standards while playing to their interests, strengths, and weaknesses (Basham et al., 2016). Seven personalized learning principles are being ad-


opted across the nation, including in my district, and my classroom: • Varied Strategies • Choice in Demonstrating Learning • Just-in-Time Direct Instruction • Voice and Choice • Mastery Based Assessments • Flexible Pacing • Co-Plan Learning In my roles on the Vanguard Leadership Team, the


Fulton County Fine Arts Support Team, and the Person- alized Learning Team, I have been trained in identify- ing and implementing personalized learning. From these trainings and research, it is evident that there is no true examples or definition for music education. We must work together to define what a personalized learning en- vironment looks like in a music classroom. For part one of our article on personalized learning, here are just a few ideas on how you can personalize your learning environ- ment using varied strategies, choice in demonstrating learning, and just-in-time direct instruction.


Varied Strategies


It is important to understand the diver- sity of students and their


characteristic


differences as listed by Suprayogi (2017) as: “learner interests, learning styles, developmental level, learning speed, abili- ties, cultural background, language level, attitudes, and regulation approaches”. Under the personalized learn- ing principle of variety strategies lies the sub-category of teaching in a variety of groupings. The Fulton County Personalized Learning Team identifies this category as “students learning in many instructional settings as they learn new content instead of primarily receiving instruc- tion in a whole-group setting” (Teach in a Variety of Groupings). Teachers will be working toward increas- ing their resources to include a variety of grouping from whole-group to flexible groupings based on individual student achievement.


MAY 2018


In Tracy Riley’s study on flexible group- ing of like-minded stu- dents in New Zealand, alongside her colleagues found that the analysis of the responses to the


research questions “led to the conclusion that in order to maximize the potential of gifted learners in inclusive en- vironments, it is important that teachers facilitate flexible grouping, which acknowledges abilities, qualities, inter- ests and differences in all learners” (Riley, 2016). Naturally K- 12 grade music teach- ers will include varied strategies in every les- son


across all music


content areas. This could be through multiple intelligences


(tactile, kinesthetic, spatial awareness, auditory, visual, etc.) through playing, singing, moving, composing, and improvising to name a few. Students are often placed in various groupings depending on the learning needs of the student that include whole group, small group, and teacher and student 1 to 1. Even still, some teach- ers form small ensembles or stations and centers in their classes. Multiple resources and activities are seamlessly integrated throughout a lesson and many teachers in- tegrate technology to enhance the learning experience.


Choice in Demonstrating Learning


A common theme among personalized learning experts, is the need for students to take ownership of their own learning. The be- lief


is in the intrinsic


motivation of students in education. “We as educators should be empowering our students to have voice and choice over how they learn, and how they demonstrate their learning” (Lands, 2013). More importantly, edu- cators should be finding ways to offer opportunities for students to participate in assessments that allow students to “demonstrate mastery not only in the content, but also in workplace readiness skills such as critical thinking,


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