The term “personalized learning” is misunderstood by many to mean when teachers individualize learning opportunities for students by using curriculum planning tools and “playlists”

Rather, true personalized learning empowers students to create and achieve goals based on their own interests, strengths and needs. It starts and ends with the student and their portfolio.
— James Nagle, Co-Director of the Middle Grades Collaborative, Associate Professor of Education, Saint Michael's College.

Our Vision

Our vision for personalized learning is based on the premise that learning happens all around us. With Protean you can capture that learning and make it count. 

 

"Weekend jobs, summer internships, local charity work, that Lego robotics competition or the weekend visiting museums are all learning opportunities that can be matched to personal and academic goals, and captured to demonstrate proficiency." - Penny Bishop, Executive Director, Tarrant Institute on Innovative Education

Existing LMS systems, curriculum “playlists”, and make-shift Google Sites used by schools simply cannot meet the need for an integrated approach to personalized learning that also takes into account the multiple learning sources and advanced reporting needs, of a student’s learning pathway.
— Gary Tilden, Chief Product Development

Research & COnference speaking engagements on personalized learning by our community members


2017

DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level pre-service teachers to be advocates for change. Middle School Journal, 48(2), 14-23.

Netcoh, S., Olofson, M., Downes J., & Bishop, P. (2017). Professional Learning with Action Research in Innovative Middle Schools. Middle School Journal, 48(3), 25-33.

Downes, J., Bishop, P, & Nagle, J. (in press). Middle grades students as teacher educators. Middle School Journal.

Bishop, P., Downes, J., & Nagle, J. (2017). How personal learning Is working in Vermont. Educational Leadership, 74(6). Online only.

Bishop, P., Downes, J., Netcoh, S., DeMink-Carthew, J., Farber, K., LeGeros, L., & Stokes, T. (forthcoming). Middle grades teachers’ dispositions in a personalized learning context. In P. Howell (Ed.), Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices. Volume X in The handbook of research in middle level education. American Educational Research Association’s Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.

2016

Becker, R., & Bishop, P. (2016). Think bigger about science: Using Twitter for learning in the middle grades. Middle School Journal, 47(3), 4-16.

2015

Downes, Bishop, Swallow, Olofson & Hennessey. (2015). Collaborative action research for middle grades improvement. Educational Action Research.

Downes, J.M. & Bishop, P.A. (2015). The intersection between 1:1 laptop implementation and the characteristics of effective middle level schools. Research in Middle Level Education Online 38(7), 1-16.

Becker, R., & Bishop, P. (in press). Think bigger about science: Using Twitter for learning in the middle grades. Middle School Journal.

Bishop, P., & Downes, J. (2013) Technology and learning in the middle grades. In P.G. Andrews (Ed.). Research to guide practice in middle grades education. 267-302. Westerville, OH: Association for Middle Level Education. 

Downes, J., & Bishop, P. (2012). Responsive technologies for young adolescents. In F. Miller (Ed.). Transforming learning environments: Strategies to shape the global generation. Emerald Publishing, pp. 153-169. 

Downes, J., & Bishop, P. (2012).  Engaging digital natives: Learning from young adolescents’ technology lives. Middle School Journal, 43(5), 6-15. 

Downes, J. M., Nagle, James, & Bishop, P. A. (2010). Integrating student consultation into teacher professional development: The Middle Grades Collaborative. Current Issues in Middle Level Education, 15(1), 36-44.

 

CONFERENCE PRESENTATIONS BY OUR COMMUNITY MEMBERS

 

Downes, J., & Bishop, P. (2014). Assessment: Authentic and Technology Rich. Association for Middle Level Education Annual Conference. Nashville, TN.

Olofson, M.W., Swallow, M.J., Petrick Smith, C., Hennessey, S., Downes, J.M., & Bishop, P.A. (2014). A methodological approach in evaluating digital-age instruction in middle grades classrooms. In Research Roundtable: Connecting Theory with Practice. AMLE 2014 Annual Conference for Middle Level Education, Nashville, TN.

Downes, J., Nagle, J., & Bishop, P. (2014). Middle Grades Students as Teacher Educators. Paper presentation at American Educational Research Association Annual Meeting, Philadelphia, PA.

Downes, J., & Bishop, P. (2013). A Praxis of Participatory Action Research: Creating 21st Century Learning Opportunities for Young Adolescents. Paper presentation at American Educational Research Association Annual Meeting, San Francisco, CA. 

Downes, J. M., & Bishop, P. A. (2012). Engaging Digital Natives: Learning from Young Adolescents’ Technology Lives. Paper presentation at American Educational Research Association Annual Meeting, Vancouver, CA. 

Downes, J. M., & Bishop, P. A. (2011). The intersection of technology integration and the middle school concept. Paper presented at the American Educational Research Association Annual Meeting, Denver, CO.

Nagle, J., Downes, J. M., & Bishop, P. A.. (2009). The middle grades collaborative: Inviting student voice into teacher professional development. Presentation at the National Middle School Association Annual Conference, Indianapolis, IN.

Downes, J. M., & Bishop, P. A. (2009). “Not Just a Poster on the Wall:” Weaving Together Technology and Middle Grades Philosophy. National Middle School Association Annual Conference. Indianapolis, IN. 

Downes, J. M., & Bishop, P. A. (2009). (Re)engaging middle school learners through technology integration. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.