The Pursuit of Customized Learning

In my pursuit of teaching strategies to best reach today's students (and my graduate degree in educational technology), the term "customized learning" continues to pop up. It makes sense. "Customized learning" only refers to the fact that everyone learns in different time frames and different ways. In this day and age, it seems like a no-brainer as no two students learn exactly the same. However, the progression of our educational society has not allowed for much customization. Until now. Schools are beginning to re-evaluate how they educate and are diving into techniques and strategies that best serve the students of today's world.

In his article "10 Key Components of Customized Learning" Mike Muir discusses the teaching trends in Maine and the considerations they are taking in re-vamping their educational systems. I found it so inspiring that there are educational systems today in the US that are moving forward and providing a new-age education to their students. In my last post (and first post... a year ago-- apparently I am not the most consistent blogger) I spoke about my district moving 1:1 with iPads and my excitement and reservations about doing so. I am happy to report that I am still excited about this implementation and taking an initial step in the direction of redefined education. Overall, the year went well and I continue to work toward my goals.

Evaluating the last school year in terms of Mr. Muir's components of customized learning:

I feel that I did very well in the components of instruction for low order thinking skills and introducing some instruction for higher order thinking skills. Teaching to the low order thinking skill is a safe zone that I assume most educators are very comfortable with, but I did ask my students to think more creatively at points during the year. After concerts at the end of the year, I assigned each one of my choirs a separate video project: Sr. High Concert Choir - a music video incorporating solfege, 8th Grade Chorus - a video definition of a music vocabulary word of their choice to be turned into an interactive word wall, 7th Grade Chorus - a "Join chorus!" trailer in iMovie to be shared with the 6th graders as they consider their schedules for the next year. These projects had very little direction as far as content. It required the students to determine what was important and how best to present that in a video format. Some projects were met with great success. Others with need some revision for the next year, but were a great starting point.

I also feel I was very successful creating a climate of voice and choice. I want my music and choral classroom environment to be a safe zone where students can feel comfortable sharing the most intimate part of themselves: their voice. I believe giving them a voice in their learning in the classroom is a baby step toward getting them to embrace their singing voice and feeling comfortable enough to share that proudly. This past year, my goal was mainly to get my students to feel like their voice is heard. This year, I hope to be able to take this to the next level with goal-setting, student-created rubrics, and self-evaluations.

This coming year, I really want to focus on cultivating a shared vision. Some of our district team is 100% on board. Many are not. They desperately want something to change, but are resistant to changing the methods and educational foundations they know. I hope to inspire other members of my team by modelling the possibilities and outcomes of new-age learning and sharing my strategies and philosophies. I hope to be able to make our "burning platform" more visible to those who chose not to see.

I also am really striving to put more focus into learning progress management. I want to incorporate a self-driven piano progression plan for my 7th grade General Music classes. A "Piano Karate" sort of motivation for practicing and progressing in their piano skills. I am working on a plan for my Sr. High Choir to scaffold recording and self-evaluating skills (which will hopefully benefit their vocal skills!) However, this can only be possible if I also make time for formative feedback. With almost 200 singers 7-12, it can be overwhelming to find the time to provide feedback for each student. It is so important though. In order for for their learning to be customized, their feedback needs to be as well.

This is a new age of education and though it is a bit overwhelming at times, it is an exciting time to be an educator and I am very excited to give my students a more individualized learning experience that really drives them to strive for everything they can be.











Muir, Mike. “10 Key Components of Customized Learning.” Multiple Pathways, 23 May 2012, multiplepathways.info/2012/05/23/10-key-components-of-customized-learning/.