Personalized learning model fosters student ownership
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The document discusses redesigning a school's learning model to focus on personalization, authentic learning experiences, and developing student skills and dispositions rather than solely focusing on test taking. It notes that traditional school structures can waste a lot of time and proposes giving students more control over planning their day to make their learning self-directed. The new model emphasizes developing student passions through interdisciplinary, project-based learning and workshops on core competencies like literacy and math. Relationships between students and teachers are also highlighted as important to breaking down barriers and fostering pride in learning.
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Personalized learning model fosters student ownership
- 1. Firstly, ask yourself a big question ... then keep on asking... (P.S We are not a charter school) Amy McCauley & Lisa Squire EduIgnite June 13’ 1Thursday, 27 June 13 The process of redesign involves asking a lot of questions from the why, what and how... Involves a lot of players Unlearning then relearning
- 2. ‘I don’t think I would get on very well in my ideal school because I am too used to being told what to do.’ (Frances, fifteeen) What is the point of school? Guy Claxton,What’s the point of school? 2Thursday, 27 June 13 Fact We are preparing students for the unpredictable What we do know is the skills they may well need. Our school needs to foster and not hinder this.
- 3. Sometimes it works and other times it doesn’t 3Thursday, 27 June 13 We’re having a lot of fun in the process of redesigning Creativity/change is untidy & can be uncomfortable You take a recipe, adapt, change modify - sometimes you end up with a delicious results and other times a chocolate brownie that could double as a paperweight!
- 4. 4Thursday, 27 June 13 This is we’re we are at with our learning model..we will share some of lessons At the heart is the vision, values Relationships, innovative practice, authentic learning, collaboration and personalisation
- 5. 5Thursday, 27 June 13 What do you remember about school? Is it the test taking, the ensuring your size, slope and shape is perfect? Then think about what drives you as a learner? Are these same principles applied in the classroom?
- 6. 6Thursday, 27 June 13 We want our learners to own and drive their learning We know that many of our learners are disengaged in traditional school settings By identifying their passions - sparking interest. Merging their worlds into one - really showing that learning happens all around & growing their understanding of what teaching and learning is Modeling life-long learning. Just having knowledge is not enough - you need to be able to do things with your learning
- 7. structure - student plan 7Thursday, 27 June 13 We collaborate with our learners, involving them in the planning process by having a one-on-one conference with each learner. From these conferences we develop a learning plan. Learners actively participate in the design of their learning Identifies goals for their learning plan and benchmarks as they progress along their learning path with guidance from the teacher - falling out of this is their daily plan. Learners negotiate with us how they will acquire the skills needed to reach these goals - e.g. expert-lead workshop (run by a teacher, another expert learner, a parent), youtube clip, how to- clips...etc. This informs our teaching and learning....
- 8. Teachers have more than enough time to get everything done in the day 8Thursday, 27 June 13 How does the organisation of the help to facilitate learning? How the the clock impede learning and what can you do about it
- 9. How Time is Wasted 33 hours per year 49 hours per year If you spent 10 minutes each day lining up = If you spent 15 minutes each day waiting for silence and order in the classroom = If you spent 20 minutes each day taking the roll = 66 hours per year 9Thursday, 27 June 13 If you think about the amount of time you waste then why do it? Where is the educational value in these things? What if kids were self managing?
- 10. Personalised Planning 10Thursday, 27 June 13 Kids arrive to school and plan their day - supported, self managing & self directed Deprivatised - can do at home, with parents - transparent
- 11. Immersion into ‘The world we don’t know, we don’t know’ Multi-literacies - Inventive Thinking - Digital Age Literacies - Communication (NCREL Research) Personalised Learning Inter-disiplinary approach to the learning areas Core Compentencies Reading, writing & Mathematics Dispositions (Theoretical, thinking, organisational, interpersonal self) 11Thursday, 27 June 13 School wide planning informs personalised planning - talk about world the kids don’t know they don’t yet know What to do with kids to broaden horizons Allows us to collaborate and be clever about how we use our time
- 12. Individual Education Meetings (including initial interests survey & goal setting interviews) Project Based Learning Individual or group based passion projects e.g. Sports gear procurement, Urban Journey - school trip, Art - Learning Common visual & space design Other Diagnostic Assessments Reading, Writing & Mathematics (including STAR, eAsttle, iKan, GloSS, Strand pre & post tests, Probe) Workshops - Core Competencies Literacy Mathematics Measurement Basic Facts Learner Profile Learner Qualities Self Assessment Reading Skills Writing Skills Optional Workshops Culture Yrs. 7 & 8 Technology International Foods Art Mandarin Physical Education Fitness Career Education - integrated L E A R N I N G C O M M O N 3 T E R M 2 12Thursday, 27 June 13 Risk of personalising is watering down. Adress the core competencies through a parallel programme
- 13. 13Thursday, 27 June 13 Often dispositions don’t happen in schools as we don’t provide opportunities real opportunities for our kids to develop them. Sometimes we need to create artificial situations however ideally they should be happening as a natural part of the day.
- 14. Student Problem: I can never tell which teacher is which... ‘Amy wears pretty dresses’ ‘Kristyn is the smart one’ ‘Lisa has brown hair’ Anon, senior student Solution Offered 14Thursday, 27 June 13 Tell the story
- 15. ‘It is also true that our greatest source of pride in self generally comes from achievements inspired from within and encouraged and supported by others who expect and demand that we would give our best.’ - Dr Julia Atkin 15Thursday, 27 June 13 Relationships See ourselves as critical friends/coach Encourage and challenge Allow self expression - tolerance and openness Use first names to break down the barriers - a uniform or using a titles doesn’t necessarily bring self pride and respect
- 16. 16Thursday, 27 June 13 Relationships and a high trust model Some of the things you will see... - Secondary staff involved in learning and collaboration - Young teaching older students - Library within the common no booking system - No bells - eating when hungry,
- 17. 16Thursday, 27 June 13 Relationships and a high trust model Some of the things you will see... - Secondary staff involved in learning and collaboration - Young teaching older students - Library within the common no booking system - No bells - eating when hungry,
- 18. 17Thursday, 27 June 13