It’s estimated that nearly half of the students in today’s typical classroom have some form of learning difference, which equals more than 26 million students in the U.S. alone. Learning science has accelerated our understanding of how to better address learner diversity. With these large numbers of underserved students, we have an economic, political, and moral imperative to seize the opportunity to build a research-based, educator-supported system that engages the diverse needs of all learners.
In the first of a series of papers exploring the growing body of research on learner diversity and variability, Making Learning Personal for All – The Growing Diversity in Today’s Classroom highlights the need for researchers, the education community, and technology developers to implement new models that take personalized learning to the next level.
Making Learning Personal for All – Research and the Promise of Personalized Learning proposes research-based Learner Positioning Systems (LPS) that categorize key Learner Factors necessary to address learner variability.
Our third installment, Making Leaning Personal for All – Supporting Research-Based Personalization for Reading Success, provides an overview of the learning science research behind learning to read, the focus of the first LPS Learner Model.