PeBL Instructional Models

PeBL Components


Many elements of curriculum, assessment and instructional design must be present at the classroom level for students to experience success in a personalized environment; often these elements are facilitated through a learning management system (LMS), like Moodle. Students must be actively involved in learning through social participation. Classroom learning activities must be meaningful and build upon prior knowledge and curricular outcomes. Students must be reflective and strategic by engaging in self-regulation. Teachers need to allocate time for practice, and teachers must help students learn to transfer their learning to multiple situations. The end result of the classroom instructional design should aim for understanding as opposed to memorization. Student learning should be continuously assessed against clearly defined standards and goals. Student choice and input into the assessment process is integral. (Retrieved from

Personalized electronically Blended Learning instructional models should focus on:

  1. Mastery Based Learning
  • Student’s progress toward clearly-defined goals is continually assessed. A student advances and earns credit as soon as they demonstrate mastery.


  1. Integration of Digital Content
  • Use technology to provide options for individual path and pace.
  • Teachers should actively find ways to integrate technology into the curriculum. This does not mean that students should be isolated on a device for an entire class.


  1. Small Group Instruction
  • Use data to create and change student groups frequently and purposefully based on student interest, need or skill level.
  • Enables teachers to build more personal relationships with students.
  • Provides more opportunities for students to share thoughts and ask questions.


  1. Student Reflection
  • Begins with teacher helping students to track their own data and set specific learning goals.
  • With practices, student reflection leads students to become self-directed learners who take ownership of their academic future.
  • Students create personalized learning paths. All students are held to clear, high expectations, but each student follows a customized path that responds and adapts based on their individual learning progress, motivation and goals.
  • Students continuously review their data to identify strengths and areas of need and set learning


  1. Data Driven Decision Making
  • Frequently collect and review data to identify trends and areas that need improvement
  • Data helps students set goals and monitor their progress.
  • Student learner profiles include up-to-date records of individual strengths, needs, motivations and goal.



Personalized electronically Blended Learning includes but is not limited to the following instructional models:

  1. Blended Learning Models 
  2. Inquiry Based Learning
  3. Project Based Learning
  4. Problem Based Learning
  5. Genius Hour
  6. Small Group Instruction

Determine what mastery looks like for the outcomes in each subject area.



  1. What happens when a student does not achieve mastery?
  • If a student does not achieve mastery, they are given additional support in learning and reviewing the information then be assessed again.
  • It is not the expectation that if mastery is not achieved that students do not move on to other outcomes. They may move on to another outcome and then come back and revisit outcomes that they need further support on.
  1. How can we ensure student acceptance of personalized learning and encourage them to take initiative?
  • One of the main benefits that has resulted from the implementation of personalized learning is student engagement. When students are given ownership of their learning and given choices about time, place, path and pace they are taking initiative and becoming independent learners.