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Student engagement &
personalised learning for
the 21st century. David Cramb
ACSA Conference
September 2019: Melbourne
The context
Woongoolba State School
• 230 students
• Prep – 6
• Northern Gold Coast
Logan Village State School
• 640 students
• Prep – 6
• Logan City
Traditional v modern learning?
What is different? What is the same?
Behavioural
Emotional Cognitive
The three tiers of engagement
Mihaly Csikszentmihalyi
“Through such engagement, learners find ways of
enriching, modifying, and personalizing their
instruction” (Reeve 2013).
Reeve, 2013
So, what is student engagement?
Student engagement occurs when a student is actively and positively connected to learning tasks and environments to which they make a meaningful and strategic contribution.
(Fredricks, Blumenfield, & Paris, 2004).
What does student engagement mean to
you?
What (perceptions of engagement)
• Active involvement
• Participants argued that a level of active involvement in the learning was required
when a student demonstrated engagement.
• Enjoyment and fun:
• Providing learning experiences that were interesting and ‘fun’ was suggested by
teachers to be beneficial in engaging students in particular activities.
• Relevance and significance:
• Students engage more in learning when they can find some connection to their
own lives and experiences. If they see some relevance to the content, they are
more likely to consider the value of the learning and therefore participate in it.
Teacher strategies:
How (strategies for engagement)
• Supportive classroom
• The participants indicated that developing a positive and inclusive class was a key strategy in developing effective student engagement in learning.
• Differentiated learning
• Participants believed that providing learning that was targeted at an individual’s level was paramount in order to engage students.
• Student and teacher autonomy
• The ownership a student is given when it comes to their own learning is important to student engagement.
• Communication
• Participants encouraged a significant amount of communication among students in order to build their understanding from their shared contributions.
Challenges to engagement
Primary
teachers’
conceptions
Home/family issues
Curriculum irrelevance
Teacher time System
bureacracy
Behavioural
•routines
•expectations
•procedures
Emotional
•support
•communication
•self-efficacy
Cognitive
•relevance
•personalised learning
•goal setting
Agentic
•self autonomy
•feedback
Student disengagement Student engagement
Primary teachers‟ perceptions:
David Cramb 2019
The initiatives:
We are leaders.
The „We are leaders‟ initiative means:
Individual teachers unleashing the potential of students all over the world, one child at a time.
A school-wide effort with all stakeholders engaged and contributing.
Emphasis on focusing on what is most important to be teaching
Emphasis on teaching timeless principles & skills that are relevant to today‟s global reality and preparatory for what tomorrow will bring.
Based on the 7 Habits of Highly Effective people (Covey)
New Learning.
The term, „New Learning‟ refers to:
New ideas, new pedagogies and new ways of approaching education.
New Learning relates to ideas and strategies to modernise the education system: to move the educational focus to „learning‟ rather than just outcomes and levels of success.
New Learning proposes that if children are actively engaged in learning, then there is a greater chance of improved outcomes as a result. It is the proactive approach to education using active cognitive engagement of student learning at the source.
Covey, 2000
David Cramb 2014
David Cramb 2014
Know your students (Assess for learning)
Goal setting
Personality & learning
styles
Interests
Learning Levels
Background Knowledge
Thinking Skills
David Cramb 2014
Personalised learning: Proficiency Student learning and success was prioritized
through the school‟s targeted teaching
program called „Proficiency‟.
As a team, the teachers identified some key
skills a student required to learn to develop
appropriate proficiency for other skills.
A time each day was strategically identified
for the purpose of teaching these specific
learning strategies for individual students
based on need and ability.
Four days a week, all classes participated in
the proficiency program.
The Literacy Continuum was used as a tool to
guide student learning in reading, set
appropriate goals and monitor performance.
Teaching teams used a cycle of inquiry
approach to support the management of the
proficiency time.
Resources were strategically aligned to ensure the teaching teams implemented the targeted teaching strategy during the proficiency time. Each class has an allocated teacher aide who visited the room for the entire proficiency session each day. Time was allocated by the teacher for key strategies.
In reading, these were based on guided reading and Higher Order Thinking (HOT) reading.
In guided reading, teachers used appropriate and targeted resources to guide the reading experience for the students. Students would then participate in targeted lessons throughout the other proficiency sessions during the week after the initial guided session.
In HOT reading, students were grouped in appropriately levelled reading groups using current literacy continuum clusters. The HOT reading strategy was about communication, shared understandings, predicting and making connections through comprehension and text-dependent questioning.
Department of Education, Queensland
Department of Education, Queensland
Personalised learning: Guaranteed &
Viable curriculum- maths
Year level learning goals developed in maths
Teachers develop learning programs aligned to each goal.
Pre-testing data grouped students based on proficiency scale
During proficiency time, targeted teaching strategies
implemented for each student at level of ability
On-going observation, monitoring, formative assessment
Post- testing
Feedback and review
Level 1
Pre-learning required
Level 2
Pre-requisites required
Level 3
Pre-requisties know- reading for learning at level
Level 4
Beyond level- requriing extension
David Cramb, 2019
Data?
Outcomes
A school culture on learning
Teachers and students have ownership of learning
Learning is child focused, not system focused.
Teachers have built capacity to be the leaders of learning.
Classrooms are fun, exciting, inspiring and passionate about learning AND LOOK LIKE IT.
100% of students in year 3 achieved at or above the NMS in reading
100% of students in year 5 achieved at or above NMS in reading
Mean scores improved in year 3 in reading, writing, grammar & punctuation & number
Mean scores improved in year 5 in reading, spelling & number
Relative gain of year 3 to year 5 (2015-2017) and (2016-2018) was substantially above average gain.
Year 5 reading mean above nation mean
Numeracy above state mean.
Outcomes:
Year 3 Year 5
Reading: relative gain years 3-5 2015-2017
Same cohort- 4 years of reading growth 2014-2017
Summary for success
What is the school about? What is the learning culture?
Have you established clear classroom management structures?
Does your classroom or school look inspiring? Does the learning
environment immerse student in the learning?
Does the classroom and the school promote a feeling of
belonging from students?
Are students encouraged to have ownership of the learning
environment and the learning itself?
Is curriculum relevant, interesting and targeted at learning
levels?
Are pedagogical practices interesting and differentiated?
Do school structures, resourcing and programs align with the
explicit improvement agenda?
Year 1 Dragons
Department of Education, Queensland
David Cramb
https://www.linkedin.com
