Reclaiming Personalized Learning Cover ArtReclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms, will be out this October.

Reclaiming Personalized Learning challenges the mainstream paradigm around personalization, making the case that personalization and individualization are not synonymous. Likewise, Paul makes the case that technology is not necessary for personalization. Instead, quality pedagogy that prioritizes equity is what’s most necessary when personalizing learning.

The book unpacks personalization in three main sections. The first section, Foundations, conceptualizes humanized personalization in three dimensions: the collective conscious, small group interactions, and the inner dialogue. In the second section, Pedagogy, Paul identifies the components of humanized personalization, which includes cultivating awareness, building learner agency, and mindfully designing instruction for personalization. In the final section, Equity, we discuss the importance of identity and justice in the process of personalizing learning in our classrooms.

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Here is what some really cool people had to say about the book:

“In this brilliant book by a dedicated practitioner, Paul France makes a powerful case for humanizing the process of personalized learning and shows us how to do it. He describes how real personalization requires a carefully constructed classroom culture, regular dialogue and social interaction, and individual reflection. This book is a major contribution to the reimagination of learning and teaching for the 21st century and should be essential reading for new and experienced teachers alike.”

Tony Wagner, Senior Research Fellow and Best-Selling Author
Learning Policy Institute

“Personalized learning does not mean simply assigning students piles of independent work. Reclaiming Personalized Learning provides the path for authentic and relevant personalized learning that delivers on the promise of equity. Simply said, students in classrooms where these are implemented will thrive.”
Douglas Fisher, Professor
San Diego State University

Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in our Classrooms is both wise and smart, both visionary and sane.  It is both poetic and approachable, both challenging and affirming. Its author is deeply knowledgeable about technology and deeply skeptical of the likelihood that technology-centered pedagogy will better teaching and learning in today’s schools.  He is wary of adopting “personalization” as the next new thing, and yet offers a vision of personalization that is restorative.

“It has been a long, long time since I have read a book that has challenged me as often or energized me as deeply as this book has.  I wish that same experience for legions of other educators who care to create schools and classrooms that make us all more fully human.”
Carol Ann Tomlinson, Professor
Curry School of Education, University of Virginia

“Beginning 20 years ago, many of us began advocating for personalized learning only to be disappointed by the digital dullness of online worksheets that replaced the printed version. Video playlists were only slightly better. The backlash of interest-based learning created the opposite problem of unstructured unchallenging play.

“In his new book, Reclaiming Personalized Learning, Paul France shows us how to create agency and autonomy in the middle ground between authoritarianism and anarchy, both of which act in opposition to personalizing learning. His advice is conceptually sound and practical for all of us still searching for the promise of personalized learning.”

Tom Vander Ark, CEO
Getting Smart

 

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