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“ For learners it means being engaged not just with the content of what is being taught but being involved with the learning process, understanding what they need to do to improve and taking responsibility for furthering their own progress .” http://curriculum.qca.org.uk/organising-your-curriculum/personalisation/?return=http%3A//curriculum.qca.org.uk/search/index.aspx%3FfldSiteSearch%3Dpersonalised+learning
But - Assessment for Learning (AFL) and curriculum choice are identified in most attempts at defining personalised learning
Assessment for Learning expects that learners will improve most when they “understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim” http://www.qca.org.uk/qca_4338.aspx
sharing learning goals with pupils
helping pupils know and recognise the standards to aim for
both the teacher and pupils reviewing and reflecting on pupils' performance and progress
“ design and deliver “a dynamic, forward-looking curriculum that creates opportunities for learners to develop as self-managers, creative thinkers, reflective learners, problem-solvers, team workers, independent learners, and effective communicators.” http://curriculum.qca.org.uk/key-stages-3-and-4/skills/index.aspx
deliver the subject specific curriculum; all wrapped up in a package that interests, inspires and engages the learner.
A time consuming process – it did promote reflection about objectives and practice that in turn influenced the planning. Time well spent thinking about content, skills, activities, resources and assessments;
I worked as an individual – but recognised the potential of the process to support collaborative curriculum development;
Curriculum Mapping ‘conventions’ take time to master – but, there is value in just ‘doing it’ and then refining to conform to conventions;