What Qualifies as a Personalized Learning Experience?

There’s dust, noise and a temporary cafeteria — all disruptive aspects of two high schools’ $230 million renovation project. Students can’t possibly concentrate on learning in such an environment, right?

Not the case at Maloney and Platt high schools in Meriden, Conn., whose state of construction provides a unique opportunity for a personalized learning experience for students who might otherwise not be engaged or challenged by the traditional curriculum.

The Maloney/Platt Builds project enables students to work closely with construction managers in real-world learning projects. Each month, about 26 students engage in an interactive session with representatives from a different trade — project managers, engineers, architects, masons, ironworkers, plumbers, electricians, carpenters, laborers and machine operators. Based on what they discover, students then conduct an independent research project and explore career pathways.

The greatest learning experience came from visits to construction sites where students saw the daily operations of an active building project. Outfitted with hard hats, safety glasses and reflective vests, students were among the first stakeholders to see the progress in the physical transformations of their schools.

Pursuing Interests

Personalized learning experiences at Meriden’s two high schools are as varied and unique as the students themselves. What they all have in common are student-designed learning objectives based on deepening understanding of an area of personal interest.

Any student in grades 9-12 may apply to participate in a PLE. To qualify for credit, students must be engaged in meaningful learning activities and working toward learning goals outlined in the PLE application. Students are not making copies, filing forms or performing other clerical duties for teachers. They are diving deeper into an area of interest.

Luke, a high school senior, avid outdoorsman and fisherman interested in pursuing a career in environmental sciences, had exhausted the high school science class offerings. However, with the guidance of the school’s personalized learning coordinator and through a partnership with the Quinnipiac River Watershed Association, he custom-designed a credit-earning course of study combining his love of fishing with his career aspirations. Luke has built the infrastructure and created effective plans to raise trout. From egg to fry stage, Luke monitors and maintains the tanks to ensure trout can be released, helping to restore the native trout population and ensure a thriving ecosystem.

In a wholly different personalized learning experience, eight students find themselves alone in a classroom during an “official lockdown,” not knowing if it is a drill or a true crisis. Fortunately, these students are actors in the play “Lockdown,” written by Douglas Craven and selected by student directors Kiera and Jasmine.

Both students have been involved with their school’s theater program since freshman year. After their English teacher Ethan Warner brought in an artistic director as a guest speaker, Kiera and Jasmine wanted to do more. The pair designed a PLE that started with reviewing and selecting a play, dissecting the script, holding auditions and rehearsals and culminating with performances at both the high school and the Connecticut Drama Association Festival.

Jasmine’s enthusiasm about her experience is palpable. “The PLE lets me do want I want to do in college, but we’ve made it our own and it’s really awesome,” she says. “It is difficult, but it is fun.”

After spending hundreds of hours seeing the project to fruition, Kiera describes a pivotal development. “There was a moment last week when all the actors really clicked, and the scene was awesome, and I remember thinking, ‘Wow, you created this, you did this.’”

That feeling of accomplishment and satisfaction is what we know occurs when our students participate in authentic learning experiences.

Student Voice

Seeing what their peers have been able to accomplish has prompted other students to design their own PLEs.

Students have designed PLEs to advance their study of Latin and Italian as well as advanced piano. Those interested in careers in early childhood education plan and implement developmentally appropriate activities for youngsters at the on-site preschool.

These types of hands-on, real-world activities not only engage students and deliver meaningful learning experiences, they give students voice and choice in their education.