Welcome to the Imaginarium's Personalized Learning Resource Bank! These resources have been collected, vetted and organized to support to implementation of personalized learning through the secondary drivers outlined in the Imaginarium's Personalized Learning Driver Model.
How to use this resource bank
To access resources that best fit your needs:
1. Click the secondary driver you're most interested in below. This will take you to a continuum page.
2. Select the part of the continuum you are CURRENTLY working within and we'll show you resources that will help you move to the next column on the continuum (toward learner driven).
3. Explore!
For a standalone version of the Driver Model, please visit bit.ly/pldrivermodel
Do you have additional resources that you think should be included in our resource bank? Please submit them here (link coming soon)!
The elements highlighted in this section are foundational for successful implementation of Personalized Learning. We recommend that school communities self-reflect on these elements to determine their strengths and areas for growth. If a foundational practice is missing, we recommend planning for how to improve in that area to ensure Personalized Learning work is successful.
| Relationships | All members contribute positively to the school community and work to build trusting, meaningful and authentic relationships. |
| Culture | Learners and teachers consistently demonstrate cultural awareness and sensitivity, respect, and empathy. |
| Mindset | Mindsets around learner agency, the role of the teacher/learner and growth mindset are shared and demonstrated by stakeholders in the learning community. |
| Metacognition | The processes used to plan, monitor, and assess one’s understanding and performance. |
Learners have a deep understanding of their own assets, needs and interests and use this information to create and monitor personalized goals.
| Learner Profile Data | Learners, teachers and families understand each learner’s assets, interests, and needs and use this information along with outcomes data to personalize and drive learning. |
| Goal Setting & Progress Monitoring | Learners and teachers use the learner profile data to co-create goals and monitor progress. |
| Learner as Lead, Teacher as Facilitator | Learners exercise increased control and responsibility for their learning, and teachers serve as guides by providing support structures and processes. |
| Learner Collaboration | Learners work collaboratively to achieve their learning goals. |
Learners adapt their use of space, technology, and time and develop community partnerships to meet their learning goals and improve the learning process.
| Strategic Space | Learners and teachers design and use space to support learners’ needs and preferences. |
| Strategic Tech | Learners and teachers utilize technology as a resource to expand and deepen the learning experience and outcomes. |
| Strategic Time | Learners are able to create schedules with the teacher's assistance that meet their educational needs for best learning. |
| Strategic Community | Learners and teachers use community resources and partnerships to support relevancy and personalization. |
Learners progress at their own pace based on transparent assessment and authentic demonstrations of learning.
| Competency Based Progression | Learners are able to progress at their own pace based on demonstrated competencies. |
| Demonstration of Learning | Learners demonstrate learning through a variety of authentic means that include application and creation of knowledge and support increasing levels of rigor. |
