Personalised Learning #ICTENSW

1. ICTENSW 25th Annual
Conference
2015
Personalised Learning
through Technology
Sunday 15-3-15
11am-12.30pm
HSC Board
Room

2. @ncallaghan1
noelene.callaghan1
@det.nsw.edu.au I support innovative
educators and schools
Noelene Callaghan
Rooty Hill High School
• Counselor of The Teachers Guild of New South Wales
• Microsoft Innovative Expert Educator 2015
• Freelance Writer for the Australian Teacher Magazine and the Australian Education
Times
• A member of the BOSTES Initial Teacher Accreditation Panel

3. Personalised Learning
• Personalised learning starts with the learner
and asks the question, “What does this student
need to understand, and how best can that
happen?”
• This is a student-centered approach
• Built around the notion of recognizing the vast
differences in students
• It is an authentic need to know.

4. Personalised Learning
….designed to encourage deep approaches ...can
equally make surface approaches much easier for
students. Independent study can foster critical
analysis or protect students from the need to
demonstrate it
[Entwistle, 2006]

5. Differentiation v Personalised Learning
• Differentiation is a kind of personalised
instruction, where teachers adjust process, &
product, according to a student’s readiness,
interest, & learning style.
Differentiation

6. Differentiation v Personalised Learning
• Planning of the learning starts with the
content, and the content remains the same for
all students.
Personalised Learning

7. Differentiation v Personalised Learning
• This is a school and curriculum-centered
approach that attempts to amend the delivery
of the content to match the student’s needs,
strengths, and general readiness.
Personalised Learning

9. What does the research tell us?
• Hargreaves (2005) asserts that personalised
learning is necessary of education as;
1. students are engaged in learning and
schooling,
2. show responsibility for own learning,
3. independent for own learning and
behaviour
4. codesign learning and teaching
experiences

10. What does the research tell us?
• Campbell et al (2007) finds that personalised
learning allows teachers to cater for
1. mentoring,
2. valuing experiential learning,
3. incorporating learners’ personal and
social experience, and
4. providing individual support

11. What does the research tell us?
• Leadbetter (2005) claims that personalised
learning equips children to;
1. make choices about which subjects to
study,
2. what settings to study in,
3. what styles of learning to employ

12. Purpose
• Preparing students for 21st Century Learning
Environments
• Learning own strengths and weaknesses
• Ability to develop weaknesses
• Ability to become an expert
• Self Assessment opportunities

13. Personalised Learning
Environments
• Personalised Learning does not work ‘inside 1
classroom’
• The school/culture must change to become a
PLE for all students

14. Personalised Learning
Environments

15. Personalised Learning @ RHHS
• Rooty Hill High School prides itself in creating
individualised personalised learning plans for
all students in years 7-12
• RHHS offers a personalised learning
environment for its students and teachers
• This environment encourages learning in and
outside of the classroom

16. Personalised Learning @ RHHS
• Critical in the RHHS Strategic Plan 2015-2017
• “As a Learning Neighbourhood school, our
overall purpose is to increase expectations,
capacity & achievement for students, staff and
the community through the following strategic
priorities:....”

17. Personalised Learning @ RHHS
• Class Profiles
• Literacy Program
• Personalised Learning Week
• Individual Learning Plans
• Learning Center
• Senior Study Center

18. Benefits for the Educator
● Provide stimulating learning experiences that
challenge, extend and develop the gifts and
talents of all students
● Use their knowledge of students’ individual
needs, strengths and interests to ensure
access to the teaching and learning program
[ACARA, 2015]

19. Benefits for the Educator
• Supports all learning environments;
a. Flipped Classrooms,
b. Problem Based Learning,
c. Project Based Learning,
d. Collaborative Classrooms,
e. Activity Based Learning

20. Benefits for the Student
• Challenges and engages all students
• Allows students to plan and conduct a specific
investigation making decisions about variables
• Enables students to draw from and emphasise
specific aspects of one or more of the general
capabilities / cross-curriculum priorities to
adjust the learning focus
[ACARA, 2015]

21. Pedagogical Approaches
● scaffolding student learning through guided practice and support
● modelling and demonstrating skills, knowledge and cognitive strategies
● explicit and systematic instruction
● identifying key vocabulary for explicit instruction
● organising and connecting knowledge, skills and values to promote
generalisation
● motivating students through engagement with personal interests
● levels of prompting
● modelling problem solving
● providing opportunities for the student to think aloud (verbalisation)
● providing feedback and correction
● using cross-curricular and naturally occurring learning opportunities to
enhance individual learning goals

22. Pedagogical Approaches
● providing alternative representations of teaching and learning materials (for
example, using multimedia, Braille, illustrated texts, simplified texts or
captioned video)
● providing alternative opportunities for students to represent their learning
(for example, using technology and augmentative and alternative
communication systems)
● frequent cumulative review
● providing opportunities for generalisation and maintenance
● providing opportunities for the student to work at a faster pace
(acceleration, compacting), at greater breadth (enrichment) and in more
depth (extension).

23. 5 W’s
• Most simple to execute
• Suitable for learners of any age and any ability
level
• Suitable for any KLA

24. 5 W’s
Source: http://www.teachthought.com/learning/beginners-guide-personalized-learning/?_escaped_fragment_=dSnUoH

25. 5 W’s
Source: http://www.teachthought.com/learning/beginners-guide-personalized-learning/?_escaped_fragment_=dSnUoH

26. Blooms Taxonomy
• Suitable for classes with students of a range of
learning abilities
• Suitable for extension students
• Suitable for NESB students

27. Blooms Taxonomy

28. Blooms Taxonomy

29. Blooms Taxonomy

30. Gardner’s Multiple Intelligences
• Suitable for all students regardless of ability
level
• Supports cross-KLA teaching and learning
Most commonly used PL tool by teachers
• Can be burdensome to create

31. Gardner’s Multiple Intelligences

32. Blooms & Gardner’s MI Grid

33. capabilitiesLearning Across Capabilities
● Direction of all Australian schools
● Includes Cross Curriculum Capabilities
● Using this approach, requires commitment
by the school and all teaching and support
staff
● Suitable for students regardless of learning
abilities

34. capabilitiesLearning Across Capabilities

35. Literacy Clusters
• Students are enrolled into classes based on
previious literacy testing eg NAPLAN
• Requires a whole school approach and
support
• Enables teachers to modify teaching programs
to the literacy level of students in that class
• Learning Centre and Support Staff play critical
role in supporting students in their learning

36. Literacy Clusters

37. ICT Capabilities
• Ideal for schools introducing BYOD and/or
Digital Curriculum
• Requires mapping current school technology
based lessons to the ICT Capabilities of the
National Curriculum
• ICT Levels appear to aligns with Literacy
Clusters of students

38. ICT Capabilities

39. Assessment and Reporting
• Students can complete individual and
personal tasks that deliver the same outcome
• These tasks are moderated by staff to ensure
that all students are advantaged

40. Assessment and Reporting
• HT Teaching and Learning, Year Advisers and
Learning Support Staff interview every
student twice a year (at the end of each
semester) to discuss their school report (PLW)
• Personalised Learning Week gives students
the opportunity to comment on their report
before their parents see it
• PLW also allows students to set their learning
goals and determine if they have achieved it

41. An example of a
Personalised Learning Activity
Digital Citizenship

42. Lets create a Personalised Learning
Activity
Step 1 - Determine the Learning Outcome
Step 2 - Ascertain the final product
Step 3 - Which teaching model is most
appropriate for my students?
Step 4 - Work out which digital resources can be
used to create the work
Step 5 - Create the learning Activity

43. Teaching Models
• 5 W’s
• Blooms Taxonomy
• Gardners Multiple Intelligences
• Blooms and MI Grid
• Learning Across Capabilities
• Literacy Clusters
• ICT Capabilities

44. Lets create a Personalised Learning
Activity
Step 1 - Determine the Learning Outcome
Step 2 - Ascertain the final product
Step 3 - Which teaching model is most
appropriate for my students?
Step 4 - Work out which digital resources can
be used to create the work
Step 5 - Create the learning Activity

45. Some resources to get started
Haiku Deck
Wordle
Popplet
Prezi
ThingLink
Visual Studio
Sharepoint
Mindmap
Animoto
Flashcards
Bing Maps
Google Maps
OneNote
Moodle
Google Docs
Blogger
Blog Ed
Microsoft Office
Auto Collage
PhotoSunth
Movie Maker
Zoom it
CiteThis For Me
Timeline Maker
Story Maker
Jam Studio
Movie Maker
Pinterest
Sway
iPad Apps
Android Apps
Social Media
YouTube
Dropbox
EverNote
Audiocity

46. Lets create a Personalised Learning
Activity
Step 1 - Determine the Learning Outcome
Step 2 - Ascertain the final product
Step 3 - Which teaching model is most
appropriate for my students?
Step 4 - Work out which digital resources can be
used to create the work
Step 5 - Create your Personalised Learning
Activity

48. @ncallaghan1
noelene.callaghan1
@det.nsw.edu.au I support innovative
educators and schools
Noelene Callaghan
Rooty Hill High School