Publication

In this policy brief, Walkington and Bernacki discuss personalized learning (PL) and argue that if schools are to achieve the impact on learning outcomes they envision, they can draw upon what is known about students’ interests, values, self-regulation, and mastery, and how to leverage them for learning. The theory of change at the center of a PL design should answer: “What learning outcome do I intend to affect? What learning activities address this aim? What would I need to know about the learner to adapt the activity?” The authors provide advice to those who wish to fund, adopt, design, and deliver PL.