‘Personalised learning is not a return to child-centred theories; it is not about separating pupils to learn on their own; it is not the abandonment of a national curriculum; and it is not a licence to let pupils coast at their own preferred pace of learning. The rationale for personalized learning is clear: it is to raise standards by focusing teaching and learning on the aptitudes and interests of pupils. Personalised learning is the way in which our best schools tailor education to ensure that every pupil achieves the highest standard possible.’ Schooling for tomorrow: personalising education (OECD 2006)

Personalised Learning SMR REGEN TEAM: KATE HORNSBY, LYNNE KEMP, MELANIE FRENCH

‘There is no one authorative definition of

personalising learning available, this is probably a

good thing as each school needs to develop its

own version that is right for its context and, more

importantly, the product of shared deliberation

and open consultation across the school.

However it is often helpful to have a starting

point.’ John West-Burnham Leadership for

personalising learning

• Personalisation does not imply individualised learning, or depend on individual learning programs for each student in the class. Rather, it requires whole-class, inclusive teaching, with good use of questions and fielding of stu-dent responses, as well as guided group learning and closer support, and interventions for those students who need it.

It depends on:

• Good assessment for learning to know where each student is at and then tailoring teaching more closely to students’ needs; and

• Planning linked to clear objectives, a clear sense of pro-gression, oral and written feedback, listening and observ-ing, carefully framed questions to ascertain understand-ing, and student and peer self assessment.

Personalising teaching and learning - Advice on differentiating teaching in schools Zbar Education & Leadership 2011

PAGE 2 PERSONALISED LEARNING

‘taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils - and their parent - as partners in learning.’

Teaching and Learning in 2020 Review Report, UK

Some keys to Personalisation

Zbar Education & Leadership 2011 Classroom grouping - carefully planned and flexibly applied. Classes can be organised to cater for a wide variety of student strengths and weaknesses, eg:

• Short- term, within class groupings according to need

• Structured or random remixing to ensure students have access to a range of views and opinions

• Paired working to facilitate discussion

• Short term regrouping across a year group to allow choice and motivation

• Guided learning is an important instructional sequence for small groups to provide a bridge between whole class teaching and independent work.

Prior Knowledge,

understanding and

experiences

Use evidence to accurately able to pinpoint students on a developmental curriculum

Student interests

Learning styles

Understanding of how students learn

Curriculum knowledge

Attitude

Aptitude

Repertoire of teaching strategies

Communication and Feedback

High expectations for all

Conferencing

Discussions about assessment

Rigour

Engagement Relevance

Enabling student voice

Reflection

Organisational Structures

• Collaborative Teaching Teams that cater for individual student needs.

• Effective monitoring and tracking of all students through a variety of data sources.

• Professional development and exploration of developmental continuums.

• Establishment of effective communication strategies.

Background