Plan for Implementing Personalized Learning Template

Instructions

1. This template can be used for the CBL, SDP, and PLP assignments.
2. Make a copy of this template by clicking on File > Make a copy.
3. Change the sharing setting to “Anyone with the link can view” to allow access before you submit the link to D2L.

● Your Name: Lauren Catania

● Your Classroom: I currently teach 5th grade, and I teach all subjects (ELA, Math, Science, Social Studies). I teach
a general education classroom that typically has anywhere from 20-25 students. I am gifted certified, so my
population will usually consist of ⅓ gifted and talented students. Presently, my students have 1:1 chromebooks to
access technology.

Table of Contents

Competency-Based Learning
What is CBL?
CBL Strategies
Technology Tools
References
Student-Driven Projects
Content Standards/Competencies:
SDP Strategies
Technology Tools
References
Personalized Learning Plan
PLP Template
 Implementation Plan
References

Competency-Based Learning

Instructions:

Research how you can design, develop, and implement CBL in your classroom given your teaching situation including
your subject area(s), grade level(s), classroom environment, technology equipment, and school/district requirements.
You need to use at least FOUR or more reputable resources on CBL when completing this plan. Make sure you use
APA 7th style. You may choose articles that you found or use the articles provided in the Content.

What is CBL?

Competency Based Learning, or CBL, is an approach to education that focuses on the student, rather than the class as a
whole. According to edglossary.org, Competency-based learning refers to systems of instruction, assessment, grading,
and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they
are expected to learn as they progress through their education (2014). Learning happens individually, based on
standards, or competencies and may occur at different times in the classroom. CBL has four main components:
Competency based student progress, competency based student assessment, competency based learning targets, and
competency based student records (Reigeluth & Karnopp, 2019). Students work on a specific competency, and are able
to move on once they have mastered that competency. Within the competency, there are several activities, and student
choice is a paramount factor of CBL. Once the student feels comfortable to show mastery of the competency, they can
complete an assessment of their choosing. This may be from a menu of assessments, or they can meet with the teacher
to form a unique assessment to show mastery of the particular competency. CBL incorporates culturally responsive
teaching to allow for equity in the classroom, where the traditional model has fallen short. “Furthermore, the traditional
model of school has never worked for many marginalized students because it perpetuates systemic barriers and
inequities by allowing students to fall behind in a one-size-fits-all system” (Hudson, 2022). This is different from the
traditional method of learning where the students all learn the same standard at the same time, and take the same
assessment to show mastery. In a traditional setting, the class will move on to the next standard regardless of if every
student has achieved mastery or not. “In traditional education, the year is set out in advance for every student. Thus, at
the end of each unit, every student must move forward, whether or not they fully understand the material or have
mastered the necessary skills” (Prodigy Game, 2021). CBL allows for students to work at their own pace and ensure their
success on any given standard.

CBL Strategies

Component Your Strategy Strength & Weakness

Multimodal Visual & Audio Strengths:

Learning* ● Use videos to reinforce a concept
● Graphic Aids (Organizers)
● Digital learning presentations
● Interactive presentations
● Podcasts
● Create an infographic
Kinesthetic
● Hands-On activities in real world
contexts (handling money, recording
data, balancing a checkbook)
● 3D Model Creation
● Reader’s Theater
● Experiments
● The activities are engaging for students
and they can choose their preferred
method and activities
● There are more personalized activities for
learning to address student individuality
and learning needs
● Students can use more than one learning
style to fully engage with the topic and
understand the content
● There is the opportunity for collaboration
among the students to share ideas
● Physical movement and hands-on
experiences create strong sensory
 ● Gallery Walk connections, which can lead to better
Reading/Writing retention and recall of information.
● Journals ● Social methods provide opportunities for
● Note-Taking students to engage with diverse
● Books viewpoints, fostering critical thinking and
● Digital Portfolio empathy.
Social
● Group Discussions Weaknesses:
● Group presentation/project ● The multimodal approach can sometimes
be passive forms of learning (visual/audio)
with limited opportunities for active
participation
● Utilizing technology is contingent on the
technology functioning appropriately
● Kinesthetic activities often require space
and specific resources that may not be
readily available
● In collaborative activities, it can be difficult
to assess the individual contributions and
understanding of each student, which may
impact the accuracy of individual
assessments.

Formative ● Students can use of checklists or rubrics Strengths:

Assessment* while the teacher will monitor progress
along the way
● Teacher can be conferencing periodically
with student and performing check-ins
● Teacher can informally observe students
working and their progress
● Learning Centers - Give students a
choice of centers
● Checklists and rubrics provide a clear
criteria for students to address
● Conferences between the teacher and
student allow for individualized support
and guidance
● Informal observations provide an authentic
view of what students are able to do in real
time

Alternative ● Students should be encouraged to come
Assessment* up with their own form of assessment to
showcase their knowledge of the
competency being studied.
● Performance Based Projects based on
authentic, real world scenarios (For
example: students need to create a new
exhibit in the museum)
● Case Studies
● Portfolios
● Simulations or Plays
Remedy ● Teacher conferencing with students
● Learning centers offer choice and
differentiation based on individual interest
Weaknesses:
● Rubrics may not showcase fully a
student’s knowledge or broad range of
abilities.
● Conferences and check-ins require
dedicated time and resources which may
not be readily available
● Teacher observations may have the
potential for teacher bias, and teachers
may not observe the part of the activity
that demonstrates learning
Strengths:
● Allowing students to design their own
assessments gives them a sense of
ownership and autonomy in the learning
process
● Promotes creativity
● Students learn to collaborate effectively
and express their ideas
● Portfolios contain a variety of artifacts that
can accurately showcase knowledge
Weaknesses:
● Time and resource constraints
● Student ideas may not showcase
knowledge of a competency
● Assessment may not cover all aspects of a
competency
Strengths:
Procedures ● Have students choose a different ● Conferencing allows a teacher to
alternative assessment understand where the student may need
● Assign digital learning activities additional supports and can provide
intervention as needed
● Students may be able to showcase their
knowledge of the competency in a different
way
● Digital learning activities are engaging for
students
Weaknesses:
● Conferences may not be feasible due to
time constraints and need to meet with
other students

Note: Components with * address certain ISTE standards that are assigned to this course. The candidates need to
implement the components in the upcoming academic year and prepare evidence of implementation for their portfolio >
Standard 5.1 to become ISTE Certified.]

Technology Tools

[Select what tool(s) you will use for the following functions and 2) describe its strengths and weaknesses and how you
would use each tool given your unique teaching situation. You do NOT have to use high-tech technology for all functions.
Low-tech like paper and pencil or classroom posters sometimes work better than digital tools.]

Functions Name & URL Your Plan Strength & Weakness

● YouTube: ● Use YouTube to show ● YouTube is easily accessible

www.youtube.c educational videos on topics and provides a quick way to
Multimodal om covered - give students a list access information. May not
Learning ● Nearpod: of videos for each always be accurate - teacher
www.nearpod. competency needs to preview videos
com ● Use NearPod for ● Nearpod is engaging and self
● Ted Talks: independent learning paced. Students can work at
www.ted.com activities and lessons their own pace and are able to
● Podcasts: ● Ted Talks and Podcasts for use their preferred method
www.podcasts. auditory learners on the when answering questions
apple.com competency - students will (write, draw, record speaking).
● Canva: have a curated list Nearpod will not be able to
www.canva.co ● Canva for creating individual answer individual questions
m or group presentations ● TedTalks and Podcasts are
● 3D Model ● Vectary for 3D Model helpful for auditory listeners.
Creation: creation - a free resource for They may encourage passive
www.vectary.c students listening if the student gets
om ● Have students blog using distracted.
● Student Blogs: free blogs from EduBlogs ● Canva and 3D model creation
www.edublogs. ● Khan Academy for math - are engaging and allow for
org self paced and assessments student choice. However, there
● Khan Academy are built into the lessons is no way to monitor student
www.khanacad progress through creation
emy.org
● Canvas LMS

● Canva: ● Informally and formally Strengths:

www.canva.co observe students creating ● Websites and apps are
m their projects and accessible for anyone and free
● 3D Model participating in their work to use
Formative
Creation: ● Conference with students ● Canva and Vectary allow for
Assessment
www.vectary.c during the process student creation and is
om user-friendly
● Student Blogs: Weaknesses:
www.edublogs. ● These websites and apps
 org require specific knowledge to
● Khan Academy navigate and provide support
www.khanacad for all students
emy.org
● Teacher Notes
● Rubrics
● FlipGrid
www.myflipgrid
.com
● Canvas LMS

● Rubrics ● Have students complete

● FlipGrid their projects and share ● Using Flipgrid promotes oral
www.myflipgrid results on FlipGrid with other communication skills and
.com students who have collaboration among the class,
● Canvas LMS completed the competency however this focuses on verbal
● Canva: ● Gather scores from Khan communication and may not
www.canva.co Academy provide comprehensive
m ● Review student assessment of the competency
● 3D Model presentations and 3D ● Canvas LMS is a centralized
Creation: models and assess for platform for managing content,
Alternative
www.vectary.c understanding of assignments, lessons, quizzes,
Assessment
om competency etc. All of the work is in one
● Student Blogs: ● Read blogs and assess for place and many of it is self
www.edublogs. student competency graded. However, this can limit
org ● Review quiz results on the diversity of assessment
● Khan Academy Canvas LMS methods and not allow for
www.khanacad student choice.
emy.org ● Canva and Vectary
encourages design skills and
creativity. It is supported on all
devices.
 ● The weaknesses for all of
these platforms is that there
may be technological
limitations and may not be
user friendly. The teacher
should be well versed in all
apps and websites.

● Khan Academy ● Have students review the ● Khan Academy provides

www.khanacad missed mathematical detailed mathematical
emy.org concept on Khan Academy instruction and step by step
● Raz Kids and complete the learning examples to help fill the gaps.
www.raz-kids.c path However, Khan Academy
om ● Have students review the requires an account to save
● Teacher missed reading/writing progress and data.
Conference concept on Raz Kids and ● Raz Kids is excellent for
complete the learning path helping students practice their
● Meet with students to reading skills. The books are
remedy any online and have questions to
Remedy misunderstandings address the skill being
Procedures practiced. Raz Kids is not free
and is not available for all
students
● Teacher conferences provide
clear insight to the student’s
understanding and may quickly
clear up any
misunderstanding. However,
there are certain time
constraints with conferences
and they may not always be
possible.
References

Competency-Based Learning. The Glossary of Education Reform. (2014, May 14).

https://www.edglossary.org/competency-based-learning/

Hudson, E. (2022, January 11). An introduction to competency-based learning: What, why, how. GOA.
https://globalonlineacademy.org/insights/articles/an-introduction-to-competency-based-learning-what-why-how

Prodigy Game. (2021). Competency Based Education. Competency Based Education: What is it, And How Your
School Can Use it | Prodigy Education. https://www.prodigygame.com/main-en/blog/competency-based-education/

Reigeluth, C. M., & Karnopp, J. R. (2019). Vision and Action. Marzano Resources.
https://bookshelf.vitalsource.com/books/9781943360192

Student-Driven Projects

Instructions:

In this assignment, you will design a project for students to perform on certain content standards/competencies.
Research how you can design, develop, and implement SDP in your classroom given your teaching situation including
your subject area(s), grade level(s), classroom environment, technology equipment, and school/district requirements.
You need to cite at least ONE reference using APA 7th style, but make sure to cite all sources if you borrow anything
from others. You may use articles that you found or use the articles provided in the Content.
Content Standards/Competencies:

● GSE 5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
● GSE 5.NF.5: Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one
factor on the basis of the other factor.

SDP Strategies

Components Designs/Strategies

Project Students will work through one of three real-life scenarios to demonstrate their understanding of multiplication
of fractions as scaling. Students may choose from the following scenarios:

Scenario 1: Students are organizing an art gallery where paintings need to be resized to fit various display
areas using fractional scaling.
Scenario 2: Students are tasked with rescaling a recipe to accommodate a different number of servings while
maintaining the ingredient proportions.
Scenario 3: Students are junior architects designing and resizing floor plans for a residential building using
fractional scaling.

Students will be working on an intermediate SCL for planning. “Students collaborate with educators to co-lead
advisories or group meetings that provide time for educators and students to develop connections and reflect
on student learning needs and goals” (Nellie Mae Foundation, 2019). Once students have chosen their topic,
they will begin to develop their project to show mastery by meeting with the teacher and the other students in
their group (if applicable).

Multiple Means of Students will work either individually or in groups (their choice). Students will have both a choice of the topic
Demonstration* for the project, and various methods to demonstrate mastery. Students will be working on an intermediate SCL
level by demonstrating their learning through assignments and assessments that match students’ learning
needs (Nellie Mae Foundation, 2019).
 Scenario 1: After reviewing the set of paintings that need to be resized with original dimensions, students will
decide how to set up the new display area with resizing. This can be demonstrated by students creating a
scaled replica using paper, digital tools (powerpoint, Canva, Office 365), or cardboard and 3D effects.
Scenario 2: After students are given the original recipe, they will need to decide how to make the recipe
larger and smaller without compromising taste. Students can write the new recipes by: writing them on paper,
writing them using Office 365, demonstrate making the recipe scaled, or create a digital presentation
Scenario 3: After giving students an original blueprint, they will be tasked with resizing the floor plan.
Students can re-draw the floor plans on graph paper or regular paper, using a computer program and 3D
computer model, a digital floorplan, or using paper and cardboard to make a 3D model.

Process & Scenario 1: Art Gallery - Painting Resizing

Instructional
Support Describe the project:
Describe the purpose of arranging an art exhibition in which paintings must be adjusted using fractional
scaling.
Display examples of paintings of various sizes and highlight the necessity of retaining proportions while
resizing.

Examine the original works of art:

Give every student a set of paintings with their original dimensions.
Encourage pupils to examine the paintings and consider where they will be displayed.
Making decisions and planning:

Assist students in determining how to arrange the resized paintings in the new exhibition space.
Discuss several methods for constructing scaled reproductions, such as paper, digital tools (such as
PowerPoint, Canva, and Office 365), or cardboard with 3D effects.

Making scaled-down replicas:

Provide the supplies and resources required based on the option selected.
Assist students in creating scaled replicas, ensuring that the fractional scaling factors are correctly applied.

Creating the art gallery:

Make room in your classroom or school for an art gallery display.
Assist pupils in arranging the resized artworks and labeling them with the original and scaled dimensions.
Presentation and analysis:
Encourage students to present their work and explain the scaling parameters they used for each painting.
Facilitate a discussion in which students consider how scaling affects their visual perception of the artwork.

Scenario 2: Recipe Rescaling

Introduction to the project:

Describe the project's goal: rescaling a recipe to modify serving sizes while retaining ingredient proportions.
Give children a creative recipe that incorporates fractions.

Rescaling decision-making:
Help students figure out how to make the recipe bigger or smaller without sacrificing flavor.
Discuss the significance of preserving ingredient quantities during the rescaling process.

Developing new recipes:

Provide students with a variety of options for writing the rescaled recipes, such as paper, Office 365, or digital
presentation tools.
As students create the new recipes, assist them in applying the proper fractional scaling factors.

Cooking demonstration:
Allow students to show how to make the rescaled recipe in the format of their choice.
Provide students with the necessary equipment and ingredients to demonstrate the preparation process.

Regarding the rescaling:

Engage students in a discussion about their rescaling experience.
Prompt them to consider how scale affects taste, cooking time, and other characteristics.

Scenario 3: Resizing Architectural Blueprints

Introduction to the project:

Explain the project's goal: to resize the floor plan of a residential structure using fractional scaling.
Give each kid an original floor plan blueprint.

Analyzing and making decisions:

 Guide students in analyzing the original blueprint and understanding the desired resizing objectives.
Discuss various resizing possibilities, such as redrawing on paper or using digital tools and 3D modeling.

Floor plan enlargement:

Provide the materials and resources required based on the choice chosen (graph paper, computer program,
digital floorplan, or paper/cardboard for a 3D model).
Assist students with resizing and redrawing the floor plan, ensuring that the right fractional scaling factors are
used.

The resized floor plan is as follows:

Allow students to display their resized floor designs, emphasizing the scaling variables that were utilized and
the alterations that were made.
Encourage them to illustrate how scaling affects room proportions and overall layout.

Evaluation and reflection:

Facilitate a class discussion in which students reflect on the resizing process and the difficulties they
encountered.
Encourage students to assess the efficacy of fractional scaling in architectural design.

Assessment ● Students will have daily formative assessments by informal conversations with their teacher, ticket out
the door, and progress reports.
● Students will complete their final summative assessment (presentation) and present to the class and
teacher.
● Students can use self-assessments and checklists to guide their learning.

Community Scenario 1: Students will be able to contact local art galleries to ask about the process of choosing layouts.
Involvement Students will also get a chance to present to members of the community and upload to a wide audience.
Students will also be learning about the arts and how important they are to the community.
Scenario 2: Students will be able to contact local restaurants and ask about recipes and what scaling does to
the flavor of the dish. Students will also get the chance to present to members of the community and upload
their presentation to a wide audience.
Scenario 3: Students will be able to contact local architects and designers to discuss blueprints and how
scaling may affect their plans. Students will also get a chance to present to members of the community and
upload their presentation to a wide audience.
Note: Components with * address certain ISTE standards that are assigned to this course. The candidates need to
implement the components in the upcoming academic year and prepare evidence of implementation for their portfolio >
Standard 7.1 to become ISTE Certified.]

Technology Tools

[Given the project design, think about how you can support SDP using technology tools. Decide on what functions you need to use
technology for, select specific technology tool(s), and describe how you would use each tool given your unique teaching situation.
You do NOT have to use high-tech technology for all functions. Low-tech like paper and pencil or classroom posters sometimes work
better than digital tools.]

Function Name & URL Your Plan

Student Research Kiddle Students will have the opportunity to research their field and various topics for their
project and investigations. Kiddle is a student-safe search engine.

Presentations Canva Students can use Canva to create a digital presentation using images, text, music,
voice, and transitions to showcase their work. Canva can integrate links and
Productivity Tools found embed videos. Canva can also be used as a collaborative tool so multiple
on Office 365 (word, groupmates can work on the presentation at the same time.
powerpoint, etc.)
Productivity tools can be used to present student work. Students can write an
RoomSketcher (paid essay on word, present on powerpoint, and present data using excel. Office 365
subscription) tools can be collaborative when used on Microsoft OneDrive.

SmartDraw (free) RoomSketcher is a paid service that will allow students to create and share their
blueprints for the project. Students can work on the blueprints individually or in
Flip groups. SmartDraw is a similar service, but is free. Students can create their
blueprints and dimensions.

Flip can be used to share presentations among groups and provide feedback.
Students can collaborate and respond in real time.

Collaboration Padlet Padlet can be used as a collaboration tool for brainstorming among groups for
 topics and project ideas.
Google Docs
Google docs can be used as a long form collaboration tool for more in-depth ideas.
Students can comment on ideas and have conversations with their group. The
teacher can also comment and provide feedback and support.

Instructional Nearpod Students can work through a self-paced, teacher assigned Nearpod to practice
Support scaling with fractions. Nearpod will also provide the teacher with feedback and
Khan Academy student responses to allow the teacher to provide support and intervention as
needed.

Students can use Khan Academy as self-paced instructional support for multiplying
fractions and scaling. Khan Academy provides formative assessment along the
way, allowing the student to move forward when ready and provide intervention
when necessary.

Assessment Google Forms Google forms can be used as a daily formative assessment, as a ticket out the
door, and allow a spot for students to provide daily updates on their projects and
Canvas LMS progress.

Canvas LMS can be used to submit the summative assessment as a presentation

and the teacher can grade and provide feedback.

Reflection & Voice Thread Voice Thread can be used for students to reflect on other group’s work. A group
Sharing can upload their presentation to Voice Thread. Students from other groups can
then make comments on the presentation and provide constructive feedback.

References

Nellie Mae Foundation. (2019). Student-Centered Learning Continuum.

https://www.nmefoundation.org/wpcontent/uploads/2020/04/SCL-Continuum-06-19-19-1.pdf
 Personalized Learning Plan

Instructions:

1. Create a PLP template

Create a template you will use to develop PLPs for individual students. You can adapt a template obtained from the
web, but make sure you adjust it to your teaching situation and properly cite the source. Include the following
components.

1. Student profile: What student information to collect and consider

2. Areas of development*: What areas of development to include such as cognitive, physical, social, emotional,
identity, ethical, etc depending on your teaching situation. Note: Some teaching situations require you to focus on
particular areas (Special Ed, etc.). In regular classrooms, you may focus on the cognitive development of the
content standards you have.
3. Student goals**: Where you and your student can set a goal for a specific time period such as academic year,
semester, trimester, etc.. You may include some examples of goals.
4. Action steps**: What students need to complete to meet the goal and how you will support them in meeting the
action steps. Consider providing examples of action steps for the goals you listed above.
5. Achievement of action steps: Space to document achievement of action steps e.g., a check mark, a date of
completion, or something else
6. Reflection*: Where students reflect on their progress towards the goal(s).
7. Revision*: Where you/your student documents revisions of the goals and/or action steps
8. Anything else you want to include

*Optional requirements. These are not required but encouraged.

2. Devise an implementation plan.

Describe how you will implement PLP. Address the following components.

1. Role of the student

2. Initial planning meeting
3. Check-ins & Revision**
4. Assessment
5. Communication with key stakeholders
6. Technology tools**

Note: Components with ** address certain ISTE standards that are assigned to this course. The candidates need to
implement the components in the upcoming academic year and prepare evidence of implementation for their portfolio >
Standard 6.1 to become ISTE Certified.]

PLP Template

Lauren Olsen PLP Template

Implementation Plan

Components Your Plan

Role of the Student The student will attend weekly meetings with the teacher to develop, reflect on, and
implement goals for each marking period. The student will be aware of content standards
and their progress toward them by reviewing their assessment results. The student will
co-develop a learning plan with the teacher and make informed choices about their learning
path. Students will learn how to develop a PLP. Students will communicate often with
 teachers and reflect on their PLP as time goes on through the marking period. Students will
document their progress and take notes over the marking period.

Initial Planning The teacher and student will have an initial meeting for 20 minutes to review the students
Meeting assessment scores, progress, and initial placement. The teacher and student will together
decide on a learning path and 3 goals for the student to meet by the end of the marking
period. The teacher will provide work samples and goals that the student can choose. The
student will take notes during the initial meeting and after initial planning, the teacher will
reach out to the parents and stakeholders VIA e-mail to discuss the student’s PLP and goals,
and alter them as needed.

Check-Ins & The teacher and student will have weekly check-ins during each marking period. Weekly
Revision meetings will last about 10 minutes and the student will reflect on their personal learning plan
and progress toward their goals. They will decide if the goals should be altered, whether
more support is needed, and whether the student is on-track. Students will take notes of the
meeting and come prepared with any questions since the last check-in. The teacher will
send a meeting summary and follow up to the student, parents, and stakeholders.

Assessment Assessment will be measured in several ways. Students will undergo daily formative
assessments to measure progress toward goals in the form of exit tickets, google forms, and
informal drop-ins. Students will also perform self-assessments and meet weekly with the
teacher to reflect on progress. Summative assessments will include iReady scores, student
projects and/or exams, and reports.

Communication with The stakeholders (general education teacher, special education teacher [where applicable],
Key Stakeholders EIP teacher [where applicable], gifted teacher [where applicable], related service teachers
[where applicable], and parents/guardians will be made aware of the initial meeting and
weekly progress meetings via follow up e-mail. Stakeholders will also be made aware of end
of marking period goals and how they were met.

Technology Tools ● Canvas LMS for classwork

● Google Docs for collaboration on PLP form
 ● iReady for progress monitoring
● Office 365 Productivity Tools

References

Vermont Agency of Education. (n.d.). Vermont. Retrieved July 3, 2023, from https://education.vermont.gov/