A Response to Critical Reflections on Personalized Project-Based Learning

Abstract

The authors offer a three-faceted review of two studies focused on personalized learning. They explore (a) how the original studies might be strengthened by a more empowering conceptualization of personalized learning, (b) how personalized learning approaches like hands-joined learning can value and build upon students’ cultural and linguistic assets, and (c) how middle grades structures and policies may influence the implementation and impact of hands-joined learning. Their chapter extends implications of the original studies for middle grades research and the middle grades movement, and they conclude with a thoughtful contemplation on ways middle grades pedagogies such as hands-joined learning might be informed by the concept of dialogue as espoused by critical and liberatory pedagogies.