Personalised Learning

Kristyn Rack

It’s a Learners’ World: Mapping a New Landscape 2013

Does every student need a desk?

Do kids have to wait for break time to eat?

Does everyone have to wait for that 1 student to get to the mat?

Should mobile devices be allowed?

Have I planned the terms work for the students?

Why?

How much of what we do is more for us then the students?

Spot the difference?

Differentiation Personalisation Individualisation

Differentiation Individualisation

The teachermeets the needs of different groups of learners.

The teacheruses assessment and data collected to inform teaching

The teachergives feedback to groups and individual learners to enhance learning

The teacher meets the needs of each individual.

The teacher uses assessment and data for reporting progress of what the individual learner learned and to inform next steps in their learning

The teacher is essential to support learning.

The learner drives their learning

The learner plays an active role in designing learning that connects their passions, interests, talents, and goals.

The learner is self-directed and monitors own progress and reflects on their learning.

Differentiation IndividualisationPersonalisation

The teachermeets the needs of different groups of learners.

The teacheruses assessment and data collected to inform teaching

The teachergives feedback to groups and individual learners to enhance learning

The teacher meets the needs of each individual.

The teacher uses assessment and data for reporting progress of what the individual learner learned and to inform next steps in their learning

The teacher is essential to support learning.

Student..

own and drive learning

has voice and choice on how and what they learn.

actively participates in the design of their learning

identify strengths, goals and passions

is not always you

doesn’t necessarily know the outcome

is used as a resource

knows every learners strengths and needs

Teacher..

What

you to learn?motivated

What

learning actually happened?

Full engagement - the desire for self direction

The urge to get better at things - satisfaction

Making a difference - knowing why we are doing this

MotivationRSA Animate Drive: The surprising truth about what motivates us

Pedagogy - the ‘why’

Assessment - the ‘how’

Curriculum - the ‘what’

Student Teacher

Managing self

Thinking Participating and contributing

Using language symbols and texts

Relating to others

Key Competencies

Dispositions

Relationships

Resilience

Reflection

Do I collaborate effectively with others?

work with new people?

lead when it is appropriate?

Do I

Do I

manage being challenged?

take risks with my thinking?

manage my behavioural decisions?

manage my emotions and limits?

think about the best way?

consider the impact I have on others?

identify the wider world impact?

reflect on my learning?

listen objectively and respectfully?

Relationships

Resilience

Reflection

Do I collaborate effectively with others?

work with new people?

lead when it is appropriate?

Do I

Do I

manage being challenged?

take risks with my thinking?

manage my behavioural decisions?

manage my emotions and limits?

think about the best way?

consider the impact I have on others?

identify the wider world impact?

reflect on my learning?

listen objectively and respectfully?

A useful risk environment

Support when reflecting

A chance to get it wrong

Self Managing

Pedagogy - Self regulating learning

Assessment Reflect onadaptability

managing complexityself direction

Curriculum - Key competency - Self managing

Student Teacher

Planning

Must do

Can do

To do list..

Maths Wall

Pedagogy - Raising mathematical achievement

Authentic learning

Assessment - GlossIkan

Self Management

Curriculum - Mathematical understanding

Real life context

Student Teacher

Learn it

Practise it

Explain it

Teach it

Term 4 ( 11-12.5 years)

Everyone in Room 7

• Attend 2 Teacher workshops EVERY week• Conference with Teacher 4 times a term on your own (you need to

book this in with T)• Complete/ publish 2 book reviews by the end of the term on a

chosen book

Group Reading TasksMust do -

• Silent read for 30 minutes twice a week ADD to your reading log• Read through part or all of the story with the teacher• Read through the story in your mind on your own• Read through your story with a buddy• Read your story onto Photobooth at least 2 times (save to the

server)• Listen to you Photobooth to check your reading strategies• Attend 2 teacher workshops per week - (Learning Reading

Strategies)• Complete 5 Bloom’s Activities per story

(Complete at least - 1 low level, 1 medium level, 1 high level activity• Complete 1 reading skills cards per week

Can do - • Publish 1 medium or high level activity.• Inference Reading Cards• Study Ladder - Reading tasks• Summerland Blog Reading• Silent Reading• Vocabulary games• Reading

Reflection

Maths Diary

PINs Minecraft lesson

Herrmann Whole Brain Model

Helpful Open Social

Imaginative

Dreamer

Adventurous

Mathematical

Problem Solver

Achiever

Practical

Completer

Reliable

I need teacher workshops to be on time I would like more time to finish things

I want furniture to be neat and tidy - Sophie

I need more creative stuff. I would like more designing and inventing.

I want a chance to express my ideas in music.- Maceo

I need to have really cool learning conversations.

For example if someone falls off their chair you stop the lesson and

talk about gravity - Eliza

Blending

“The secret to high performance and satisfaction at work, at school, and at home - is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world”

Daniel Pink, 2010

Reflection

How has your thinking been challenged?

What changes will you make?