Personalised Learning Plans


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Personalised Learning Plans

  1. 1. In-Service Update
  2. 2. What is a PLP?  A PLP is a Personalised Learning Plan.  Personalised learning recognises the individual strengths, needs and goals of students and that schools respond to these differences and learning by tailoring to meet each student’s need.
  3. 3. Is there a difference between PLPs and IEP/ILPs? PLP  Extension or Acceleration  Goals, strategies  Parent, student, teacher meetings  Culturally appropriate  Student ownership of learning  Knowledge of Indigenous student/family backgrounds  Review regularly  Student engagement • IEP/ILP  Disabilities  Learning difficulties  Specialist Support  Health plans  Curriculum Modification  Outcome Adjustment
  4. 4. Why Are We Doing This?  To close the gap in literacy and numeracy standards between Indigenous and their non-Indigenous counterparts and increase the rate of Year 12 attainments with students completing their Queensland Certificate of Education (QCE).  Or in short….we want to see the boys succeed!!!
  5. 5. How Will PLPs Help? Personalised Learning will help by: Actively involving learners Engage students & parents Responds to learners uniqueness High Expectations & Valuing excellence
  6. 6. What Is Our Role As Teachers?  Become co-learners with students  Working in teams of teachers to support students  Facilitate learning at school, home and in the community  Improving connections between student learning, curriculum, instruction, classroom-based assessment, and national testing  Implementing a rigorous curriculum, assessment and reporting differentiated to each student's personal interests and abilities  Problematizing learning and making it real world relevant  Emphasise the value of basic literacy and numeracy skills and 21st century competencies
  7. 7. AITSL Standards  Below are the AITSL Standards that directly relate to teacher professional practice and personalised learning plans.  1.4 – Strategies for teaching Aboriginal and Torres Strait Islander students.  2.4 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.  3.1 – Establish challenging learning goals  6.3 – Engage with colleagues and improve practice  7.3 – Engage with parents and carers
  8. 8. Professional Analysis  As a teacher professional you must continually ask yourself these three questions in relation to your teaching practice. 1. What are my strengths as a teacher? 2. Does your approach to teaching and learning enable students to thrive and survive? 3. What areas do I need to build on to improve my teaching and learning practices?
  9. 9. Intercultural Understanding  Teaching in a multicultural classroom with both Indigenous and non-Indigenous students can be challenging. It is important to take stock of our own cultural beliefs and values and how these might impact our Indigenous and non-Indigenous students. 1. What personal lenses and assumptions do you bring into the classroom? 2. How do your own beliefs, behaviours and perceptions contribute to the culture within your school or classroom? 3. How can you use this knowledge to build on the strengths and capacity that already exist within your school and community?
  10. 10. PLP Focus  The central focus of the PLP process is:  Identifying what students already know, what they need to do to reach or exceed mainstream standards, and how best they can do it  Setting clear targets against key learning, and if appropriate, behaviour and attendance outcomes  Developing and applying curriculum appropriate with personally targeted teaching and learning strategies to communicate knowledge and key skills and deal with different paces of learning  Monitoring, reviewing and revising each student’s learning goals and procedures to achieve them  Working to undo barriers to learning, whatever their causes, including fostering the best possible conditions for learning
  11. 11. Why Is It Important?  Getting to know your students is one of the most critical aspects of quality teaching and learning practice. For many years these beneficial and necessary conversations about student learning have not occurred between teachers, students and families.  “Our people and the kids pick up fairly quickly if your fair dinkum or gammin, basically. By you going to those homes shows that respect for them and that you value them and that you’re willing to develop some sort of relationship with them and that you are fair dinkum about their kids. For some people that’s the challenge because it’s difficult for young teachers and some of those older, experienced teachers to get out of their comfort zone and go and do that. Can I also say that as an Indigenous person that it’s difficult aswell, that doesn’t come easy.” (Yolanda Coutts, Lockhart River SS).
  12. 12. Simple documents and monitoring Raising expectations Develop relationshipsPositive and friendly Leadership and commitment Quality feedback Cultural understanding RELATIONSHIPS MATTER STUDENT OUTCOMES Achievable goals DEVELOPING REAL PARTNERSHIPS THROUGH PLPs