Make Learning Personal Quotes

“Shifting the focus from the teacher to the learner will take time and training, but it will also take the willingness to ‘unlearn’ what so many have been taught about student learning and teacher control. We can admire this dilemma for as long as we want, but the truth is, ‘the train has left the station’ and the learners are on it.” —Jackie Johnston, Director of Alternative and Community Education, District 112, Minnesota”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Students . . . •    learn in a classroom. •    are assigned a task to do. •    follow required objectives. •    do the assignment designed by the teacher or curriculum. •    seek information for the assignment. •    work individually or in a group depending on assignment. •    earn a grade to reflect meeting the objectives and standards. Learners . . . •    develop their own learning goals. •    monitor their progress in meeting their goals. •    have a purpose or interest to learn something. •    ask questions. •    seek information. •    find ways to collaborate with others. •    want to know something because they want to know it—not for a grade. •    are curious about life and never stop learning.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“How do you do this for your class? First, you have learners create their own Personal Learner Profile so they understand how they learn best. You probably know already that each learner in your class is different and unique. None are the same. There is no average learner.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Among academic scholars who study intelligence there is very little acceptance of Gardner’s theory due to a lack of empirical evidence for it. Even though Gardner first made his theory public in 1983, the first empirical study to test the theory was not published until twenty-three years later, and the results were not supportive (McGreal, 2013).”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“An important finding from that research is that memory is usually stored independent of any modality. You typically store memories in terms of meaning—not in terms of whether you saw, heard, or physically interacted with the information”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“The researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“One teacher in Montclair, California, Eric Marcos, started flipping his math classroom when his sixth graders decided it would be better if they did the flipping of the math concepts. They created hundreds of short tutorials themselves that are available online at MathTrain.tv.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Differentiated instruction theory reinforces the importance of effective classroom management and reminds teachers of meeting the challenges of effective organizational and instructional practices. Engagement is a vital component of effective classroom management, organization, and instruction. Therefore teachers are encouraged to offer choices of tools, adjust the level of difficulty of the material, and provide varying levels of scaffolding to gain and maintain learner attention during the instructional episode.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Effective learners understand how they learn with strengths identified as metacognition, self-monitoring, and self-regulation.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“  Learning to learn is at the heart of personalization, for better learning is the purpose of personalization and its key outcome.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“Assessment OF Learning is summative and used to confirm what learners know and can do so teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of learners’ proficiency. Assessment FOR Learning provides information about what learners already know and can do so that teachers can design the most appropriate next steps in instruction so the teacher and peers can offer feedback to the learner throughout the learning process. Assessment AS Learning is where learners reflect on their own learning, monitor their progress, and make adjustments to their learning so that they achieve deeper understanding.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“In a personalized learning environment, learners demonstrate mastery based on a competency-based model, not on seat time. In this learning environment, teachers are expected to help all learners succeed in mastering skills. Competency-based pathways are a re-engineering of our education system around learning. It is a re-engineering designed for success where failure is no longer an option.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why

“When learners have choices to interact with the content and discuss what they watched, read, and learned, they are actively participating as learners. Encouraging learner voice and choice is the key difference to the other terms: differentiation and individualization. When learners have a voice in how they learn and a choice in how they engage with content and express what they know, they are more motivated to want to learn and own their learning.”
― Barbara A. (Ann) Bray, Make Learning Personal: The What, Who, WOW, Where, and Why