Advocate for student autonomy with personalized learning playlists
Dan Pink outlines three elements of intrinsic motivation in his book, Drive (2011). As educators, we can incorporate all three within a framework that also honors UDL, technology, and flexible learning options.
Mastery: The drive to do well or complete a task
Autonomy: The power of choice
Purpose: The task aligns with our core beliefs
We can make student learning paths playful by harnessing the power of mastery, autonomy, and purpose through personalized learning playlists. These classroom structures provide a list of resources (videos, readings, experiences) and let students choose which ones to explore based on their learning preferences (autonomy). When combined with assessment to set their own learning targets, students can make choices aligned to their goals (mastery), which also aligns with student purpose when couched in a classroom culture of inquiry.
Principles of Universal Design are blended with technology and flexible learning options to meet the needs of all learners while allowing teachers time and space to provide targeted feedback to individual students.
Caution: When playlists are done wrong, one might see the teacher doing his own task while students work quietly at computer.
To know you’re on the right track, consider your location in the classroom. Are you among the students conferencing? Are you listening to a student explain reasoning? Are you modeling for a small group during a mini-lesson.
How can we incorporate personalized learning playlists well?
Blend the ingredients
A personalized learning playlist requires at least three ingredients: online learning, offline experiences, and teacher feedback or explicit instruction. The beauty here is that students don’t have to navigate these in the same order or at the same pace.
Leverage various instructional materials
Examine the materials you have and consider how you can utilize them in a flexible way. A simulation can be an online experience, a diagram can be annotated digital or recreated on paper or explained to a peer. An essential question offers writing, drawing, building, and video options.
Build in scaffolding and flexibility
Some educators are hesitant to attempt playlists because they worry about students being successful with autonomy of time. To alleviate this worry, build in scaffolds such as checkpoints during which a student must complete a task before moving on. Offering “must do” and “may do” options for collaborative learning help to prioritize essential tasks. For students needing additional support, examples or models can preclude them from getting stuck. The images below provide examples of Personalized Playlists of various levels.
Instead of viewing playlists as a to-do list, be clear with students that this learning strategy is meant to empower them to take charge of their own learning. When students understand our why for instructional purposes, these choices are more likely to result in positive outcomes (Novak, 2025).
