Learning is Personal
Competency Based Learning
Standard- Based Grading
Mindfulness
By: Marti Tschida
Metacognition
Project Based Learning
Problem Solving
Differentiation
Personalized Learning
Interleaving
Inclusion
Discussion Questions
Competency- Based Learning
Standards- Based Grading
Mindfulness
Inclusion
Closing
My Program Essential Question asks: In light of what is known about how children learn, how shall professional educators best leverage artificial intelligence and digital technologies to create personalized, ethical, and equitable learning experiences that enhance student achievement? Exploring these ten concepts has reinforced that effective teaching begins with understanding how children learn, through mastery, reflection, connection, and meaningful engagement. Artificial intelligence and digital technologies should be intentionally integrated to amplify effective instructional practices and expand on opportunities for personalized learning. When intentionally and ethically implemented, technology can strengthen differentiated instruction, promote student voice, and help create inclusive environments that honor the diverse ways children learn best.
References
Personalized learning is an instructional approach that tailors learning experiences to each student's strengths, interests, and needs, giving students a voice and a choice in how they learn. Personalized learning provides flexibility in pacing and tools that support individual student growth. This concept resonated with me because it reflects the way I strive to teach, meeting students where they are. By intentionally blending choice, targeted support, and responsive instruction, personalized learning fosters engagement, ownership, and deep connections.
Project-based learning is an instructional approach where students explore real-world questions or problems over an extended period, creating meaningful products or solutions. In PBL, learners engage deeply with content through inquiry, collaboration, and hands-on work rather than through isolated skill practice. This concept resonates with me because it shifts learning from passive information absorption to active investigation, making it more relevant and engaging for students. Implementing project-based learning in the classroom encourages student choice, critical thinking skills, and connections to content which helps students build a deeper understanding
Competency-based learning is an instructional approach in which students progress after demonstrating mastery of specific skills or standards rather than moving forward based on time. This model emphasizes understanding and application over completion and pacing. In my experience, this approach supports diverse learners by allowing students to receive the time and targeted support they need to truly grasp a concept. Competency-based learning can be implemented in the classroom through clear learning targets, ongoing formative assessments, and opportunities for students to rise and demonstrate mastery. This concept resonates with me because it prioritizes growth and equity, ensuring that all students are supported in reaching meaningful understanding rather than simply keeping pace with a schedule.
Standards-based grading is an assessment approach that evaluates student learning based on mastery of clearly defined academic standards rather than using traditional points or letter grades. This approach focuses on specific learning targets and provides meaningful feedback that is tied to what students actually understand. This helps teachers and learners see where progress has been made and where growth is still needed. Standards-based grading resonates with me because it aligns assessment with specific learning targets, allowing both students and teachers to clearly see what has been mastered and what still needs support. This model emphasizes understanding over task completion, which feels especially important in a diverse classroom where learners grow at different rates. By focusing on proficiency rather than points, it supports intentional instruction and encourages students to take ownership of their progress.
Inclusion is the intentional practice of creating learning environments where all students, regardless of their background, are valued, supported, and able to participate meaningfully. Culturally responsive and inclusive teaching involves adapting instruction to meet diverse needs and promote equitable opportunities for all learners. This concept resonates with me because I believe every student deserves to feel seen and capable in the classroom, and inclusion pushes educators to rethink structures that may unintentionally marginalize students. In my experience, when learning environments intentionally affirm diversity and provide equitable access, students feel safe, more confident, and engaged in their learning.
Mindfulness is the intentional practice of paying attention to the present moment with openness and curiosity, noticing thoughts and feelings without judgment. Research shows that when students practice mindfulness, they are better able to regulate their emotions, manage stress, and sustain focused attention in the classroom. This concept resonated with me because I see firsthand how emotional readiness can impact learning, especially for young students who are still developing self-regulation skills. Incorporating mindfulness into the school day feels like a meaningful way to support students' overall well-being and help them be more engaged and calm learners.
Interleaving is a strategy that involves alternating between different topics or skills during practice, rather than focusing on one at a time. By mixing related material, interleaving helps strengthen memory connections and supports long-term retention and transfer of learning. This concept resonates with me because it encourages flexible thinking and prevents students from relying solely on memorized procedures, which is particularly valuable in early learning as students build foundational skills. Incorporating interleaved practice in my instruction helps students make stronger connections between related ideas and deepens their understanding over time.
Differentiation is an instructional approach that intentionally adjusts content to meet the diverse learning needs, readiness levels, and interests of students. It recognizes that learners are not all the same and that meaningful instruction must be flexible enough to challenge all learners without leaving anyone behind. This concept resonates with me because in my classroom, students have different strengths, backgrounds, and ways of understanding. Differentiation allows me to tailor instruction so that every learner has access to and opportunities to grow. By using varied strategies, such as flexible grouping, tiered tasks, and choice in activities, differentiation supports both student engagement and academic success.
Problem-solving is the process of identifying challenges, generating possible solutions, and applying strategies to resolve them thoughtfully and creatively. In elementary classrooms, problem solving involves guiding students to explore multiple approaches, persevere through confusion, and evaluate the effectiveness of their solutions. This concept resonated with me because it reflects real-world thinking and encourages students to be resilient and flexible in their learning. Teaching problem-solving helps students build confidence in their ability to tackle unfamiliar tasks and supports deeper mathematical and cognitive understanding.
Metacognition is the ability to think about and regulate one's own thinking and learning processes. It involves students being aware of what they know, recognizing what they don't know, and choosing strategies to improve comprehension and problem-solving. This concept resonated with me because teaching students to reflect on how they learn can help them become more self-directed and resilient learners. In my classroom, when students understand that thinking is an active process, they are better able to monitor their progress and adjust their approach to challenges.
Beachboard, C., & Kersey, E. (2026). Redirecting. Google.com. https://www.google.com/url?q=https://www.edutopia.org/article/getting-started-standards-based-grading&sa=D&source=docs&ust=1771035479337146&usg=AOvVaw1NBpUAgnSXYjaztYaiat52 Boser, U. (n.d.). Interleaving. The Learning Agency Lab. https://the-learning-agency-lab.com/learning-strategies/interleaving/ Canva. (2025). Free Online AI Image Generator. Canva. https://www.canva.com/ai-image-generator/ Ganz, M. (2025, July 21). Metacognition in the Classroom: More Than Thinking About Thinking | Learning A-Z. Learninga-Z.com. https://www.learninga-z.com/site/resources/breakroom-blog/metacognition?srsltid=AfmBOoqCXbOlvcAcQb7PX--27WOYtNgdKIpVnE1XSQqkovqp3csUshyW Howton, R. (2022, September 24). Turn Your Classroom Into a Personalized Learning Environment. ISTE. https://iste.org/blog/Turn-your-classroom-into-a-personalized-learning-environment McCarthy, J. (2023, April 20). Using Differentiation to Challenge All Students. Edutopia. https://www.edutopia.org/article/differentiation-challenge-all-students/ Spencer, J. (2025, September 14). Making Project-Based Learning Accessible for Everyone | Cult of Pedagogy. Cult of Pedagogy. https://www.cultofpedagogy.com/accessible-pbl/ Staff, T. (2016, April 18). What Is Competency-Based Learning? - TeachThought. TeachThought. https://www.teachthought.com/learning-posts/what-is-competency-based-learning/ Tatter, G. (2019, February 22). How Making Time for Mindfulness Helps Students. KQED. https://www.kqed.org/mindshift/53110/how-making-time-for-mindfulness-helps-students Tschida , M. (2024). Gemini. Gemini. https://gemini.google.com/app/fb0ff59cf5015239 Tschida , M. (2025). ChatGPT. ChatGPT. https://chatgpt.com/c/6988c1fc-4ae4-8327-bf5e-5c155767cfdb Tschida , M. (2026a). Diverse students engage in various learning activities in a sunlit classroom, with “Explore Your Path” on the blackboard. on Craiyon. Craiyon, AI Image Generator; craiyon. https://www.craiyon.com/en/image/T4ETH-y4QSmkYea_Pq-8eA Tschida , M. (2026b). Private padlet. Padlet. https://padlet.com/tschidam2/weekly-class-schedule-g05vowsya8drs7cv?frame_id=page%3AXo449T9XpqENHL5eedUfV Tschida , M. (2026b). Private padlet. Padlet. https://padlet.com/tschidam2/weekly-class-schedule-g05vowsya8drs7cv?frame_id=page%3AXo449T9XpqENHL5eedUfV
Learning is Personal
Marti Tschida
Created on February 14, 2026
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Microlearning: Teaching Innovation with AI
View
Microlearning: Design Learning Modules
View
Video: Responsible Use of Social Media and Internet
View
Mothers Days Card
View
Momentum: First Operational Steps
View
Momentum: Employee Introduction Presentation
View
Mind Map: The 4 Pillars of Success
Explore all templates
Transcript
Learning is Personal
Competency Based Learning
Standard- Based Grading
Mindfulness
By: Marti Tschida
Metacognition
Project Based Learning
Problem Solving
Differentiation
Personalized Learning
Interleaving
Inclusion
Discussion Questions
Competency- Based Learning
Standards- Based Grading
Mindfulness
Inclusion
Closing
My Program Essential Question asks: In light of what is known about how children learn, how shall professional educators best leverage artificial intelligence and digital technologies to create personalized, ethical, and equitable learning experiences that enhance student achievement? Exploring these ten concepts has reinforced that effective teaching begins with understanding how children learn, through mastery, reflection, connection, and meaningful engagement. Artificial intelligence and digital technologies should be intentionally integrated to amplify effective instructional practices and expand on opportunities for personalized learning. When intentionally and ethically implemented, technology can strengthen differentiated instruction, promote student voice, and help create inclusive environments that honor the diverse ways children learn best.
References
Personalized learning is an instructional approach that tailors learning experiences to each student's strengths, interests, and needs, giving students a voice and a choice in how they learn. Personalized learning provides flexibility in pacing and tools that support individual student growth. This concept resonated with me because it reflects the way I strive to teach, meeting students where they are. By intentionally blending choice, targeted support, and responsive instruction, personalized learning fosters engagement, ownership, and deep connections.
Project-based learning is an instructional approach where students explore real-world questions or problems over an extended period, creating meaningful products or solutions. In PBL, learners engage deeply with content through inquiry, collaboration, and hands-on work rather than through isolated skill practice. This concept resonates with me because it shifts learning from passive information absorption to active investigation, making it more relevant and engaging for students. Implementing project-based learning in the classroom encourages student choice, critical thinking skills, and connections to content which helps students build a deeper understanding
Competency-based learning is an instructional approach in which students progress after demonstrating mastery of specific skills or standards rather than moving forward based on time. This model emphasizes understanding and application over completion and pacing. In my experience, this approach supports diverse learners by allowing students to receive the time and targeted support they need to truly grasp a concept. Competency-based learning can be implemented in the classroom through clear learning targets, ongoing formative assessments, and opportunities for students to rise and demonstrate mastery. This concept resonates with me because it prioritizes growth and equity, ensuring that all students are supported in reaching meaningful understanding rather than simply keeping pace with a schedule.
Standards-based grading is an assessment approach that evaluates student learning based on mastery of clearly defined academic standards rather than using traditional points or letter grades. This approach focuses on specific learning targets and provides meaningful feedback that is tied to what students actually understand. This helps teachers and learners see where progress has been made and where growth is still needed. Standards-based grading resonates with me because it aligns assessment with specific learning targets, allowing both students and teachers to clearly see what has been mastered and what still needs support. This model emphasizes understanding over task completion, which feels especially important in a diverse classroom where learners grow at different rates. By focusing on proficiency rather than points, it supports intentional instruction and encourages students to take ownership of their progress.
Inclusion is the intentional practice of creating learning environments where all students, regardless of their background, are valued, supported, and able to participate meaningfully. Culturally responsive and inclusive teaching involves adapting instruction to meet diverse needs and promote equitable opportunities for all learners. This concept resonates with me because I believe every student deserves to feel seen and capable in the classroom, and inclusion pushes educators to rethink structures that may unintentionally marginalize students. In my experience, when learning environments intentionally affirm diversity and provide equitable access, students feel safe, more confident, and engaged in their learning.
Mindfulness is the intentional practice of paying attention to the present moment with openness and curiosity, noticing thoughts and feelings without judgment. Research shows that when students practice mindfulness, they are better able to regulate their emotions, manage stress, and sustain focused attention in the classroom. This concept resonated with me because I see firsthand how emotional readiness can impact learning, especially for young students who are still developing self-regulation skills. Incorporating mindfulness into the school day feels like a meaningful way to support students' overall well-being and help them be more engaged and calm learners.
Interleaving is a strategy that involves alternating between different topics or skills during practice, rather than focusing on one at a time. By mixing related material, interleaving helps strengthen memory connections and supports long-term retention and transfer of learning. This concept resonates with me because it encourages flexible thinking and prevents students from relying solely on memorized procedures, which is particularly valuable in early learning as students build foundational skills. Incorporating interleaved practice in my instruction helps students make stronger connections between related ideas and deepens their understanding over time.
Differentiation is an instructional approach that intentionally adjusts content to meet the diverse learning needs, readiness levels, and interests of students. It recognizes that learners are not all the same and that meaningful instruction must be flexible enough to challenge all learners without leaving anyone behind. This concept resonates with me because in my classroom, students have different strengths, backgrounds, and ways of understanding. Differentiation allows me to tailor instruction so that every learner has access to and opportunities to grow. By using varied strategies, such as flexible grouping, tiered tasks, and choice in activities, differentiation supports both student engagement and academic success.
Problem-solving is the process of identifying challenges, generating possible solutions, and applying strategies to resolve them thoughtfully and creatively. In elementary classrooms, problem solving involves guiding students to explore multiple approaches, persevere through confusion, and evaluate the effectiveness of their solutions. This concept resonated with me because it reflects real-world thinking and encourages students to be resilient and flexible in their learning. Teaching problem-solving helps students build confidence in their ability to tackle unfamiliar tasks and supports deeper mathematical and cognitive understanding.
Metacognition is the ability to think about and regulate one's own thinking and learning processes. It involves students being aware of what they know, recognizing what they don't know, and choosing strategies to improve comprehension and problem-solving. This concept resonated with me because teaching students to reflect on how they learn can help them become more self-directed and resilient learners. In my classroom, when students understand that thinking is an active process, they are better able to monitor their progress and adjust their approach to challenges.
Beachboard, C., & Kersey, E. (2026). Redirecting. Google.com. https://www.google.com/url?q=https://www.edutopia.org/article/getting-started-standards-based-grading&sa=D&source=docs&ust=1771035479337146&usg=AOvVaw1NBpUAgnSXYjaztYaiat52 Boser, U. (n.d.). Interleaving. The Learning Agency Lab. https://the-learning-agency-lab.com/learning-strategies/interleaving/ Canva. (2025). Free Online AI Image Generator. Canva. https://www.canva.com/ai-image-generator/ Ganz, M. (2025, July 21). Metacognition in the Classroom: More Than Thinking About Thinking | Learning A-Z. Learninga-Z.com. https://www.learninga-z.com/site/resources/breakroom-blog/metacognition?srsltid=AfmBOoqCXbOlvcAcQb7PX--27WOYtNgdKIpVnE1XSQqkovqp3csUshyW Howton, R. (2022, September 24). Turn Your Classroom Into a Personalized Learning Environment. ISTE. https://iste.org/blog/Turn-your-classroom-into-a-personalized-learning-environment McCarthy, J. (2023, April 20). Using Differentiation to Challenge All Students. Edutopia. https://www.edutopia.org/article/differentiation-challenge-all-students/ Spencer, J. (2025, September 14). Making Project-Based Learning Accessible for Everyone | Cult of Pedagogy. Cult of Pedagogy. https://www.cultofpedagogy.com/accessible-pbl/ Staff, T. (2016, April 18). What Is Competency-Based Learning? - TeachThought. TeachThought. https://www.teachthought.com/learning-posts/what-is-competency-based-learning/ Tatter, G. (2019, February 22). How Making Time for Mindfulness Helps Students. KQED. https://www.kqed.org/mindshift/53110/how-making-time-for-mindfulness-helps-students Tschida , M. (2024). Gemini. Gemini. https://gemini.google.com/app/fb0ff59cf5015239 Tschida , M. (2025). ChatGPT. ChatGPT. https://chatgpt.com/c/6988c1fc-4ae4-8327-bf5e-5c155767cfdb Tschida , M. (2026a). Diverse students engage in various learning activities in a sunlit classroom, with “Explore Your Path” on the blackboard. on Craiyon. Craiyon, AI Image Generator; craiyon. https://www.craiyon.com/en/image/T4ETH-y4QSmkYea_Pq-8eA Tschida , M. (2026b). Private padlet. Padlet. https://padlet.com/tschidam2/weekly-class-schedule-g05vowsya8drs7cv?frame_id=page%3AXo449T9XpqENHL5eedUfV Tschida , M. (2026b). Private padlet. Padlet. https://padlet.com/tschidam2/weekly-class-schedule-g05vowsya8drs7cv?frame_id=page%3AXo449T9XpqENHL5eedUfV