Wednesday, October 29, 2014

Make Learning Personal Press Release


Make Learning Personal: The What, Who, WOW, Where and Why

Put learning back into the hands of the learner!

Amherst, NH, October 29, 2014 

Recognized authorities in personalized learning, with over three decades leading education innovation, co-authors Barbara Bray and Kathleen McClaskey and co-founders of Personalize Learning, LLC, are on a mission to guide the transformation of schools to sustainable personalized learning environments. Their new book, Make Learning Personal, will create a powerful shift in classroom dynamics that guides all learners to become self-directed, self-monitoring, and self-motivated. Bray and McClaskey are passionate about transforming learning for all learners.

Their Personalization vs. Differentiation vs. Individualization chart became the foundation for building a common language around a belief system that focuses on the learner first. They developed a process using the Stages of Personalized Learning Environments that guides teachers as they dip their toes into personalized learning. These charts along with strategies, tools, examples, models, and learner's journeys are included in Make Learning Personal to provide a rich resource about learner-centered environments for teachers, administrators, parents, teacher education programs and learners. Make Learning Personal shares the latest research, models of personalized learning from around the world, and the strategies and tools to support the changing teacher and learner roles allowing any classroom, school, or district to successfully provide personalized learning for each learner.

"As an educator for more than 30 years, I have seen a myriad of ideas to improve education. Personalized learning could truly be the game-changer! Barbara and Kathleen have certainly done their homework in clearly defining what it means to personalize learning. They identify stages that can help teachers gradually adapt their role, moving from a teacher-centered classroom to a learner-driven environment. This book will serve as a valuable handbook as educators make the decision to empower their learners!"
Betty Wottreng, Director of Technology Services, Verona Area School District, WI

About the Authors

Barbara Bray is a Creative Learning Strategist who believes now is the time to transform teaching and learning. She is on a quest to facilitate change and design personalized learning environments.

Kathleen McClaskey is a Universal Design for Learning consultant, innovative leader and visionary in education who has been on a mission the last three decades to level the playing field for all learners.

Go to Corwin’s page
If you are interested in a bulk purchase for your school or district, contact Amelia Arias at, 805-410-7149

Pam Lowe, Marketing Associate, Personalize Learning, LLC
For more information, go to or email


Thursday, October 2, 2014

Play-Based Personalized Learning: The Walker Learning Approach

The Walker Learning Approach (WLA) is an Australian-designed teaching and learning approach (pedagogy) that authentically personalizes learning and is developmentally and culturally appropriate. Learning is real, relevant, and meaningful for all children regardless of their age, culture, family context, socioeconomic background, or geographical position. 

The Walker Learning Approach has been developed over twenty years using an action research model. The Walker Learning Approach is the first pedagogy to be designed for Australian schools, successfully providing teaching and learning that
  • personalizes and engages learners in active learning alongside explicit and formalized instruction.
  • is culturally and developmentally appropriate across all demographic regions of the country, from remote indigenous communities to elite independent schools.
The pedagogical platform places the child at the center and uses developmental psychology, biology, and neurology alongside cultural and environmental influences as the basis for practical application across the Australian setting. Developmental psychology in recent years has been misinterpreted and misrepresented by some aspects of the educational academic forum with the assumption that the Piagetian model of a lockstep, monocultural stage (“norm”) of developmental milestones prevails.

How do we facilitate the work of youth as self-directed producers and learners?

This is not what developmental psychology in the twenty-first century purports, nor does it represent the platform of the Walker Learning Approach. Developmental psychology recognizes key elements of genetic predisposition; assists in areas of temperament and personality; informs greatly in areas of brain development and stimulation; is cross-cultural; and informs in key areas including motivation, engagement, behavior, development, cognitive function, learning, and areas requiring intervention. It works alongside recognition of the influences of culture, environment, health, nutrition, and exposure and opportunity. The need to integrate and work in tandem with the empirical evidence of science, psychology, neuropsychology, and cultural influences on learning is critical, and the WLA does just that.

The Walker Learning Approach is an exciting and refreshing philosophy that places the child at the center of the curriculum and teaching strategies; it ensures authentic personalized learning. It is based on decades of research on play-based and personalized learning and social constructivism. It is not a program or an inquiry model sitting discreetly or separately from other curriculum areas. It is a total approach to teaching and learning that combines the need for children to be active participants in their learning through hands-on and creative exploration and investigation that sits alongside formal instruction.