Questions to prompt online discussion – Online discussion using Google Docs with one grid per table, aiming to promote group discussion first How do you assess learning?How do we determine the learners needs?What does teaching and learning look like in a personalised environment?How do learners support their learning?How are objectives determined for the learner?How does the learner participate in their learning?
EXAMPLES: Chaffey Secondary College have a modular learning program. Basically they can choose ‘courses’ based on their interest from year 8 onwards. Some courses have pre-requisites and they go for different periods of time. Before finalising choices, students meet with their home group teacher for counselling. Setting up classes like this means that most have students of all ages, but similar interesets.
EXAMPLES: Each term/semester teachers need to ‘sell’ their subject or it won’t run. The course descriptor goes of the VELS area as well as any pre-requisites.
EXAMPLES: This could really go anywhere Rachel, so had a bit of trouble narrowing it down….
Polycom Videoconferencing – Now available in all secondary schools across the network. Students (and teachers) can now work collaboratively without having to leave the classroom. Some examples include music teacher being able to take lessons without having to travel etc….
EXAMPLES: Educators Guide to Innovation and EPals
EXAMPLES: Writer’s Club / Quad Blogging
Examples:VCE class – put a questions from last years exam into a discussion. Each student had to answer the question as well as comment on others. A quick and easy way for teachers to gather information about each student, where they are up to with their knowledge as well as an opportunity to use assessment for learning.Could also be done with NAPLANJournals Ongoing journal to gather information about where students feel they are at, and how they are going with their goals.Only need to set up once, but can be used all yearDon’t have to leave feedback all the time
Estelle's reading example
As a teacher Charles can go from his Science 10 relationship view class page and have all the students listed on the side and click through and see the Profile page for each student.
Personalising learning lmr conference june 2012
PERSONALISING LEARNINGThe more you know about your studentsand their abilities, the greater theopportunity to effectively plan, scaffold anddifferentiate their learning.How can the Ultranet enable teachers toeffectively plan and deliver personalisedlearning?
SOME DEFINITIONSIndividualization refers to instruction that is paced to the learning Teacherneeds of different learners. Learning goals are the same for all centric,students, but students can progress through the material at different grade level,speeds according to their learning needs. For example, studentsmight take longer to progress through a given topic, skip topics that standardscover information they already know, or repeat topics they need basedmore help on. HighDifferentiation refers to instruction that is tailored to the learningpreferences of different learners. Learning goals are the same for all teacherstudents, but the method or approach of instruction varies according to workloadthe preferences of each student or what research has found works bestfor students like them.Personalization refers to instruction that is paced to learning needs,tailored to learning preferences, and tailored to the specific interests of Student led,different learners. In an environment that is fully personalized, the ICT canlearning objectives and content as well as the method and pace may allvary (so personalization encompasses differentiation and facilitate.individualization). Watch video by Barbara Bray and Kathleen McClaskey
Hands on TaskWhat is personalised learning? • What does personalised learning look like to you? What does it look like? • In what ways are the teachers in your school attending to the different needs of students? • Discuss at tables and on the Design Space.
KEY IDEAS Learners are ICT as a key central enabler Lifelong Communities of learning collaborationPersonalising Education: from research to policy and practice Paper No. 11, September 2007http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/personalising-education-report.pdf
LEARNERS ARE CENTRALPersonalising education involves:• a highly-structured approach that places the needs, interests and learning styles of students at the centre.• engaged learners who are informed and empowered through student voice and choice.• assessment that is related to meaningful tasks and includes assessment for and from students.• a focus on improving student outcomes for all and a commitment to reducing the achievement gap.
ICT AS A KEY ENABLERICT• allows each pupil greater diversity for learning.• enhances interactivity between individual students and individual teachers.• provides a space for personalised, flexible learning beyond the classroom walls.• allows students to live locally whilst learning globally - through the use of external resources accessed via the world wide web.
LIFELONG LEARNINGPersonalising education includes a commitment to:• lifelong learning and the provision of flexible learning environments.• a range of educational pathways to meet the needs of all students.
Community members being brought into schools for the emersion component of a unit to build astronger cultural understanding across the school.
Nangiloc Primarysell orange juice andice blocks for profitaround thecommunity.They have a strongrelationship withthe citrus growersassociation, have toadvertise theirbusiness andcalculateexpenses/profits as well as grow thefruit
Students in year 9 at Mordialloc College spend a term completing the ‘MordiallocExperience.’ For part of the term, they choose an organisation to complete communityservice; for the second part of the term, they undertake a community engagementproject.
COMMUNITIES OF COLLABORATIONA school embracing the concept of personalising education will:• promote a ‘community of learning’ approach and cultivate strong relationships between adults and students.• develop and promote the notion of networks rather than existing in isolation.• have strong links with the home, community, local institutions, business and services.
Go North expeditions live with explorers and other schools
Hands OnOur Own Community Using LinoIt to respond to the main ideas.
Learning TasksGroups Group students in variety of ways – VELS levels, interests, learning styles.Submission Encourage students to use a variety of learning methods to submit their work – written, audio, video etcDiscussion Pose questions to gather data about students levels of understanding. Student generating and critiquing questions – assessment as learning.Journal Ongoing journal for students to identify goals and strategies to drive learning. Opportunity for teachers to check in and communicate individually with students.Reference Target learning objects to students based on their individual needs or interests.Task Set home work tasks for individuals or groups based on goals. Set offline tasks for groups.Observation Three way reporting and communication with students and parents via observations. Watch video
Hands On Learning Tasks• Set up a discussion in Learning Tasks• Assign a VELS level (eg: Communication - Listening, Viewing and Responding)Consider• How would you group students?• What questions could you ask to gather information?• How can this be used to personalise learning?
Get to know your students Student Learner eXpress Profile
Student Goals• Video students reading for self assessment.
Ultranet Spaces - Collaborative CommunitiesPromote a community of learning• Blogs – allow students to share their views, publish their work and comment on others.• Wiki – students can work together in a space to create and collaborate .• Message Board and Community Chat – ongoing conversations where all students can easily have their say and discuss topics with others.• Topic based spaces for students to explore and direct their own learning.• Think about how to make your spaces Collaborate within a class or school collaborative and engaging for students. Collaborate across schools Invite subject experts into the space