Instructonal Core Design Framework

Personalized learning begins with

engagement
Students individual questions, interests, and
ideas are engaged in the pursuit and
achievement of a deep understanding of
subject matter
Teachers practical wisdom, pedagogical
watchfulness, and intellectual curiosity are
engaged with and for this student in the
discipline of the subject matter and in the
discipline of their own profession
What is known (existing knowledge) is
engaged in the pursuit of of what is
unknown (developing knowledge)
Personalized learning in active and
effortful
Provides students with tasks and challenges
that mirror the adult work of the discipline and
that address that outcomes of the Programs of
Study
Requires the reorganization of information
into patterns that connect to important concepts
and that yield understandings that are both
personally meaningful and authentic to
disciplinary ways of knowing, doing,
and being
Requires students to generate, evaluate, justify,
and revise cognitive models and skills
Requires teachers to generate, evaluate, justify,
and revise instructional practice
Personalized learning is
assessment-rich
Learning and assessment are part of the same
process
Student agency is engaged towards
Assessing their own talents and aspirations,
Planning a pathway towards meaningful
purposes,
Working cooperatively with others on
challenging tasks
Maintaining a record of their explorations
and feedback, and
Demonstrating their learning against clear
standards in a wide variety of media
All with the close support of adult mentors and
guides
Teachers plan for and engage in a continuous
cycle of instruction, assessment, and
adjustment, analyzing assessment data with
students and colleagues
To inform instructional decisions
To inform students learning tactics
To articulate multiple avenues for the
representation of learning against well
understood standards
Personalized learning is
metacognitive and transformative
Students know that they know, how they
know it, how they show it, and what they
need to learn next
Teachers know the instructional decisions
they have made, why they made them at
this time and for this student, the impact
of their instructional decisions, and what
students require of them next
Students and teachers gain insight into
their work and undertake their next steps
with new expertise as a result of their
experiences with each other and topics
of study