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The word personalized learning has been thrown around for a long time and was previously known as differentiation. I don’t need to tell you that research shows that personalized learning approaches help all students thrive. John Hattie’s influential Visible Learning research emphasizes strategies like differentiation, feedback, and appropriate challenges as high-impact practices (edutopia.org) (edutopia.org).
Personalized learning isn’t about creating multiple separate lesson plans for 25+ students. Nor is it about running around from student to student. It’s about making strategic adjustments that make learning accessible and challenging for everyone. By following the 10 P’s Framework below, you will be able to structure your lessons that respond to your student differences every step of the way.
Imagine that you are a chef rather than an upper elementary teacher. You are preparing a large feast; you’ll need various ingredients—strategies, resources, and techniques—to serve up success for all learners. Using this metaphor, I will go through The 10 P’s of Personalized Learning Framework— ten key steps for structuring personalized learning in a mixed-ability classroom. Each step is backed by research. I also included practical strategies and ideas for each one to help support you and all students.
Personalized – Meet students where they are. Differentiated instruction is a proven way to address diverse learner needs and avoid one-size-fits-all teaching (files.eric.ed.gov). By tailoring content, processes, or products to student readiness or interests, teachers create “opportunities for success for all students”(files.eric.ed.gov). This personalized approach can remove labels on students and help each child perform at their best level (files.eric.ed.gov). Importantly, research cautions against rigid ability grouping; instead of tracking students by ability, which has minimal benefit (edutopia.org), effective classrooms personalize learning within the mixed group.
Plan – Design with all learners in mind. Careful planning is the backbone of personalization. Teachers should plan units that offer multiple entry points and pathways through the material. Carol Ann Tomlinson notes that a differentiated classroom balances common learning goals with individual needs(files.eric.ed.gov). This means anticipating variations: prepare extension tasks for advanced learners and scaffolds for those who need support. Planning also involves setting appropriately challenging goals – Hattie found that when students face tasks at the right difficulty level, learning improves (effect size ~0.59) (visible-learning.org). In practice, this could mean planning a menu of activities or “centers” targeting the same objective at basic, intermediate, and advanced levels.
Pretest – Know your starting point. Begin a new unit by gauging what students already know. A quick pre-assessment or diagnostic quiz helps identify skill levels and prior knowledge gaps. Research shows that prior achievement strongly predicts how well students will learn new content (visible-learning.org), so it’s crucial to uncover each child’s baseline. Using pretest data, you can personalize your instruction – grouping students for specific skills or compacting the curriculum for those who demonstrate mastery. In Hattie’s analysis, formative evaluation (ongoing assessment for learning) is highly effective (d ~0.48)(visible-learning.org), and this process starts with diagnosing needs before teaching. Even students can set goals when they see their pretest results, tapping into the power of self-assessment (Hattie notes student self-reported understanding has an enormous effect on achievement) (edutopia.org).
Preview – Frontload and spark interest. Before diving into new material, give students a preview to activate background knowledge and excitement. This could be a brief overview, a story, or a real-world problem the lesson will address. For example, if the topic is ecosystems, you might show a short video clip or intriguing images to preview key concepts and vocabulary. Activating prior knowledge helps students connect new information to what they already understand, especially those who struggle. In reading, for instance, pre-teaching vocabulary or previewing a text dramatically boosts comprehension for diverse learners (files.eric.ed.gov). Previewing also builds curiosity – a critical ingredient for inquiry-based and project-based learning engagement.
Prerequisites – Build necessary foundations. Ensure students have (or develop) the prerequisite skills needed for the new content. If some lack a foundational skill, plan a quick review or mini-lesson to catch them up. This aligns with Vygotsky’s theory of the zone of proximal development – students learn best when new tasks are just beyond their independent ability, with scaffolding bridging the gap (files.eric.ed.gov). Research on scaffolding techniques confirms their effectiveness: Hattie’s meta-analysis ranks scaffolded instruction among the top strategies (d ~0.82)(visible-learning.org). In practice, you might provide prerequisite practice stations (e.g., a refresher on place value before tackling new math problems) or differentiate homework so that students who need it solidify fundamental skills. You set everyone up for success in the main lesson by providing the missing prior knowledge.
Presentation – Deliver content in varied ways. When it’s time to teach new material, use multiple presentation methods to reach different learners. This could include a short direct instruction segment, visuals and models, storytelling, or interactive demonstrations. Explicit teaching has a solid evidence base (Hattie finds direct instruction yields above-average gains, d ~0.60)(visible-learning.org), especially when combined with visuals and examples for clarity. At the same time, vary your approach: for instance, use a short video or a hands-on demo alongside an explanation. In math, showing concepts with manipulatives or drawings can make abstract ideas concrete for struggling students (files.eric.ed.gov)(files.eric.ed.gov). The goal is to present content clearly and engagingly so that all students grasp the core concepts, regardless of reading level or learning style. If you have English language learners or others who need it, consider dual coding (pairing words with visuals) or anchor charts that remain visible for reference.
Probe – Question and check for understanding. During and after the presentation, continually probe students’ understanding. Ask open-ended questions, have students think-pair-share, or give a quick exit ticket – these are forms of formative assessment that let you know how well each student is following along. Research is emphatic about the value of such formative probes: one synthesis found that ongoing formative assessment has an outsized impact on learning (d ~0.90) (edutopia.org). Effective teachers use this feedback to adjust instruction in real time (edutopia.org). For example, if your questions reveal that many students have a misconception, you might revisit that point or provide an extra example. Probing also challenges students to articulate their thinking, which deepens learning. Even simply asking “why do you think that?” or “how did you get that answer?” pushes students to reflect and helps you gauge their reasoning. Hattie’s work notes that classroom questioning (d ~0.48) and discussion (d ~0.82) are powerful tools when used to elicit student thinking (visible-learning.org). Never assume learning is happening – probe for evidence and use it to inform your next steps.
Practice – Differentiate practice activities. After instruction, students need to practice new skills – but one size does not fit all for practice tasks either. Provide a range of practice options or tiered assignments so every student can reinforce their learning at an appropriate level of challenge. Studies show that students learn best when practice is neither easy nor difficult (files.eric.ed.gov). Hattie similarly highlights “challenge and practice at the right level” as an essential factor (d ~0.60)(edutopia.org). In a math lesson, for instance, some students might practice with fundamental problems and concrete supports (like base-ten blocks or fraction strips), while others tackle complex, multi-step problems that extend the skill. The use of hands-on practice can be especially beneficial: research on math manipulatives finds that when used well, they increase math achievement and even long-term retention of concepts (files.eric.ed.gov). The key is to ensure all students are actively practicing – and thinking – in a way that reinforces the day’s learning objectives. Monitor and assist as they work, providing hints or additional challenges.
Perform – Let students demonstrate learning. Give students opportunities to perform or apply what they’ve learned in a culminating task. This might be a formal assessment, a presentation, a project, or even a brief “show what you know” quiz or teaching demonstration. Performance tasks can be differentiated too – for example, one student might write a paragraph explaining a science concept, while another makes a poster or gives a short speech. Offering student choice in how they demonstrate understanding can boost engagement and motivation. In fact, decades of research in educational psychology conclude that giving students choices increases their autonomy, motivation, and performance (digitalpromise.org). When students take ownership – say, choosing their project format or picking a problem to solve – they often put forth greater effort and achieve more. Whatever the format, the “Perform” step is about assessing learning in a meaningful way. Project-based learning (PBL) is a great example: students apply skills to a real-world challenge and produce something tangible. A recent meta-analysis of 66 studies found that project-based learning significantly improves academic achievement and problem-solving skills compared to traditional instruction (frontiersin.org). Performance tasks that are authentic and student-centered not only measure learning but also deepen it.
Polish – Reflect and refine. Learning doesn’t end with a performance; encourage students to polish their work and reflect on their learning process. Build in time for students to get feedback (from you or peers) and improve their initial output. According to Hattie’s research, feedback is one of the most powerful influences on student achievement (d ~0.73) (edutopia.org) – especially when students use that feedback to correct mistakes and deepen understanding. Creating a classroom culture that views mistakes as learning opportunities is crucial. Hattie notes that “valuing error and creating trust” in the classroom yields high returns (d ~0.72) (edutopia.org). In practice, the Polish phase might involve students revising their writing after a peer review, reworking missed problems on a math quiz, or discussing as a class “what we learned” and “what we found challenging” in a project. This reflection builds metacognitive skills, helping learners become more aware of their thinking and strategies. It’s also an opportunity to celebrate growth – students can see how far they’ve come from that pretest to the final product. By polishing their work, learners solidify their knowledge and end the learning cycle with a sense of accomplishment.
Let’s connect these research-backed strategies to concrete examples of classroom activities:
Differentiated Ecosystem Inquiry (Choose-Your-Path Adventure):
Imagine a science project where students explore ecosystems by choosing their own “adventure path.” This embodies inquiry-based learning with student choice.
Place Value & Word-Problem Math Sliders (Number Sense Sliders):
Consider a math center activity using “math sliders” – perhaps a slider tool or cards that let students physically manipulate numbers in place value, rounding, addition, and subtraction word problems. This is a hands-on, differentiated math strategy. Students in a mixed-ability class can use the sliders to solve problems with different levels of support: some might have sliders pre-labeled with place values for guidance (scaffolded practice), while others create their own sliders to tackle more complex numbers. Research supports this approach: using manipulatives like base-ten blocks or sliders helps children move from concrete to abstract understanding, often leading to higher math achievement (files.eric.ed.gov). It can also reduce math anxiety by making learning playful and concrete (files.eric.ed.gov).
Equivalent Fractions PBL (Fraction Feast PBL):
To teach adding and subtracting fractions, you might design a project-based learning activity, such as planning a bake sale or a pizza party where students must adjust recipes or orders (e.g. “We have 3/4 of a pizza left and need to combine it with 2/3 of another – do we have enough for one whole pizza?”). In this project-based learning scenario, students see real-world applications of fraction operations. PBL research indicates that students in such environments gain greater understanding and problem-solving gains than those in traditional settings (frontiersin.org). To differentiate, you can assign roles or sub-tasks by readiness: one group might handle simpler like denominators while another tackles unlike denominators with more complex calculations.
Personalized learning isn’t about creating 25 separate lesson plans for 25 students – it’s about strategic adjustments that make learning accessible and challenging for everyone. By following the 10 P’s framework (Personalized, Plan, Pretest, Preview, Prerequisites, Presentation, Probe, Practice, Perform, Polish), teachers can structure lessons that respond to student differences at every step. The research evidence is clear that this approach yields real benefits: higher engagement, deeper understanding, and improved achievement for all learners. As Hattie notes, what matters most is using high-impact strategies in our daily practice (edutopia.org). Differentiation, scaffolding, inquiry, and formative feedback aren’t just buzzwords but proven techniques to lift each student in a mixed-ability classroom. Planning with your students’ diverse needs in mind and guiding them through these steps will create a classroom where every child feels challenged and supported. Ultimately, personalized learning is about empowering students – helping them take ownership of their learning journey and polishing their skills to shine brightly.
Until next time,
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