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Managing Personalised Learning  in ESOL Sessions Mary Weir Chris Hooper
Aims <ul><li>Understand the current expectations of personalised learning in ESOL </li></ul><ul><li>Explore the process of...
The Group v. Hyperdiversity <ul><li>Group goals Interaction </li></ul><ul><li>Differentiation  Personalised  learning </li...
 
Learning Journey ILP ILP ILP ILP ILP
Keighley Ofsted Report Feb 2008 (Grade 4) <ul><li>Teaching and learning are inadequate.  </li></ul><ul><li>In the majority...
Keighley Ofsted Report Feb 2009 (Grade 2) <ul><li>Teaching and learning is now good overall and there were no inadequate l...
Structure for the rest of the session <ul><li>Whole group – new ILP template </li></ul><ul><li>Small group activities – ne...
The Process for Individuals <ul><li>Screening and initial assessment </li></ul><ul><li>Diagnostic assessment </li></ul><ul...
The lesson <ul><li>Planning lessons for tutorials </li></ul><ul><li>Incorporating personalised learning into lessons and l...
Lesson planning task <ul><li>You will be given: </li></ul><ul><ul><li>A scheme of work with a week highlighted </li></ul><...
Aims <ul><li>Understand the current expectations of personalised learning in ESOL </li></ul><ul><li>Explore the process of...
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Using Il Ps Effectively In Esol Sessions 220609

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Using Il Ps Effectively In Esol Sessions 220609

  1. 1. Managing Personalised Learning in ESOL Sessions Mary Weir Chris Hooper
  2. 2. Aims <ul><li>Understand the current expectations of personalised learning in ESOL </li></ul><ul><li>Explore the process of ILP writing </li></ul><ul><li>Explore strategies for incorporating personalised learning into group based teaching and learning </li></ul>
  3. 3. The Group v. Hyperdiversity <ul><li>Group goals Interaction </li></ul><ul><li>Differentiation Personalised learning </li></ul>
  4. 5. Learning Journey ILP ILP ILP ILP ILP
  5. 6. Keighley Ofsted Report Feb 2008 (Grade 4) <ul><li>Teaching and learning are inadequate. </li></ul><ul><li>In the majority of lessons, there is insufficient focus on the needs of the individual learner. </li></ul><ul><li>There is too much full group teaching during which individual learners make insufficient progress. </li></ul><ul><li>Assessment and the monitoring of learners’ progress are unsatisfactory. </li></ul><ul><li>Individual learning plans lack clear targets and often act as a record of teaching undertaken. </li></ul><ul><li>There is insufficient formative assessment for ESOL learners. </li></ul>
  6. 7. Keighley Ofsted Report Feb 2009 (Grade 2) <ul><li>Teaching and learning is now good overall and there were no inadequate lessons observed by inspectors. </li></ul><ul><li>Most lessons are planned in detail and take into account the needs of individual students </li></ul><ul><li>The monitoring of students’ progress and the overall quality and use of individual learning plans have improved. </li></ul><ul><li>In many cases challenging and measurable learning targets are set for individual students. </li></ul><ul><li>The actions set to achieve these targets are appropriate and effective. </li></ul><ul><li>The progress made is reviewed regularly. </li></ul><ul><li>A few individual learning plans are insufficiently detailed and the recording of progress and setting of new targets are not sufficiently clear. </li></ul>
  7. 8. Structure for the rest of the session <ul><li>Whole group – new ILP template </li></ul><ul><li>Small group activities – negotiating and writing ILPs </li></ul><ul><li>Coffee </li></ul><ul><li>Small group activities – planning sessions </li></ul><ul><li>Whole group plenary </li></ul>
  8. 9. The Process for Individuals <ul><li>Screening and initial assessment </li></ul><ul><li>Diagnostic assessment </li></ul><ul><li>Approaching ILPs with learners </li></ul><ul><li>Writing SMART targets using learner friendly language </li></ul><ul><li>Case studies – making targets relevant to the learners’ interests </li></ul><ul><li>Audit of ILPs – Do they cut the mustard? </li></ul>
  9. 10. The lesson <ul><li>Planning lessons for tutorials </li></ul><ul><li>Incorporating personalised learning into lessons and lesson plans </li></ul><ul><ul><li>Entry 1 </li></ul></ul><ul><ul><li>Entry 3 </li></ul></ul>
  10. 11. Lesson planning task <ul><li>You will be given: </li></ul><ul><ul><li>A scheme of work with a week highlighted </li></ul></ul><ul><ul><li>Information about some of the learners in the group </li></ul></ul><ul><ul><li>A blank lesson plan template </li></ul></ul><ul><li>Work in groups: </li></ul><ul><ul><li>Plan an hour of activities based on the information given in the scheme of work. </li></ul></ul><ul><ul><li>Identify points during the session where SOME of the individual goals could be addressed </li></ul></ul><ul><ul><li>Make the links between group content and needs of individuals clear on your lesson plan </li></ul></ul>
  11. 12. Aims <ul><li>Understand the current expectations of personalised learning in ESOL </li></ul><ul><li>Explore the process of ILP writing </li></ul><ul><li>Explore strategies for incorporating personalised learning into group based teaching and learning </li></ul>

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