Personalized Learning

Christchurch, New Zealand October 2008

Teaching Kiwis to fly!

Our Journey So Far Personalizing the Curriculum

Personalising Learning

Curriculum that allows the professionalism of teachers to come through.

Effective Teaching where a wide range of techniques are utilised. Identify and use evidence of what works to improve learning for all students.

Assessment ‘for’ learning-not ‘of’ learning, assessment that feeds into ongoing teaching and learning.

Organising the School so that new ways of organising the structure of the school day and making effective use of ICT can be utilised.

Strong, engaged communities whereby boards, local business and whanau are partners in the learning process.

Personalising Learning

“ Personalising learning is not individualising learning. It is a change in the relationship between the children and the teacher.”

An idea is a new combination of old elements. There are no new elements. There are only new combinations. Gordon Dryden Out of the Red

“… that allows the professional creativity of teachers to come through.” Developing the Freeville Curriculum

Why change ?

“ I can’t teach the way

I want to teach while meeting

all the objectives I’m supposed to according to our school’s 2 year curriculum plan.”

When children leave our school what do we want them to have gained from their time with us?

Based on

Hands On Education Consultancy and Baccalaureate Primary Years Profile

caring motivated adaptable critical thinkers globalist communicators creative

speak openly and confidently, listen actively and reflectively and ask effective questions. share their thoughts and ideas Communicators

looks like feels like sounds like

The Concept of The Freeville Flyer

Launch of the Freeville Flyer

School Song

Add on!!

2004 We parked our 2 year curriculum plan!

How can we justify not teaching to our curriculum plan?

Coverage is a token investment in learning. Perkins, 1992

The National Curriculum Statements contain guidelines on appropriate teaching and learning approaches. The statements are sufficiently broad and flexible to allow for local interpretation and elaboration. Such flexibility will empower schools and teachers to design programmes which are relevant to the learning needs of their students and communities. New Zealand Curriculum Framework page 23

Each Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum. National Administration Guidelines - NAG 1

“ The achievement objectives are intended to be:… sufficiently broad and flexible to allow for local interpretation and elaborations… to empower schools and teachers to design programmes which are relevant to the learning needs of their students.” Ministry of Education Website

Term Topics for 2004 FLYING

Term Topics for 2005 GROWING

Term Topics for 2006 PLAYING

Thematic Approach for 2006 School of Rock Rockquest Making masks – masquerade Making musical instruments Musical Cultural instruments Games from around the world Country study Tear fund world vision – human disasters – effects of war Soccer world cup Not in my back yard Homelessness Solid waste and recycling Inventions Robotics Cogs and pullies Bp technology challenge Solving problems – nits Reusing, recycling and reducing Forces and motion Levers and pullies Building teams Active/Recreational pursuits Worlds Fastest Indian Circus arts Fair Play/Kiwisport Commonwealth Games Aquatics Athletics Cross Country Triathlon Inventing a new game Frisbee Walks around ChCh Walk about Can-able Co-operative games and playground games Possible topics The Arts Social Studies Science Technology Health/P.E. Social Studies Curriculum Areas Let’s Play What’s the world playing at? Playing with Ideas Push Play Theme Term 4 Term 3 Term 2 Term 1

Script writing, plays Deeper Features: Vocabulary Structure Surface Features: Punctuation Spelling Poetry writing Letters, emails, faxes, Deeper Features: Vocabulary Structure Surface Features: Punctuation Spelling Transactional writing: recording experiments, instructions, Mystery stories. Deeper Features: Vocabulary Structure Surface Features: Punctuation Spelling Transactional Writing: rules, sequence of events, newspaper articles, recounts, lists. Deeper Features: Vocabulary Structure Surface Features: Punctuation Spelling Literacy Styles Talent Quest Cantamaths Canterbury young inventors Camp LT3 Camp LT2 Commonwealth games Swimming Cross country Junior Athletics Day Weetbix children’s triathlon QE2 Primary school’s triathlon City to surf Events Creative Communicator Globalist Adaptable Globalist Caring Critical thinking Creative Communicator Creativity Adaptable Critical thinking Caring Motivation Caring Creative Communication Adaptable Key Characteristics Performance Concert Masked Ball Workshops – making instruments World record attempt Fundraising Event BIG OE Young inventors Banners Science fair Presentation to people whose problem we are helping to solve Circus Triathlon Cross country Athletics games Mini commonwealth games Teach other classes games Possible Celebrations

Sammy’s Jazz review bar Scared scriptless Court theatre Progressive Dinner – foods around the world Science Alive Murder Mystery Party Twilight golf at QE2 Mountain biking at Spencer park + BBQ Weekend @Hanmer Koru Club Learn an instrument Ib – painting at Summer School Tim (Ib) Book launch Liz starring in a play Nicole, Tina and Norman Singstar champions of Baker St Iris – going to Philippines Sponsoring children- Tina, Helen, Iris, Staff to sponsor a child Helen sewing Ib – artist extraordinaire City to surf Pedometer challenge Special K triathlon Wayne and Liz biking to school Shona walking at the beach with her girls and making sandcastles Tina jump jamming at playtimes Craig basketball Helen’s Guides Jenny-Endurance riding Walk the Talk Christchurch Symphony Orchestra Tim’s flatmate’s band Creative junk Mary Chetty CSIM Aranui and Linwood High Jazz School Families in our school World Vision Council Church groups Women’s refuge Green party www.rmf.org.nz creative junk science alive Circo City Council Anne, Iris, Liz – CHCH Walks book CCS Push play discs – Shona Geoff Adams Key Resources

2007 CHANGE *

How people cope with challenge and change Global Challenges Global Warming Disasters Environmental issues Entrepreneurs… initiating change e.g. school uniform, sick bay make over, play ground makeover, staff room makeover, classroom makeovers, changing the New Zealand flag. Exploring Architecture and housing Kitchen Chemistry Fair test (changing the variables) Physical and chemical changes, chemical reactions. States of matter Changing our environment Weather patterns (2008) Geological changes (2008) Evolution and adaptation camouflage Dinosaurs Seasons Volcanoes (2008) Extinction, endangered species Puberty ( Year 7 and 8 only) The age of protest (60’s and 70’s) Civil rights Government (changing the rules) Women’s rights Slavery Leaders, Change Makers Globalisation Transport Resource Management Roles and responsibilities Change, grief and loss ( Curriculum in Action) New classes Family and friends Shifting Goal setting Coping when things go wrong Challenging boundaries Growth Changing your diet Keeping Ourselves Safe Stereotyping How people cope with change Learning Styles New Thinking Tools Possible topics Social Studies Technology Science Technology Social Studies Health/P.E. Curriculum Areas Challenge and Change A Matter of Change “ The Times They Are A Changing” All Change! Theme Term 4 Term 3 Term 2 Term 1

2008 Power *

Electricity – Basic understanding and safety EXPERIMENTING (Electric circuits) Magnets Everyday technology (wind up, mechanical toys) Push and Pull Torches Circuits Power generation Solar power Heat Light and Sound Mirrors and Colours Alternative Power Sources Power Shortages/cost of petrol – how will this affect what we do? Biofuel Stored energy Computers – how they are put together and how do they function properly? Human’s generating energy Tinker, play and mess Leaders Leadership Powerful people Leaders in the school - school captains, caretaker etc Qualities of leadership Co-operations People power @ Freeville Democracy… other styles of government, dictatorship, communism. Law Making Media… the effects of the internet Heroes (Real Life) Space – the final frontier Space Stations Weather Day night Volcanos Seasons and tides Solar system Astronomy Apollo 13 Natural Disasters?? Brain power Learning to learn Food for fuel (Food Technology) Me, myself, I “ Ready steady cook “ “ Top chef” Cake stall Great cake bake off Exercise for health Roles and Responsibilities Self Esteem Healthy Eating Goal setting Team work Keeping Ourselves Safe Suggested topics and concepts Science and Technology (Physical World) Social Studies Science and Technology Health and Technology Curriculum Areas Switching On People Power The Power of Nature? Planet Power? Reach for the Stars??? “ The Power Of One” or “ I’ve got the Power” Theme Term 4 Term 3 Term 2 Term 1

2009 BUILDING *

Staff Review of Thematic Curriculum

Creative and clear understandings

Time for in depth teaching and learning

Conducive to ICT integration

Greater parent and community involvement

Less constraining environment for teachers

Cohesion across the school and teams

Experimentation and innovation

Effective Teaching “… where a wide range of techniques requiring whole class, group and individual learning, including ICT strategies are utilised. We need to identify and use evidence of what works to improve learning for all students”

Significant Classroom Developments

PD as part of ICT contract

First Names

Guest Teachers

School wide Thinking Skills Program

Team Teaching of self directed learning

Freeville Inquiry Flight Path

Restorative Justice

Thinking Skills Plan Michael Pohl

Learning Team One

Learning Team Two Questioning Skills

Learning Team Three Graphic Organisers

Learning Team Four Graphic Organisers

Teaching Pedagogy

Learning Intentions and Success Criteria in Writing

Learning Intentions and Success Criteria in Maths

Learning Intentions and Success Criteria in other areas

Team Teaching

Nau te rourou

Naku te rourou

Ka ora ai te iwi

With your food basket

And my food basket

There will be ample.

Two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.

Freeville’s Team Teaching Model (based on the six models of Maroney(1995) and Robinson & Schaible (1995)

Traditional Team Teaching: Teachers share the instruction of content and skills to all students.

Collaborative Teaching: Teachers work together in designing the course and teach by exchanging and discussing ideas and theories in front of the learners.

Complementary Team Teaching: One teacher is responsible for teaching the content while the other takes charge of providing follow-up activities on related topics/skills.

Parallel Instruction : Class is divided into two groups and each teacher is responsible for teaching the same material.

Differentiated Split Class : Class is divided into smaller groups according to learning needs.

Monitoring Teaching: One teacher assumes responsibility for instructing the entire class while the other monitors student understanding and behavior.

To develop independent self managing students who are fully prepared for the challenges of secondary education and will thrive in a rapidly changing world. (Adaptable)

To improve children’s attitude towards learning. (Motivated )

Why are we doing this?

Habitually reflecting on and evaluating their learning. (Critical Thinking)

Able to manage learning without direct supervision.

Aware of their own learning needs and actively involved in setting goals and planning to work towards these goals.

Getting increased access to teacher time through small group ‘micro-teaching’.

Desired Outcomes

Students’ independent timetables (Year 7-8)

Inquiry @ Freeville

Freeville Flight Path Flight Plan Stop Over Fuel Up! Check In Customs Take Off Arrival You can move between these points to check you are ready for customs. Fit to Fly

Assessment for learning…not of learning

“ We have begun to move towards formative assessment that feeds into ongoing teaching and learning.”

Individual Learning Plans

Learning Stories

Database

What this shows: Brileigh was clearly very motivated by this topic and willingly took a lead within the group. She willingly shared her ideas and opinions with the group, and listened carefully to feedback and other opinions. The survey went through several drafts before reaching publishing standard, showing that she understood that to get the right information you have to ask the right questions. Brileigh shows thorough understanding of the various ways that you can try and change people’s minds about an issue, and has also shown that she can choose appropriately from the options available. It is entirely possible that her work around this issue could end up resulting in a change of thinking in regards to uniform for seniors, and that others in the future will benefit from her campaigning. What Brileigh did: Brileigh chose to work with the group investigating the possibility of changing the Freeville School uniform for students at the Year 7 and 8 level. The group worked together to identify the various people they would need to try and convince i.e. students, teachers, parents and the Board of Trustees. They identified a set of tasks that needed to be tackled, which included finding out about student rights when it comes to school uniform, writing a survey, searching for new uniform options, identifying reasonable prices, and writing a convincing speech or argument to deliver. Brileigh took responsibility for writing the survey. The main aim was to find out what issues the seniors have with the current uniform, and what they would like to be able to wear to school. Once the survey forms were returned, the results were collated and turned into a Power Point to be shown at the Learning Celebration. Brileigh also spoke on behalf of the survey group.

Freeville Key Characteristics

Caring

Motivated

Adaptable

Communicator

Critical Thinker

Globalist

Creative

What the class did: Our main aim for this term was for the children to understand the various ways people try to influence others e.g. campaigning, petitioning, protest, silent protest, lobbying, and be able to apply some of these strategies as part of a reasoned response to an issue of personal interest or significance. We chose to expose the children to 4 international change makers (Mahatma Ghandi, Nelson Mandela, Martin Luther King and Adolf Hitler) and 2 significant issues from New Zealand’s history (the 1981 Springbok Tour, and the Parihaka Maori land acquisition of the 1860’s). In all cases our focus was on identifying the setting and the people involved, the particular issue that was causing conflict, the methods used to try and persuade people, and the actual outcome of the campaign. The next step was for children to identify an issue of personal interest or significance that they could spend some time campaigning in favour of.