7 Principles provide a framework for student-centered, data-informed, teacher-led, personalized learning in the technology-enhanced, blended learning classroom.

student-centered, data-informed, teacher-led, personalized learning technology-enhanced,

Potential 1

Change 3

Practice 4

Context 5

Engagement 6

Agency 7

Target 2

Humans are endowed with an inherent potential for increase in capacity, the establishment of habit, and the definition of being.

Human potential may be channeled intentionallytoward a specific, predetermined target of learning, or will otherwise follow incidentally from the conditions to which a person is subjected.

Learning is a specific type of change, which is governed by principles of: repetition, time, step size, sequence, contrast, significance, and feedback.

repetition, time, step size, sequence, contrast, significance,feedback.

CapacityAct (Do/Think)BelieveFeel

Capacity

IntentionalityIntentional:Target is predeterminedIncidental:Target follows from conditions

Intentionality

BeingCharacter and desire

BeingHabitAutomated patterns

Habit

ComplexitySimpleComplex

Complexity

RepetitionRepeated experience

RepetitionTimeTotal time, distribution of practice (fatigue)

TimeStep SizeE�ort required to attain target

Step Size

SequencePrior learning may facilitate or hinder

Sequence

Models of PracticeActivities specifically designed to achievelearning target

Models of Practice

ExternalPhysical setting, tools, objects, and other people

External InternalState of thought, emotion, and belief

Internal

CapacityPhysicalMentalEmotional

Capacity HabitEstablished patterns ofactivity

Habit

InhibitionUnpleasant sensationNegative a�liationNegative validationInterferenceResponsibility

Inhibition

LearnerDetermine own learning targets, practice models, contexts, and reasons for engagement; Choose whether or not to engage with learning opportunitiesdetermined by others, and level of e�ort to give

Learner

MentorsDetermine learning targets, practice models, motivation, and context with regard to immediatelearner needs, and provide proximal feedback and guidance

Mentors

PeersProvide a primary source of motivation or inhibition by way of positive or negative a�liation and validation; Function as participants in practice models

Peers

AdministratorsDetermine learning targets, practice models, motivation, and context without regard to immediate learner needs, and provide only distal feedback without guidance

Administrators

ScopeThe activity as a wholeOne or more parts of the activity Circumstances of the activity Expected results of the activity

Scope

MotivationPleasant sensationPositive a�liationPositive validationExtensionOpportunity

Motivation

VariedPractice context should vary as needed to promote flexibility and transfer across the expected range of context of performance

Varied LimitedUse of limited or artificial context to manage step size should be judicious and in moderation

Limited

ExerciseSpecific activities intentionally repeated to build strength, precision, or capacity

Exercise

ExperienceBroad activities not specifically coordinated with pre-determined learning targets

Experience

FeedbackProgress toward target

Feedback ContrastSimilarities, di�erences, and relationships

Contrast

Significance Attention, relatability, exertion, or intensity

Significance

ApplicabilitySpecificGeneral

Applicability

Principles of change are activated and aligned with learning targets through models of practice, exercise, or experience.

Learning is facilitated by a context of practice that is the same as, or accurately represents, the context of performance.

Learners will often engage in certain activities as a matter of habit, though they are also influenced by their current capacity to engage, as well as factors of motivation and inhibition related to the activity as a whole, part of the activity, its circumstances, or its expected results.

Learners are not passive recipients of learning, but active agents with the ability to choose how they will apply their attention and e�ort, and to choose what learning activities they will engage in. Others may exercise their agency to promote or inhibit the agency of the learner, and may play a role in facilitating or impeding successful learning.

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