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Personalised learning f_copy

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  • 1. Personalised Learning Kristyn Rack It’s a Learners’ World: Mapping a New Landscape 2013
  • 2. 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?
  • 3. How much of what we do is more for us then the students?
  • 4. Spot the difference? Differentiation Personalisation Individualisation
  • 5. Differentiation Individualisation The teacher meets the needs of different groups of learners. The teacher uses assessment and data collected to inform teaching The teacher gives 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.
  • 6. 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 teacher meets the needs of different groups of learners. The teacher uses assessment and data collected to inform teaching The teacher gives 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.
  • 7. 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..
  • 8. What you to learn? motivated What learning actually happened?
  • 9. Full engagement - the desire for self direction The urge to get better at things - satisfaction Making a difference - knowing why we are doing this Motivation RSA Animate Drive:The surprising truth about what motivates us
  • 10. Pedagogy - the ‘why’ Assessment - the ‘how’ Curriculum - the ‘what’ Student Teacher
  • 11. Managing self Thinking Participating and contributing Using language symbols and texts Relating to others Key Competencies
  • 12. Dispositions
  • 13. 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?
  • 14. 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
  • 15. Self Managing
  • 16. Pedagogy - Self regulating learning Assessment Reflect on adaptability managing complexity self direction Curriculum - Key competency - Self managing Student Teacher
  • 17. Planning
  • 18. Must do Can do
  • 19. To do list..
  • 20. Maths Wall
  • 21. Pedagogy - Raising mathematical achievement Authentic learning Assessment - Gloss Ikan Self Management Curriculum - Mathematical understanding Real life context Student Teacher
  • 22. Learn it Practise it Explain it Teach it
  • 23. 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 Tasks Must 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
  • 24. Reflection
  • 25. Maths Diary
  • 26. PINs Minecraft lesson
  • 27. Herrmann Whole Brain Model Helpful Open Social Imaginative Dreamer Adventurous Mathematical Problem Solver Achiever Practical Completer Reliable
  • 28. 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
  • 29. Blending
  • 30. “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
  • 31. Reflection How has your thinking been challenged? What changes will you make?