How to Create an Individualized Study Plan: Basic Principles, Tips, and Examples

Contents:

• What you need to remember before personalizing learning
• What approaches to curriculum development exist
• How to assemble study groups
• How to take into account changes to the individual curriculum

In this article, we'll cover key aspects of the topic to provide you with a thorough understanding and useful information. You'll learn about the most important elements related to this topic, which will help you better navigate the issues and make informed decisions. We'll focus on relevant issues and provide practical tips to enhance your experience. Read on to gain valuable knowledge and recommendations.

• Do current Federal State Educational Standards allow for personalized learning?
• How does the HSE Lyceum approach the development of variable curricula?
• How to create a curriculum with one or more blocks of elective subjects, with different levels of study and formats?
• Why is the concept of class disappearing in these conditions and what is replacing it?
• How can students adjust their chosen educational trajectory?

The modern trend in education is the transition from universal, standard programs to individual educational trajectories that take into account the needs and demands of each student. Although this approach has not yet become widespread, some schools are already successfully implementing it in their practices. Individualized learning allows for more effective development of students' abilities and increased motivation, making education more relevant and in-demand. Natalia Kopytova, Deputy Director of the HSE Lyceum, shared her experience in developing individualized curricula (ICPs) for students in grades 9–11, taking into account the requirements of the Federal State Educational Standard for Basic and Secondary General Education. The webinar, organized by the HSE Center for Regional Cooperation, provides valuable recommendations and practical advice on developing ICPs. The recording of the webinar is available on YouTube, which allows teachers and educational institutions to get acquainted with current methods and approaches in the educational process.

The Deputy Director of the HSE Lyceum is highly qualified in the field of pedagogical sciences and holds a candidate's degree in Pedagogical Sciences. He also holds a Master's degree in Applied Mathematics and Computer Science, demonstrating his deep knowledge and experience in these disciplines. His professional work focuses on innovative approaches to teaching, as well as the development of mathematical and information technologies in the educational process.

Photo: HSE University

This photo taken at HSE University demonstrates the unique atmosphere and educational opportunities of this educational institution. HSE University is one of the leading universities in Russia, offering a wide range of programs and courses for students. Professional faculty and modern teaching methods make studying here effective and engaging. The university actively develops scientific research, which contributes to the training of highly qualified specialists. HSE University also actively collaborates with international universities, opening new horizons for students and faculty.

What to Keep in Mind Before Personalizing Learning

Personalizing a student's educational trajectory depends on the diversity of learning opportunities provided by the school. When developing these opportunities, it is important to consider the values ​​shared by the school, students, and their parents. The HSE Lyceum has established several key principles aimed at creating an effective and adaptive educational environment. These principles help not only develop the individual abilities of each student, but also shape shared values, which contributes to the harmonious development of the educational process.

• Development of independence and responsibility. That is, the desire and ability of the student to consciously influence their own lives, in particular, their educational trajectory.
• Acceptance of diversity as the norm. In such an atmosphere, students develop a culture of conscious choice.
• Lifelong learning. This is the student's understanding of the variability of technologies and patterns of social relations, as well as the ability to adapt to these changes.

The question of the degree of individualization of school education within the framework of federal state educational standards is becoming increasingly relevant. These standards provide a certain framework that can be adapted to meet the unique needs of each student. Therefore, it is important to consider how federal educational standards contribute to the creation of a flexible educational environment where each student can develop their abilities, interests, and pace of learning. Individualization of the learning process allows not only to deepen knowledge but also to increase motivation and engagement of students in the learning process.

Regulatory documents promote the individualization of the curriculum. Federal state educational standards do not establish a fixed number of hours for individual subjects, but ranges: from 5058 to 5549 academic hours for middle school and from 2170 to 2590 hours for high school. This gives educational institutions the ability to independently determine how to distribute instructional time between different subjects, allowing for more flexible adaptation of the educational process to student needs. This approach promotes more effective learning and the development of skills essential in the modern world.

The compulsory portion of the educational program accounts for 70% of the curriculum in basic general education (BGE) and 60% of the curriculum in secondary general education (SGE). The remainder of the program is determined by the participants in the educational relationship, allowing for variability and adaptation of content to meet student needs. This allows educational institutions to take into account the individual interests and characteristics of students, creating more flexible and effective curricula.

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Assessing and improving the quality of general education: expert opinions

The quality of general education is an important aspect that influences the future of society. Education experts offer various approaches to assessing and improving this quality. The main assessment criteria include student academic achievement, teacher training, and the availability of educational resources.

To improve the quality of education, it is necessary to implement modern teaching methods, update curricula, and actively use technology. It is also important to create conditions for teachers' professional growth, providing them with the necessary knowledge and skills.

Experts emphasize the importance of interaction between educational institutions and parents, as well as the need to generate feedback to identify problems and find solutions. Only an integrated approach will achieve tangible results in improving the quality of general education.

The new Federal State Educational Standard of Basic General Education (FSES BGE), approved on May 31, 2021, provides the opportunity to differentiate educational content. It introduces the concepts of subject, course, and module, which opens up prospects for variability in the educational process. At the basic school level, students can choose a level of study—basic or advanced—in five key subjects: mathematics, computer science, physics, chemistry, and biology. This initiative promotes a more individualized approach to learning, taking into account each student's interests and abilities.

The regulatory framework provides opportunities for creating personalized educational trajectories. Let's look at how this can be implemented in practice using the example of individualized curriculum for lyceum students at the Higher School of Economics. Personalized curriculums allow for the interests and needs of each student to be taken into account, which facilitates deeper learning and the development of essential skills. The implementation of such approaches in the educational process opens new horizons for students, enabling them to achieve maximum academic results and develop a unique educational experience.

What approaches to curriculum development exist?

The curriculum for each profile at the lyceum is developed for a specific period, usually depending on the student enrollment, and requires adherence to a number of standards. This plan includes academic subjects, teaching methods, and assessment that align with educational standards. It is important that the curriculum ensures the comprehensive development of students and meets their needs and interests. Proper curriculum development contributes to effective learning and prepares students for future professional activities.

• The curriculum must allow for variability;
• The content units of each profile must meet certain requirements;
• The curriculum must ensure continuity between educational levels.

When discussing the personalization of educational trajectories, it is important to focus on the first aspect. This will allow for a deeper understanding of how individual approaches can influence the learning process and student success. Personalization of education involves adapting educational materials and methods to the unique needs of each student, which promotes more effective knowledge acquisition and skill development.

The lyceum develops 12 curricula for each cohort of students: ten profiles for high school and two specializations for the ninth grade. Curricula are divided into two categories: single-profile and multi-profile. Single-disciplinary curricula are designed for a small group of students (25 to 50) and are aimed at preparing for admission to specific university programs. Multidisciplinary curricula, on the other hand, are highly variable, cover a wide range of university programs, and have a larger enrollment (50 to 350 students). Thus, the lyceum provides an individual approach to education, taking into account the interests and needs of each student.

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High school students shared their opinions about which subjects they miss in the school curriculum. Many students note the need for courses that will help them better prepare for adult life and career challenges. Among the most popular requests are the introduction of financial literacy classes to help students learn how to manage their finances, as well as psychology courses to help develop self-awareness and emotional intelligence. Furthermore, high school students express an interest in practical skills, such as programming and entrepreneurship, which are particularly relevant in the modern world. It is important to consider student input when developing the curriculum to ensure it meets their needs and expectations. The Lyceum offers students a variety of options. Students can choose from a variety of educational programs, allowing them to focus on their interests and career goals. This approach promotes deeper learning and increases motivation for learning. The Lyceum strives to create conditions in which each student can develop their talents and skills, receiving a high-quality education that meets modern requirements.

• subjects and courses;
• the level of study of the subject - basic or advanced;
• the duration of study of the subject. For example, one group studies the subject 68 academic hours per year, and another - 136 hours. Or one group studies the subject over two semesters, and another - over four;
• instruction format;
• language of instruction;
• content of study.

In this text, we will consider in detail three key aspects that are successfully implemented at the Lyceum: the choice of subjects, the opportunity to study at a basic or advanced level, as well as various teaching formats. These elements play an important role in the educational process, allowing each student to adapt their curriculum to their individual interests and needs. Subject choice provides flexibility in learning, and the ability to choose the level of difficulty facilitates a deeper understanding of the material. The learning formats offered at the Lyceum are varied and accommodate different learning styles, making the learning process more effective and engaging. The optimal approach to organizing the educational process is to provide students with a choice of subjects. The simplest option is to offer a list of courses from which students can select one subject to study. A more complex option includes the option to choose two subjects, which significantly increases the diversity of Individual Education Plans (IEPs). The number of unique IEPs depends on the number of available courses and how many of them are selected. For example, if a choice block contains six courses and students can select only one, there will be six unique IEPs. If they can choose two courses out of six, the number of unique IEPs increases to 15. If students have the opportunity to choose one or two subjects from the offered ones, the total number of unique IEPs increases to 21.

This approach to curriculum development not only increases student engagement but also allows them to tailor their education to their interests and career goals.

At the HSE Lyceum, ninth-graders have the opportunity to choose subjects from a curriculum that includes a block of 24 elective courses. Students can choose one or two courses depending on their interests and preferences. There are approximately 400 students in the ninth grade, and when considering all possible curriculum combinations, their number significantly exceeds the total number of students. This system of choice promotes individualization of education and allows each student to adapt the learning process to their needs.

The process of choosing educational courses can be made more complex by increasing the number of elective blocks. For example, if the first block offers two courses and the second block offers three, the student can choose one course from each block, creating six possible individual curricula. However, if the first block retains the choice of one subject, and the second block offers the opportunity to choose one or two courses, the total number of individual curricula increases to twelve. This variety of options allows students to approach their studies more flexibly and create a program that matches their interests and goals.

The lyceum offers an "Asian Studies" program in its senior classes. Students who choose this profile have the opportunity to choose subjects from three categories: one course from the natural sciences (physics, biology or chemistry), one from the social sciences (geography or social science) and one from the additional courses (history and culture of the East, socio-political development of the East or literature of the East). There are 50 people studying in this direction, and the profile curriculum includes more than 80 options for individual study plans (IEP), which allows each student to adapt their education to personal interests and career goals.

Creating a variable curriculum is an important process that may seem simple at first glance, but in practice it can pose challenges when forming groups, selecting the necessary content blocks, and developing a schedule. This approach requires careful planning and coordination to ensure effective learning and meet student needs.

The Lyceum has introduced a new parameter for course blocks—the level of study. This approach allows for a more precise adaptation of the educational process to student needs. In addition, various options can be offered for specific subjects, including the number of class hours and the format of study, which contributes to more effective assimilation of the material.

The educational system is introducing a compulsory subject that can be studied at a basic or advanced level, and also offers two blocks of elective courses: one containing two subjects, and the other three. If students are given the opportunity to choose one course from each block, taking into account the choice of the level of study of the compulsory subject, then there will be 12 individual educational plans (IEP). If students choose one subject from the first block and one or two from the second, the number of individual educational programs increases to 24. Thus, this course structure offers flexibility and variety in the educational process.

The Lyceum's curriculum, focusing on "Economics and Social Sciences," offers a high-quality education for 125 students, with the potential to expand to over 200. The program offers mathematics at a basic or advanced level, allowing each student to choose the learning format that best suits their needs. History is studied at an advanced level, with the option to choose four or six hours per week. Additionally, in 11th grade, students have three elective blocks, including "History of Economics and Economic Thought," which also offers the option to vary the number of hours. This approach promotes a deep understanding of economic processes and develops critical thinking and analytical skills in students.

Personalization of the educational trajectory is becoming increasingly important, and a variety of learning formats plays a key role in this. The HSE Lyceum uses a variety of approaches to the educational process, allowing each student to choose the most appropriate way to learn the material. This includes traditional lectures, interactive seminars, projects, online courses, and individual consultations. This flexible approach to learning promotes a deeper understanding of subjects and the development of critical thinking, which is especially relevant in the modern educational context.

• Distance learning. Presented as online courses on the HSE LMS platform. For example, astronomy is taught in this format to eleventh-graders.
• A blended format, where lectures are given again in the form of online courses, and the teacher uses a practice-oriented approach in class.
• A free format, where the student can choose their schedule and teacher. In this format, courses are taught with project work and personalized content.
• A practical format, in which lessons are conducted as training sessions. For example, this is what the Life Safety course looks like in the 11th grade.

An example of a variable curriculum for the Humanities major includes a variety of learning formats. In this major, history is studied exclusively at an in-depth level, while students can choose the intensity of classes - from four to six hours per week, similar to the Economics and Social Sciences major. In the 11th grade, a blended learning format is being introduced, which emphasizes the practical focus of lessons, which promotes a deeper understanding of the subject and the development of skills.

Video lectures viewed by students online are not included in the classroom workload calculation, but they must be recorded in the work program. The explanatory note to the curriculum should indicate how learning is carried out in a distance or blended format, including the scope and title of the course. This will help ensure the transparency of the educational process and compliance with educational standards.

How to form study groups

After setting up curriculum variability, the question arises of implementing this approach in the educational process. Ideally, each student studying according to an individual educational plan (IEP) can fully or partially create their own schedule, including both classes and extracurricular activities. However, implementing this principle is quite complex. The HSE Lyceum provides this opportunity only partially, allowing students to independently choose certain elements of their schedule.

With a flexible curriculum, the concept of a class loses its former significance, and instead, groups are formed based on academic subjects. However, the class, as a community of children united by a common characteristic, continues to exist, and a mentor/curator remains. Supporting students in their individual curriculum is an important task, as most children require an adult who can provide assistance and useful advice. This creates the conditions for a deeper understanding of the material and the development of personal skills.

The Lyceum creates mixed-age study groups, which allows for a more diverse curriculum. For example, individual curriculums for tenth-graders sometimes lack classroom hours for the natural sciences module. In such cases, students are encouraged to study these subjects in the 11th grade. When forming groups for biology, physics, and chemistry, 10th- and 11th-grade students are combined, as they follow a unified natural sciences curriculum adapted to their different subject areas. This approach promotes deeper learning and improves the educational process.

At the HSE Lyceum, groups are formed based on the students' academic performance, but this is not the primary approach. Teachers believe that creating diverse groups is essential for achieving maximum learning effectiveness. Students are grouped by level primarily in language groups or when preparing for important events, such as the final round of the All-Russian School Olympiad. Generally, the class composition is such that two-thirds of the students are "strong" and one-third are "weak." This approach is typical, in particular, for ninth-grade students, who are mainly taught according to the class-lesson system and are mixed only in elective courses.

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Tutor plays a key role in helping students find their personal meaning. This task is one of the most significant in the educational process. Understanding individual meanings and goals promotes a deeper understanding of the material and motivates students to learn. Interaction with a tutor helps develop critical thinking and increases awareness in the learning process. Thus, a tutor's effective approach to finding personal meaning contributes not only to academic success but also to the development of self-confidence in students.

The Lyceum adheres to the requirements of SanPiN regarding the size of study groups. An important priority is to ensure high-quality education, therefore, in advanced courses, the number of students in groups is limited to 20 people. This allows teachers to pay more attention to each student and create a more comfortable learning atmosphere.

How to take into account changes to the individual curriculum

A student's influence on their educational trajectory goes beyond simply creating an individual curriculum. A child should have the opportunity not only to adjust but also to completely change their educational path. The Lyceum has implemented a mechanism that allows for this, ensuring flexibility and adaptability of the educational process. This creates the conditions for deeper student engagement in learning and personal growth. Ninth-graders have a unique opportunity to change their elective course load at the end of October. In high school, students can make changes to their individual educational plan (IEP) four times over two years. These curriculum change moments at the Lyceum are called "St. George's Days." They provide students with the opportunity to make a variety of adjustments: from simply choosing a different elective course or changing the level of study to more significant changes, such as a change in major. "St. George's Days" are in high demand among Lyceum students. In 2020, 725 graduates completed their studies, and 61% of them changed their individual educational plan (IEP) within two years. 13% chose a different path, and 48% changed their subjects, level of study, or the number of hours for subjects within their profile. This system allows children to gradually shape their educational trajectory and periodically adjust their goals. Therefore, the ability to make changes or choose a new path is an important aspect when using individualized educational plans.

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