Personalization at Farmington High School Part 1 - What does personalization look like?

Farmington High School's strategic plan is focused on "creating customized/personalized, nurturing learning environments through the purposeful integration of leading-edge technology and educational practices." Over the last 18 months the staff at FHS has worked hard to integrate elements of personalization into every class and "school" does look different than it did when we began this journey in December of 2012.

To help clarify what personalization may look like in classrooms at FHS, we have identified some indicators of personalization (using the work of Jim Rickabaugh).  We need to remember personalization is more than an instructional strategy - it is a whole different way of thinking.  Personalization is about engaging the learner differently.  It is moving from a culture of compliance to a culture of independence.  Teaching is no longer what we do to students, but the focus is on learning with the students.  Personalization not only gives the students the academic knowledge they need to be successful after high school, but they also practice the skills of being an independent learner - someone who can problem solve and advocate for themselves.  The traditional high school model did not allow students to practice these skills.  In our conversations with postsecondary institutions and business leaders we are finding that these skills are just as important as the academic knowledge to the success of a student once they leave FHS.  We want students to have the opportunity to practice these skills of independence before they graduate - the first time they are asked to be independent learners should not be the first day they are on a postsecondary campus or on the job site.

Indicators of personalization:

• Purposeful Learning
• Learning relates to students goals and not classroom compliance
• Learner Efficacy
• Students equate effort with quality
• Growth mindset in students
• Students persist when faced with challenges
• Student Ownership of Learning
• Learning is driven by purpose
• Student pride in work
• Flexible Pace
• Students progress by showing proficiency
• Learner Voice Infused
• Student perspective is considered when designing lessons and activities
• Learner Choice Presented
• Students have choice in what they learn and how they will show their learning
• Space for Learning Flexibility
• Learning space versus teaching space
• Commitment Focus vs. Compliance Focus
• Students committed to achieving their goals
• Learning is important work and worth doing well
• Collaboration
• Students working and supporting each other
• Learning is not about competition
• Technology Supported
• Purposeful use of technology
• Technology allows for better use of student and teacher time
• Learning can take place anywhere, anytime
• Growing Learning Independence
• Fostering less dependence on the teacher
• Teachers becomes more of a guide as student take ownership for their own learning
• Students have more strategies for solving problems than just asking the teacher