making sense of learning pathways. KnowledgeWorks.

https://knowledgeworks.org/resources/making-sense-learning-pathways/

Pappas, C. (November 30, 2015). 7 tips to create personal learning paths in elearning.
eLearning Industry.
https://elearningindustry.com/7-tips-create-personal-learning-paths-elearning

The PL Toolbox. (n/a). Personalized learning pathways. The PL Toolbox.

https://www.thepltoolbox.com/learningpathways.html