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Dan Buckley, Cambridge Education


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How can schools use handhelds to genuinely transform learning?

Published in: Business, Education
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Dan Buckley, Cambridge Education

  1. 1. Beyond Trials Presentation at Handheld Learning 07 Dan Buckley: Subscribe to PbyP newsletter at
  2. 2. Common Vision ? • ‘Every Child Matters’ – Agreed outcomes for all children. 1. Healthy, safe, happy students 2. Enjoying and being stimulated by learning 3. Achieving their potential 4. Contributing to the social well being of society 5. Contributing to the economic well being of their community. • Personalised Learning – More focussed on each individual learner’s needs • Competency Based Curriculum – In the knowledge economy, skills are more important than content. • Student Voice / Student Leadership / Engagement – Learners as equal partners for co-development
  3. 3. Research helps us know WHAT not HOW to change. – Giving grades decreases performance – Peer assessment increases accuracy and performance – Student led services enhance whole school performance – ‘Emersion’ is a natural pattern that accelerates learning – Mentoring for 10 minutes per week accelerates learning – Crowd movement is the second biggest factor in unhappiness – Regular water intake improves cognitive development – Toxins from poor toilet use depress higher order thinking – Learner directed outperforms teacher directed considerably – Deconstruction increases dependency, slows cognitive growth – Learning is accelerated by merit based praise and opportunity – Secondary age learners spend more time in online collaboration, comment and review than they do watching TV – Expert / Novice groupings are most effective when there is less than a two level gap. – Mismatch in alignment of ICT between schools and students – More…..
  4. 4. Two ends of the personalisation spectrum T - Route P - Route • Teacher Led • Learner Led • Instructional • Knowledge creation • Learners as consumers of • Learners as producers of media media • Communities of learning • Teacher authenticated • Peer and Self Assessment • Content directed • Review cycle directed • Distinct from informal • Formal, informal continuum • Pace of the class • Individualised challenges • Single course • Multiple pathway • Predominant learning style • Choice of approach • Restricted age range • Peer and multi age working • Personalised by teacher • Personalised by choice
  5. 5. Two ends of the personalisation spectrum T - Route P - Route • Personalised FOR the pupil • Personalised BY the Pupil BY the Teacher WITH the teacher The teacher uses ICT Better ICT systems can to improve the quality track progress without of their lessons. demanding that all Producing resources children study the same Displaying resources subject at the same Sourcing resources. pace. Children can Data is captured and explore more creative used by teachers. and collaborative study
  6. 6. Pathways for Change: Microsoft Envisioning Guide Most schools currently have some P-route and some T- route practice. How is this likely to change? Buckley D. Ziadeh N. 2006
  7. 7. Key features of a P-route school  Personalised by the learner: based on progression in competencies to allow more of the content to be determined by learners.  Lifelong Continuum: Same model must work in all phases and ages  Research based: All principles must result from recognised research  Assessment owned by the peer group: Diagnostic assessment is still a core role of teachers but final assessment should be by peers.  Aware of the need for evidence: It must generate as much data and evidence for monitoring as the current system without increasing resource.  Able to be adopted gradually: It must be scalable from replacing an hour a week to a complete curriculum  Learners must be able to recognise their own progress: Ownership of the process requires learners to recognise success independently  Most work requires collaboration, creativity and community In the knowledge society these competencies are of central importance.
  8. 8. PbyP learning cycle Check it is SMART Choose a Do Activity target Collect Evidence Submit your evidence
  9. 9. PbyP learning cycle Web tool provides Check it Web tool provides banks of progressively inspiration from how harder targets to is others have met this choose from arranged target and courses to in ladders SMART try Choose a Do Activity target Collect Evidence Your work is sent to Web tool works on ‘experts’ – people who Submit mobile devices so you have already achieved can collect and submit the target you are trying your your evidence whenever to achieve. evidence and wherever
  10. 10. Requirements for PbyP • A learner • An internet connection – on any device with a java enabled browser
  11. 11. PbyP – the theory 1. Learners are inspired by other’s work and a set of progressively harder challenges arranged in Ladders (levels 1-9) Web 2.0, Responding to peer view sites e.g. YouTube 2. Schools (and outside life) provides opportunities to generate their own content /evidence to match the challenge Creativity, content free, opens up diversity. challenge. 3. They submit this content to other learners who have already achieved this: ‘Experts’ Peer Review, progression. ‘Experts’. 4. ‘Experts’ assess the work and, if they pass it, the work is added to the bank of inspirational online content as well as going into the learner’s e-portfolio. E-Portfolio 5. The learner now has access to harder challenges. Mentors
  12. 12. Learning Cycle Step 1 Choosing a target to work on. PLTs from the QCA Business Management Creative Thinking Commercial management Independent Enquiry Customer relationships Reflective Learners Financial management Team Workers Business development Self Managers Bid and proposal management Effective Participants Negotiation Skills (Autonomous Citizens) Contract management Sustainable client relationships 4Rs Building Learning Power Current UK Key Skills Communication Resilience Application of Number Reciprocity Information Technology Working With Others Reflectiveness Evaluating Own and Others Performance Resourcefulness Problem Solving
  13. 13. From Skill Sets to Skills to Skill Ladders Each Skill set involves a number of skill areas PLTs from the QCA such as ‘Independent Inquiry’. In turn, Creative Thinking each of these skill areas are themselves Independent Enquiry divided into skills – Each skill is then Reflective Learners divided into statements to make up the Team Workers ladder Self Managers Effective Participants (Autonomous Citizens) 1 2 3 4 5 6 7 8 9 Ability to Question Ability to Plan Research See Other Perspectives Click here to find out what evidence I need to provide Evaluate Relevance to achieve level 1 of this Link beliefs, decisions skills ladder
  14. 14. Natasha’s Current e-Portfolio. Reviewing Level 4= T Targets she is working on You plan to do something that takes at least 30 minutes. You carry out your plan. Evaluate how well you kept to your plan and what you would improve next time. ? = Evidence awaiting assessment A She can click a shaded box to see successful evidence of targets met
  15. 15. 500 Children are ‘Experts’ in this Ladder. Natasha’s work will automatically go to one of them He has to assess it quickly and make positive, Sean gets an comments if haswants tofor him to constructive Alert. Work he arrived maintain mark his 3 star Assessor Rating
  16. 16. Back into Natasha’s e-portfolio All of Natasha’s Portfolio has been assessed by ‘Expert Students’ Thousands of students have assessed thousands of pieces of work. 100% accuracy in the ? peer marking so far Moderation built in
  17. 17. Any Device in Any Location, Any Time Parents can access and mentor on their mobile phone Access it at School All functions work on a PDA, Laptop or any mobile device Access it at Home on Your PC
  18. 18. The new role of the teacher • Provides opportunities for student empowerment and the development of competencies • Provides a positive and supportive role model and environment for learning • Action researcher for personal development – they are learners with the tools to evaluate their own effectiveness • A well informed professional • Actively share power with their student representatives
  19. 19. Analysis tools to enable action research • Putting the tools in place that allow teachers to reflect on their practice and instantly share success. Collaborative development
  20. 20. Analysis – Time of day
  21. 21. Does Vision dictate the Solution 1. A demountable wall costs 10m2 of floor space, 60 days of staff training or 60 laptops. Does an agnostic vision reduce your options? 2. In the opening minds Curriculum 1 in 7 lessons require teacher presentation. Could the purchase of electronic whiteboards be justified in such a school? 3. In the Grange School, 30% - 50% of the curriculum is delivered through students having a ‘job’ in ‘Grangeton’. Would the provision of a high street with tills, 20 m2 shops, advertising plasmas, radio station, traffic lights and a student intercom be justified? 4. In the ‘Learning Unlimited’ Schools, even though teacher ratios are 1:25 learners are never taught as groups larger than four except for whole school assemblies and events. Activities requiring acoustic separation occur in glass booths. What would be the balance of PCs to Laptops you would recommend?
  22. 22. Which schools have got furthest with P-route? One to one device high investment •12 – 14 year old children given a teacher training course •All of the curriculum was divided between them •Children had personal responsibility for delivering and assessing part of the curriculum •Children collaborated and delivered lessons in groups of 4 •Children researched and produced lessons for their peers •Only the outcome was requested •Initially 3 months were chaotic. •4 years later the average GCSE score increase was 9 grades (1 per subject) across all abilities
  23. 23. Case Study FIS school 1. Agreed the longer term vision – Independence of students and ability to access resources and collaboration 2. Implemented a competency based assessment system – We implemented PbyP 3. Introduced Student empowerment • Trained them how to manage projects • Give them real responsibility • Give them a budget 4. Increase access to ICT for creativity and collaboration • When students think ICT they should think creativity and collaboration, not content 5. Trained the teachers • ‘Senior learners’ but more than this – reflective researchers taking responsibility for empowering learning
  24. 24. End of Presentation • Questions Subscribe to our newsletter at Phone us: 01223463939 Email us: