PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

 The information-age paradigm of instruction is customized rather than standardized, learning-focused rather than content-delivery focused, student-directed (or jointly directed) rather than teacher-directed, and entails active learning rather than passive learning,

Bray and McClaskey (2015) also define personalization by contrasting it with differentiation and individualization in a chart that demonstrates the learner-centered and learner-driven nature of personalization. They define it as meaning that learners:

• know how they learn best, and are co-designers of the curriculum and the learning environment

• have flexible learning anytime and anywhere

• have a voice in and choose 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. (p. 34)

The United States Department of Education (2010) defined personalization in its 2010 National Education Technology Plan report: “Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.