Part 10: Fall 2019 Labs

198 Personalized Learning (II) — 10.18.2019

On October 18, 2019, participants of the Active Teaching Lab discussed strategies and examples of Personalized Learning. The focus was on sharing examples, best practices, and how digital resources best align to offer students personal learning paths.


  • Scaffold student workflow: Set clear benchmarks and deadlines for students; encourage regular meetings with you or TAs discuss progress and struggles; offer in-class work time for students to connect with peers. 
  • Everything might not go according to plan…and that’s okay! Adopting new methods to enhance student learning sometimes can result in frustration, but you can learn from past miss-steps by including reflection components to student work. Also, be upfront with students that you’re adopting a new strategy to enhance their experience in your course! 
  • Begin with the end in mind. At the end of the semester, what does “done” look like? What steps are needed to be successful? Backwards Design promotes intentional organization of the course around learning outcomes rather than content. In other words, this paradigm is more concerned with how students learn rather than what instructors teach.

For more information, view the session’s activity sheet here.


The Active Teaching Lab is a Faculty Engagement program with sessions held on Wednesdays from 1:00-2:00pm and Fridays from 8:30-9:45am in the Middleton Building (1305 Linden Dr.), room 120. Check out upcoming Labs or read the recaps from past Labs. We build interdisciplinary conversations that are more emergent than a presenter and more dynamic than a panel — a conversation with colleagues sharing challenges, solutions, and experiments on topics selected by a variety of stakeholders.

Sign up for regular Lab announcements by sending an email to


Active Teaching Lab eJournal Copyright © 2016 by DoIT Academic Technology and the UW-Madison Teaching Academy; Jennifer Hornbaker; John Martin; Julie Johnson; Karin Spader; Margaret Merrill; Margaret Murphy; and Jeffrey Thomas. All Rights Reserved.

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