Customized learning extends the concepts of student-centered and personalized learning by putting students, and parents, in charge of deciding when, where, and how learning will take place. Relationships are at the center of the customized model. In addition to teaching and assessing student work, it’s the responsibility of every VLACS instructor and advisor to build meaningful relationships with students to ensure that students meet the goals of their customized learning plan.
1. A statement which describes the skills, abilities, and knowledge required in an area of study (competency group).
Competency statements target the big ideas or enduring understandings, and are typically comprised of two or more academic standards.
Student will demonstrate understanding of the interaction between the factors of production and market forces by identifying the resources needed for producing goods and services and predicting how their cost and availability will impact supply, business profitability, and economic growth.
Students have the opportunity to engage in learning on days and times that meet their unique needs.
The location where learning takes place is flexible and changes based on the pathway and the needs of the student.
Competencies are mastered and credit may be earned through one or more learning pathways.
In a traditional learning model, the expectation is that all students will learn at the same rate and master competencies by the end of the semester. Although Lisa is excited about Economics and wants to learn at an accelerated pace, she complies with the school’s timeline and completes her work in Economics and English by the end of the semester. Lisa wants to be successful in Math, but she needs additional time to master competencies in this discipline. Lisa does not master the concepts by the end of the semester and will be required to re-take the course next year.
In a customized learning model, time barriers are removed. Students can master competencies at a faster pace or work at a slower pace if they find a competency challenging. Lisa enjoys Economics and the exciting learning paths available to her and masters the competencies at an accelerated rate. Lisa completes her English competencies by the end of the semester, and extends the time to master math competencies beyond a typical semester as she finds them more challenging.