Personalisation by Pieces [email_address] www.camb-ed.net
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn,...
Angela McFarlane <ul><li>We need to structure learning so that children can learn how to learn and learn how to collaborat...
Mick Waters <ul><li>What are you trying to achieve? </li></ul><ul><li>How will you organise learning? </li></ul><ul><li>Ho...
S elf-Managers E ffective Participators C reative Thinkers R eflective Learners Independent  E nquirers T eam Workers The ...
Early years + 15 Skills included in the curriculum but not in the required portfolio PLT + Subject area specific skills, s...
Skills Ladders S E C R E T Explore a Question S Evaluate Evidence St Stay Objective E Reach Conclusions C Set Your Challen...
What is PbyP – Part 1 <ul><li>Skills ladders </li></ul><ul><li>Make progression a secret no more </li></ul><ul><li>Make it...
Angela again!! <ul><li>All of the research findings point to the need for creating knowledge through collaboration but I r...
Practice vs Research <ul><li>Learner Led </li></ul><ul><li>Knowledge created </li></ul><ul><li>Learners produce media </li...
Common Vision <ul><li>‘ Every Child Matters’ </li></ul><ul><ul><li>Agreed outcomes for all children. </li></ul></ul><ul><u...
Danger of ‘Bolt-ons’ If we don’t work out the fundamental principles first we end up just ‘bolting on’ old ideas and hopin...
Luckily the international case study team had finished their report before the first “old fashioned” bridge appeared.
<ul><li>Fuelled by inspiration, personal choice and personal needs.  Recognising that the value of a community is in the d...
Reliable peer assessment What to use for goals? Lifelong competencies Arranged in Skills Ladders Clear progression up a la...
What is PbyP – Part 2 <ul><li>Expert Peer Assessment </li></ul><ul><li>A common benchmark in your school or authority agai...
Structuring learning:  Skills Ladders <ul><li>What is a skills ladder ? </li></ul><ul><li>How have we approached this in E...
Supporting informed mentoring <ul><li>Supporting parents in their engagement and support </li></ul><ul><li>Growing indepen...
What is PbyP – Part 3 <ul><li>Engaging Parents </li></ul><ul><li>Weekly structured meetings for parents to have with their...
What is PbyP – Parts 4 to 40! Examples from the 80 PbyP schools Structured  .   team .   work Implement PbyP by Monday Bre...
Breaking Ranks <ul><li>12  Personal Progress Plan  </li></ul><ul><li>13  Key Mentor adult advocate </li></ul><ul><li>16  B...
Pyramids – number not strength <ul><li>Agree the long term vision – P-route ? –  how ideally would you personalise learnin...
Understood by all <ul><li>Examples from successful schools </li></ul><ul><li>Every piece of work completed must be display...
Still a continuous process with ICT ICT rich P-route based future vision ICT rich T-route based future vision 50 : 50  100...
Getting everything in place Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Kno...
Back to the pieces
Team roles The Leader   ( takes responsibility and volunteers ) The Coach   (builds the team especially talents and skills...
A leadership curriculum <ul><li>Structured activities for primary and secondary classrooms to introduce Belbin style group...
Task ideas 3 2 1 I can praise each person in my team of 4 using their names and I can tell what I did well that helped the...
A leadership curriculum <ul><li>Structured activities for primary and secondary classrooms to introduce Belbin style group...
Task ideas 6 5 4 People who have worked together on a big project need people to appreciate them. At the end of a project ...
Task ideas 4 When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact...
Back to the pieces
Some examples of opportunities <ul><li>The ‘St Lawrence School’ wrist bands. </li></ul><ul><li>Oswestry homework replaceme...
Back to the pieces
Week 1 (Today!) <ul><li>Choose People   </li></ul><ul><ul><li>Choose at least two staff and the children they teach. </li>...
Week 2 – Test it out <ul><li>4 Pupils and 2 Staff </li></ul><ul><ul><li>In a lunchtime, invite 2 staff and 4 volunteer pup...
Week 3 – Peer Teaching <ul><li>Pupil team create a lesson </li></ul><ul><ul><li>Ask the team to prepare a lesson on PbyP o...
Week 4 – Start Praising <ul><li>Two staff meet up   </li></ul><ul><ul><li>Both with a computer, download the teacher guide...
Back to the pieces
Preparation for life ? <ul><li>If this is the case then they should …. </li></ul><ul><ul><li>Manage their own money </li><...
Preparation for exams? <ul><li>Students ignoring exam technique and content until year 10 outperform those who have been ‘...
Stats and Facts <ul><li>Fastest whole school implementation = 3 days </li></ul><ul><li>Countries operating one or more sch...
Back to the pieces
Costs <ul><li>Single school </li></ul><ul><li>One off set up and documentation cost = £150 </li></ul><ul><li>Annual cost =...
Back to the pieces
Early years foundation stage <ul><li>Just launched  </li></ul><ul><li>Only 3 schools currently </li></ul><ul><li>Makes EYF...
EYFS Profile <ul><li>Fully integrates with full PbyP so uploads can be from mobile devices </li></ul><ul><li>Whole evidenc...
Back to the pieces
Professional Learning Communities <ul><li>Any number of schools in an Authority / Cluster / District can take part. </li><...
The Action Research <ul><li>Workshop 2 </li></ul><ul><ul><li>Collaboratively plan and discuss robust projects based on stu...
Sharing and Sustaining <ul><li>Final Workshop </li></ul><ul><ul><li>Delegates learn how to tackle their next challenge whi...
Back to the pieces
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Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Director of Research and Development, Cambridgeshire Education

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Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Director of Research and Development, Cambridgeshire Education

  1. 1. Personalisation by Pieces [email_address] www.camb-ed.net
  2. 2. &quot;The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.&quot; Alvin Toffler..
  3. 3. Angela McFarlane <ul><li>We need to structure learning so that children can learn how to learn and learn how to collaborate </li></ul><ul><li>We need to recognise the role of peer learning in collaboration </li></ul><ul><li>We need to help parents know how to help and how to engage with their child’s actual work </li></ul><ul><li>Suggestion – do we need to ensure that children expect to work with as wide a variety of others as possible ? </li></ul>
  4. 4. Mick Waters <ul><li>What are you trying to achieve? </li></ul><ul><li>How will you organise learning? </li></ul><ul><li>How well are we achieving our aims? </li></ul>Competencies are universally understood – they are the international backbone of education
  5. 5. S elf-Managers E ffective Participators C reative Thinkers R eflective Learners Independent E nquirers T eam Workers The secret of personalised learning
  6. 6. Early years + 15 Skills included in the curriculum but not in the required portfolio PLT + Subject area specific skills, second language, Optional expanded sets and alternative core ladders Physical Development Knowledge & Understanding of World Creative Development Personal, social and emotional development Communication Language and Literacy Problem solving, reasoning and numeracy 9 8 7 6 5 4 3 2 1 Early Years Profile ICT Literacy Communication Language and Literacy Problem solving, reasoning and numeracy 9 8 7 6 5 4 3 2 1 Functional Skills R eflective Learners Independent E nquirers T eam Workers C reative Thinkers E ffective Participators S elf Managers 9 8 7 6 5 4 3 2 1 PLTs - Core set
  7. 7. Skills Ladders S E C R E T Explore a Question S Evaluate Evidence St Stay Objective E Reach Conclusions C Set Your Challenges C Plan-Do-Review St Invite Feedback E Share learning S Imagine C Make Links St Question Assumptions S Take Creative Risks E Identify an Issue E Find Solutions C Persuade others St Get Involved S S St E C S C E St Manage Emotions Evaluate the Team Manage the Team Build the team Take Responsibility Manage Risk Go for it, finish it Be Organised 9 8 7 6 5 4 3 2 1 PLTs - Core set Writing Present, process develop with ICT Find and select information using ICT Use ICT Comparing / combining sources Presenting to an Audience Discussion Interpreting and Comunicating Calculating / Analysing Making sense of situations 9 8 7 6 5 4 3 2 1 Functional Skills S C E St Social Cognitive Emotional Strategic Key
  8. 8. What is PbyP – Part 1 <ul><li>Skills ladders </li></ul><ul><li>Make progression a secret no more </li></ul><ul><li>Make it clear to children how they can progress </li></ul><ul><li>Provide routes for aspiration </li></ul><ul><li>Allow everyone to engage with how to learn to learn </li></ul><ul><li>Easy to apply – poster or ICT </li></ul>
  9. 9. Angela again!! <ul><li>All of the research findings point to the need for creating knowledge through collaboration but I rarely see true collaboration anywhere. </li></ul>
  10. 10. Practice vs Research <ul><li>Learner Led </li></ul><ul><li>Knowledge created </li></ul><ul><li>Learners produce media </li></ul><ul><li>Communities of learning </li></ul><ul><li>Peer and Self Assessment </li></ul><ul><li>Formal, informal continuum </li></ul><ul><li>Individualised challenges </li></ul><ul><li>Multiple pathway </li></ul><ul><li>Choice of approach </li></ul><ul><li>Peer and multi age working </li></ul><ul><li>Personalised by choice </li></ul><ul><li>Teacher Led </li></ul><ul><li>Knowledge ‘delivered’ </li></ul><ul><li>Learners consume media </li></ul><ul><li>Competitive </li></ul><ul><li>Teacher assessed </li></ul><ul><li>Distinct from informal </li></ul><ul><li>Pace of the class </li></ul><ul><li>Single course </li></ul><ul><li>Predominant learning style </li></ul><ul><li>Restricted age range </li></ul><ul><li>Personalised by teacher </li></ul>P-Route T-Route
  11. 11. Common Vision <ul><li>‘ Every Child Matters’ </li></ul><ul><ul><li>Agreed outcomes for all children. </li></ul></ul><ul><ul><ul><li>Healthy, safe, happy students </li></ul></ul></ul><ul><ul><ul><li>Enjoying and being stimulated by learning </li></ul></ul></ul><ul><ul><ul><li>Achieving their potential </li></ul></ul></ul><ul><ul><ul><li>Contributing to the social well being of society </li></ul></ul></ul><ul><ul><ul><li>Contributing to the economic well being of their community. </li></ul></ul></ul><ul><li>Personalised Learning </li></ul><ul><ul><li>More focussed on each individual learner’s needs – engage parents </li></ul></ul><ul><li>Competency Based Curriculum </li></ul><ul><ul><li>In the knowledge economy, skills are more important than content. </li></ul></ul><ul><li>Student Voice / Student Leadership / Engagement </li></ul><ul><ul><li>Learners as equal partners for co-development </li></ul></ul>
  12. 12. Danger of ‘Bolt-ons’ If we don’t work out the fundamental principles first we end up just ‘bolting on’ old ideas and hoping it works. e.g. virtual classrooms !!! Is a fundamental principle of learning that it happens in a box? Web-pages, whiteboards, year groups, lessons, courses, assignments
  13. 13. Luckily the international case study team had finished their report before the first “old fashioned” bridge appeared.
  14. 14. <ul><li>Fuelled by inspiration, personal choice and personal needs. Recognising that the value of a community is in the diversity, creativity, relationships and peer respect. </li></ul><ul><li>Supported by a range of advisors, mentors and teachers : The learner is at the centre. They are empowered by choices and the advice of many others. </li></ul><ul><li>Research led, open, collaborative, safe to fail and experiment : Learning research informs us and is an active human process in which new knowledge occurs through individuals sharing and developing ideas and concepts with others </li></ul><ul><li>Success understood by the learner. Evidenced, shared and praised : If learners drive the process, assessment and objectives are owned and If learning is driven by inspiration and developed in communities then sharing is as essential as the recognition of progression. </li></ul>Fundamental Principles of learning. Learning should be… <ul><li>Fuelled by inspiration, personal choice and personal needs. </li></ul><ul><li>Supported by a range of advisors, mentors and teachers : </li></ul><ul><li>Research led, open, collaborative, safe to fail and experiment : </li></ul><ul><li>Success understood by the learner. Evidenced, shared and praised : </li></ul>Once a learner has been inspired to learn, how do we help them structure their learning? How much autonomy should we trust them with? If learning is personalised and every learner is working at a different pace with different things inspiring them to learn, how do you monitor to keep track and make sure nobody slips through the net?
  15. 15. Reliable peer assessment What to use for goals? Lifelong competencies Arranged in Skills Ladders Clear progression up a ladder Can be understood and evidenced by the learner Learner chooses how to evidence Often use evidence from home or out of school activities as well as lessons. Teachers can make links clearer Work submitted to the web 2.0 community Evidence of their achievement is uploaded by the learner Work is peer assessed …by another learner who already has achieved this goal Marked work joins the learner’s e-portfolio and can be seen by all users to inspire them  Presenting to an audience : Level 1 Do a “show and tell” in front of your class. Presenting to an audience : Level 9 Do an international presentation to 1000 of your peers and be evaluated as good or better by at least half
  16. 16. What is PbyP – Part 2 <ul><li>Expert Peer Assessment </li></ul><ul><li>A common benchmark in your school or authority against which to improve learning outcomes </li></ul><ul><li>Assessed e-portfolio </li></ul><ul><li>Evidence based with only 20% assessed by teachers </li></ul>
  17. 17. Structuring learning: Skills Ladders <ul><li>What is a skills ladder ? </li></ul><ul><li>How have we approached this in EYFS ? </li></ul><ul><li>How have we approached this in PLTS ? </li></ul><ul><li>What is a learner’s profile ? </li></ul>
  18. 18. Supporting informed mentoring <ul><li>Supporting parents in their engagement and support </li></ul><ul><li>Growing independence involve peers in mentoring process </li></ul><ul><li>Work towards specialist mentors e.g. SIPs </li></ul>
  19. 19. What is PbyP – Part 3 <ul><li>Engaging Parents </li></ul><ul><li>Weekly structured meetings for parents to have with their children </li></ul><ul><li>Share actual work </li></ul><ul><li>Structure home learning </li></ul><ul><li>Let parents know next steps </li></ul>
  20. 20. What is PbyP – Parts 4 to 40! Examples from the 80 PbyP schools Structured . team . work Implement PbyP by Monday Breaking Ranks overlap Local Authority transform tool EYFS Early Years Foundation STATS & FACTS Costs
  21. 21. Breaking Ranks <ul><li>12 Personal Progress Plan </li></ul><ul><li>13 Key Mentor adult advocate </li></ul><ul><li>16 Basis of Family mentoring </li></ul><ul><li>19 Essential Learnings </li></ul><ul><li>20 Alternatives to tracking </li></ul><ul><li>21 Student led depth </li></ul><ul><li>22 Real-life contexts </li></ul><ul><li>23 Structure for service learning </li></ul><ul><li>24 Extends beyond school </li></ul><ul><li>25 Critical thinking </li></ul><ul><li>28 Promote active involvement </li></ul><ul><li>29 Assessment IN learning </li></ul><ul><li>30 Continuums of competence </li></ul><ul><li>31 Integration of ICT </li></ul>
  22. 22. Pyramids – number not strength <ul><li>Agree the long term vision – P-route ? – how ideally would you personalise learning? </li></ul><ul><li>Agree the key unifying statements - Consultation that is full and honest with deadlines and teeth !! </li></ul><ul><li>Get everyone pulling in the same direction The more people involved the greater the impact </li></ul><ul><li>Keep inviting feedback and reflecting from all people involved to review direction and how well you are doing. </li></ul>
  23. 23. Understood by all <ul><li>Examples from successful schools </li></ul><ul><li>Every piece of work completed must be displayed or performed – e.g. Selly Park </li></ul><ul><li>Learners as professionals – e.g. Pudsey Grangefield </li></ul><ul><li>All lessons are to develop competence – e.g. St Lawrence </li></ul><ul><li>Micro-society - All services run by students – e.g. microsociety movement </li></ul><ul><li>All materials produced by learners – e.g. Bealings </li></ul><ul><li>All people progress in all lessons </li></ul><ul><li>Shared curriculum delivery and/or Pupil led curriculum – e.g. Grey Court </li></ul><ul><li>Passion – Praise – Positive </li></ul>
  24. 24. Still a continuous process with ICT ICT rich P-route based future vision ICT rich T-route based future vision 50 : 50 100% P -route practice 100% T -route practice 2009 2014 Far vision Achieving Access Cost effective learning gains Ubiquitous
  25. 25. Getting everything in place Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Vision Skills Incentives Resources Action Plan + + + + = Change Vision Skills Resources Action Plan + + + + = Resistance Vision Incentives Resources Action Plan + + + + = Anxiety Vision Skills Incentives Action Plan + + + + = Frustration Vision Skills Incentives Resources + + + + = Treadmill Skills Incentives Resources Action Plan + + + + = Confusion
  26. 26. Back to the pieces
  27. 27. Team roles The Leader ( takes responsibility and volunteers ) The Coach (builds the team especially talents and skills) The Manager ( Manages the team especially deadlines and roles ) The Motivator ( Praises the team and eventually evaluates )
  28. 28. A leadership curriculum <ul><li>Structured activities for primary and secondary classrooms to introduce Belbin style group structures </li></ul>All level 2 plus… the team can use a formal meeting to agree roles in the team. Team members are open, co-operative and look after each other. 60 Minutes 3 All level 1 plus… the team completes a 20 minute activity that requires them to discuss and agree rules, and produce a feeling of team spirit or shared goals. 20 Minutes 2 The team completes a ten minute activity . They help each other, respect each other, praise each other and listen to each other. 10 Minutes 1 Description Minimum Level Levels 1-3: Classroom based team working activities
  29. 29. Task ideas 3 2 1 I can praise each person in my team of 4 using their names and I can tell what I did well that helped the team and what I did badly? In my team I can praise each person for something they did really well. They would agree with me. I can say 'well done' to other people when they have done something well. Evaluate the Team I make sure everyone in our team knows what they need to be doing and if they look like they are running out of time I help them myself or ask others to help them. I help people in my team so that our whole team does really well I help people who are finding work hard. Manage the Team When I work together in a team I make sure everyone is heard by sticking up for them or inviting them to speak. I help to make sure everyone gets the jobs they want to do OR are best at. My evidence will come from other team members explaining how I supported them. I take into account the needs of others. I can tell if someone is sad or happy and I can check they are OK. I know what people are good at and what makes them feel happy. I understand that people should show respect to each other . They should listen to what they say and look after each other. Build Team Strengths I have put together a team of four and we had our first meeting. We agreed jobs for each of us. We worked out some rules we would all have to follow to make it fair. I have kept to what I agreed. I can work out rules in games or in teams. I can take turns and share the different jobs I volunteer for jobs. Take Responsibility
  30. 30. A leadership curriculum <ul><li>Structured activities for primary and secondary classrooms to introduce Belbin style group structures </li></ul>All level 5 plus…the team are commissioned to run their project or service and respond to the tender which will have resources or a budget attached. 6 Weeks 6 All level 4 plus…the team comes up with the service themselves and evaluate their own effectiveness in delivering the service. 6 Weeks 5 All level 3 plus…the team offer a service that requires them to reliably perform a task each day for two weeks without prompting or support. 2 Weeks 4 Description Minimum Level Levels 4-6: Learner-led team projects and services
  31. 31. Task ideas 6 5 4 People who have worked together on a big project need people to appreciate them. At the end of a project I produced a report/presentation/video that shares our successes with people outside our team and also makes the team feel proud of the work they have achieved. It must also hint at improvements needed for next time? I can look at the whole team and suggest ways we could all work together better using positive suggestions. If I think there is a problem, I can only raise it if I have a suggestion. Evidence could be an evaluation of how well the team has met its targets and why or how well the team delivers its service. When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly. Evaluate the Team In a project that lasts for at least six weeks I have negotiated SMART weekly targets for each member of the team. Our meetings review the plan and make sure everyone is on task and meeting deadlines. We provide a good service that is value for money and reliable because of the team and my management of it. I produce project plans that show what everyone in the team should be doing and what their deadlines are. I organise meetings to discuss the plan and make sure everyone is clear about what they need to do. My evidence needs to include the plan and something about how the meetings have helped. I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working. Manage the Team I have found examples of the hundreds of tiny things that effect people every day. For negative examples a snigger when someone is sharing how they feel or looking away when they are half way through a sentence. For positive examples a pat on the arm, smiles, questions about how they are, remembering something that they said etc. I have found examples of these and can explain how they have helped to build or damage my team. I have evidence that I can MIRROR. This is about listening to someone and reflecting their feelings back to them. I may use examples of times when I felt the same. I know I have mirrored well if the person recognises themselves in what I say. I can evidence doing this on video or explain when I used it to make people feel more listened to in my team. For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team. Build Team Strengths I have led a team of 4 people or small company and have been in control of a budget. When I set up the team we negotiated roles and now everyone is clear on their roles and what tasks they personally need to do for the team to succeed. If there is an issue, complaint or if people have an argument in the team I will get involved and take responsibility for making sure it is sorted out fairly. I personally know what all the team members are working on at the moment. I lead a team of people who offer a service, run a club or event or do a job together. Everyone has very clear roles and I can explain what they are. We agreed the roles together and I have done mine well and not let people down. As evidence I could explain what our team will be doing, who does what role and how we decided on these. I could share my thoughts and concerns about what could go wrong and how I would deal with it. I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes.. Take Responsibility
  32. 32. Task ideas 4 When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly. Evaluate the Team I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working. Manage the Team For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team. Build Team Strengths I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes.. Take Responsibility
  33. 33. Back to the pieces
  34. 34. Some examples of opportunities <ul><li>The ‘St Lawrence School’ wrist bands. </li></ul><ul><li>Oswestry homework replacement. </li></ul><ul><li>Radstock news editor </li></ul><ul><li>Carn Gwaval project teams </li></ul><ul><li>Pearl Hyde’s environmental area </li></ul><ul><li>Isles of Scilly extended reception duty teams. </li></ul><ul><li>Bealings Commissioning </li></ul><ul><li>Serlby transition project </li></ul><ul><li>Numerous schools – peer teaching projects </li></ul><ul><li>Numerous schools – extended project linked to a final presentation. </li></ul>
  35. 35. Back to the pieces
  36. 36. Week 1 (Today!) <ul><li>Choose People </li></ul><ul><ul><li>Choose at least two staff and the children they teach. </li></ul></ul><ul><li>Tell us who they are </li></ul><ul><ul><li>Send names, surnames, DOB, UPN/code, Gender and tutor ID off to CE to upload. </li></ul></ul><ul><li>We return login details </li></ul><ul><ul><li>CE will return the usernames and passwords </li></ul></ul>
  37. 37. Week 2 – Test it out <ul><li>4 Pupils and 2 Staff </li></ul><ul><ul><li>In a lunchtime, invite 2 staff and 4 volunteer pupils to a 20 minute session in an ICT room. </li></ul></ul><ul><ul><li>Give them login details, they download the userguide from pbyp.co.uk </li></ul></ul><ul><ul><li>Explain to them they will be sending their work around the world for expert children to assess and, if successful, will become experts themselves in vital 21 st century learning skills </li></ul></ul>
  38. 38. Week 3 – Peer Teaching <ul><li>Pupil team create a lesson </li></ul><ul><ul><li>Ask the team to prepare a lesson on PbyP of no more than 20 mins </li></ul></ul><ul><li>View the lesson </li></ul><ul><ul><li>Get a preview of the lesson </li></ul></ul><ul><li>Book an ICT room </li></ul><ul><ul><li>Let them conduct their lesson. </li></ul></ul>
  39. 39. Week 4 – Start Praising <ul><li>Two staff meet up </li></ul><ul><ul><li>Both with a computer, download the teacher guides </li></ul></ul><ul><li>Log in to the Admin site </li></ul><ul><ul><li>Pbyp.co.uk/admin </li></ul></ul><ul><li>Find some praise </li></ul><ul><ul><li>Look for the best assessor, the best mentor, the person submitting most, the best piece of work etc. Then publically praise </li></ul></ul>
  40. 40. Back to the pieces
  41. 41. Preparation for life ? <ul><li>If this is the case then they should …. </li></ul><ul><ul><li>Manage their own money </li></ul></ul><ul><ul><li>Have a vote and be heard </li></ul></ul><ul><ul><li>Make choices </li></ul></ul><ul><ul><li>Make mistakes </li></ul></ul><ul><ul><li>Be part of a community </li></ul></ul><ul><ul><li>Be permitted to finish work </li></ul></ul><ul><ul><li>Take responsibility for teaching younger children </li></ul></ul><ul><ul><li>Learn mainly through collaborating with others </li></ul></ul><ul><ul><li>Be treated as an equal / same species </li></ul></ul><ul><ul><li>Do work that has direct use and relevance to someone </li></ul></ul><ul><ul><li>Use toilets and canteens fit for adults </li></ul></ul>
  42. 42. Preparation for exams? <ul><li>Students ignoring exam technique and content until year 10 outperform those who have been ‘preparing for exams’ all their life </li></ul>Competencies such as problem solving even entirely unrelated topics positively impacts exam success
  43. 43. Stats and Facts <ul><li>Fastest whole school implementation = 3 days </li></ul><ul><li>Countries operating one or more schools </li></ul><ul><ul><li>UK, Australia, USA, India, China </li></ul></ul><ul><li>Competencies frameworks combined = 54 </li></ul><ul><li>Number of schools as of March 1 st 09 = 86 </li></ul><ul><li>Average number submitted = 1.8 per week per pupil </li></ul><ul><li>Pass to Fail moderations = 0% </li></ul><ul><li>Student assessed = 80% (PLTS ladders), 82% (UK key skills), 20% (Building Learning Power) </li></ul><ul><li>Next upgrade expected July 09, continuous development </li></ul><ul><li>Currently £550,000 investment, £180,000 return – expected breakeven point September 2010. </li></ul>
  44. 44. Back to the pieces
  45. 45. Costs <ul><li>Single school </li></ul><ul><li>One off set up and documentation cost = £150 </li></ul><ul><li>Annual cost = £100 + £3 per user </li></ul><ul><li>Local Authority </li></ul><ul><li>£6000 central + £700 per school </li></ul><ul><li>Action research training in five engagements over the year </li></ul><ul><li>Training and licences for each school’s innovation projects </li></ul><ul><li>Just the posters, packs and delegate courses </li></ul><ul><li>£17 for poster packs, £150 content packs, £250 courses, £1200 per day consultant rate </li></ul>
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  47. 47. Early years foundation stage <ul><li>Just launched </li></ul><ul><li>Only 3 schools currently </li></ul><ul><li>Makes EYFS profile accessible to parents and young children using video clips </li></ul><ul><li>Active Parental involvement </li></ul><ul><li>Multimodal evidence </li></ul>
  48. 48. EYFS Profile <ul><li>Fully integrates with full PbyP so uploads can be from mobile devices </li></ul><ul><li>Whole evidence portfolio available to you as you progress </li></ul><ul><li>Peer assessment controlled between known classes initially expandable to a network of classes internationally </li></ul>
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  50. 50. Professional Learning Communities <ul><li>Any number of schools in an Authority / Cluster / District can take part. </li></ul><ul><li>Two members of staff from each school with SMT backing attend the training </li></ul><ul><li>By the end of session 1 – All staff will understand the action research methods to be used and will have all the skills they need to enable them to use PbyP effectively </li></ul>
  51. 51. The Action Research <ul><li>Workshop 2 </li></ul><ul><ul><li>Collaboratively plan and discuss robust projects based on student outcomes in the competencies </li></ul></ul><ul><li>Workshop 3 </li></ul><ul><ul><li>After six months delegates feed back findings and invite feedback. </li></ul></ul><ul><li>Workshop 4 </li></ul><ul><ul><li>After a year delegates collaboratively analyse their findings and derive lessons using actual student evidence and progression in PbyP </li></ul></ul>
  52. 52. Sharing and Sustaining <ul><li>Final Workshop </li></ul><ul><ul><li>Delegates learn how to tackle their next challenge which is to extend their knowledge base to two further staff in their institution </li></ul></ul><ul><ul><li>They create a case study presentation for conference or in-school sharing of the practice they have developed </li></ul></ul>
  53. 53. Back to the pieces

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