ICTENSW 25th Annual
Conference
2015
Personalised Learning
through Technology
Sunday 15-3-15
11am-12.30pm
HSC Board
Room
@ncallaghan1
noelene.callaghan1
@det.nsw.edu.au I support innovative
educators and schools
Noelene CallaghanRooty 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
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.
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]
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
Differentiation v Personalised Learning
• Planning of the learning starts with the content, and the content remains the same for all students.
Personalised Learning
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
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
behaviour4. codesign learning and teaching
experiences
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
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
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
Personalised Learning Environments
• Personalised Learning does not work ‘inside 1 classroom’
• The school/culture must change to become a PLE for all students
Personalised Learning Environments
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
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:....”
Personalised Learning @ RHHS
• Class Profiles• Literacy Program• Personalised Learning Week• Individual Learning Plans• Learning Center• Senior Study Center
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]
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
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]
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
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).
5 W’s
• Most simple to execute• Suitable for learners of any age and any ability
level• Suitable for any KLA
5 W’s
Source: http://www.teachthought.com/learning/beginners-guide-personalized-learning/?_escaped_fragment_=dSnUoH
5 W’s
Source: http://www.teachthought.com/learning/beginners-guide-personalized-learning/?_escaped_fragment_=dSnUoH
Blooms Taxonomy
• Suitable for classes with students of a range of learning abilities
• Suitable for extension students• Suitable for NESB students
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
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
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
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
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
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
An example of a Personalised Learning Activity
Digital Citizenship
Lets create a Personalised Learning Activity
Step 1 - Determine the Learning OutcomeStep 2 - Ascertain the final productStep 3 - Which teaching model is most
appropriate for my students?Step 4 - Work out which digital resources can be
used to create the workStep 5 - Create the learning Activity
Teaching Models
• 5 W’s• Blooms Taxonomy• Gardners Multiple Intelligences• Blooms and MI Grid• Learning Across Capabilities• Literacy Clusters• ICT Capabilities
Lets create a Personalised Learning Activity
Step 1 - Determine the Learning OutcomeStep 2 - Ascertain the final productStep 3 - Which teaching model is most
appropriate for my students?Step 4 - Work out which digital resources can
be used to create the workStep 5 - Create the learning Activity
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 CollagePhotoSunthMovie MakerZoom itCiteThis For MeTimeline MakerStory MakerJam StudioMovie Maker
Sway
iPad Apps
Android Apps
Social Media
YouTube
Dropbox
EverNote
Audiocity
Lets create a Personalised Learning Activity
Step 1 - Determine the Learning OutcomeStep 2 - Ascertain the final productStep 3 - Which teaching model is most
appropriate for my students?Step 4 - Work out which digital resources can be
used to create the workStep 5 - Create your Personalised Learning
Activity