On Personalized Learning in the Context of Common Core Literacy Standards: A Sociocultural Perspective

In his article on the potential of personalized learning and the conflicts that need to be negotiated for it to achieve that potential, Redding (2013) reminds us of its long lineage, emerging from the “educational philosophy from the Progressive Era, especially John Dewey’s (1915, 1998) emphasis on experiential, child-centered learning; social learning; expansion of the curriculum; and preparation for a changing world” (p. 121). While ensuing research may have tempered some of its progressive ideals, at least within Anglo-American schooling, Redding shows how its current revitalization as “personalized learning” retains the core concepts that have animated it from the beginning: “Personalization ensues from the relationships among teachers and learners and the teacher’s orchestration of multiple means for enhancing every aspect of each student’s learning and development” (p. 126).