We hear a lot about 'teaching to the individual', or running 'individual programmes', or "personalised learning'. But what is this?
Personalised learning was part of a movement within OECD nations to improve student achievement, in particular student engagement with learning. NZ drew heavily on the leadership of Canada, the US, the UK and Australia and the concept was introduced to the NZ school system in 2006 by the then Minister of Education Steve Maharey.
The concept centered on a developing a discussion around how children were taught in each school, with an emphasis on teachers and leaders having a better understanding of how each child was performing within the school environment. The key component was a shift in thinking from schools changing their identity from being a place of teaching to a place of learning. muritai.school.nz"Personalising Learning is a way of describing the shifts that are happening in our education system as we respond to the new meaning of knowledge in the 21st Century. It reflects our focus on high standards, high achievement and a commitment to lifelong learning." (Steve Maharey, Let's Talk About Personalising Learning, 2007)
It is obvious that we, as humans, are all different, and experience the world in different ways. Two people can experience the very same experience or event, but recall it in completely different ways. This is because we are all unique.
It therefore, makes no sense whatsoever, to 'teach' a group or room full of children the same thing in the same way. This method may have been what education consisted of in the past, but now we know so much more about human development, education, what works and what doesn't.
So, then the question becomes- what is personalised learning really about and how can we deliver personalised learning in today's schools?
"The definition of personalised learning is any learning experience that is self-initiated and self-directed in pursuit of outcomes that are first personal (e.g. curiosity-based.) This includes the identification of potential topics, self-assessment, publishing, connecting with peer sets and experts, and other important components of any authentic learning process. The end result is, ideally, a learner who is literate in both the content and process of learning." (TeachThought.com 2013)
Traditionally in education, the teacher was seen as the wise one who imparted knowledge to others. Hopefully.
Today we know that for true educational success, and for the development of competent and capable learners, teachers need to now learn how to act as guides or coaches, supporting children as they learn HOW to learn for themselves. If anyone is going to learn something deeply, and engage fully, the content AND delivery must be relevant to their individual interest, needs and learning style.
My own fondest memories of my primary and secondary education, are ones that showed me the teacher actually knew me, and was able to connect my learning with my interests. There are only a few examples that come to mind, but if everything I 'learnt', those are the memories that have stuck with me.
Personalised learning is more than differentiation.
Differentiation revolves around the teacher being in the 'drivers seat', making the decisions and instructing a group or individual. Personalised learning puts the learner at the centre, gives them choice, ownerships, responsibility and most importantly, allows the learning to make meaningful connections between their life and their learning.
It is important to acknowledge, and remember, that children all bring the curriculum to school with them. It is inside them. If this is true, then curriculum delivery should not be linear. A linear program of learning cannot be child-centred and will most certainly not work for all learners.
So what are the key attributes or components of personalised learning?
1. Learning to learn. This means we as educators, help our pupils develop strategies and skills that will support them to become self-directed learners.
2. Assessment for learning. Using a variety of formative assessment that engages learners, as a tool to guide their learning journey.
3. Teaching and learning strategies. Knowing and using a wide range of strategies so that both the teacher (guide) and the learner will know which strategy to use and when.
4. Curriculum choice. Giving learners the opportunity to develop their own learning pathway that is focused on the development of skills rather than transmission of knowledge.
5. Mentoring and support. Ensuring there are systems in place for a range of mentoring and support- peer support, tuakana-teina, one-to-one mentoring.
It all sounds ideal does it not?But how does one (teacher, school) organise and maintain such personalised learning?
Organisation, structures and systems are required to successfully implement personalised learning in a meaningful manner. Such can be categorised in four management strategies;
1. Minimise variation within the school. This is particularly important for larger schools. Consistent and high quality learning experiences must be ensured for all learners.
2. Student voice and choice. This is about engaging our learners to become partners in the development of their learning. This is about being able to make real, not superficial choices.
3. ICT (Information and Computer Technology). This means providing the appropriate technology for students to be able to access their learning and data to support it.
4. School systems and structures. A re-think about the way time, spaces and people are organised so that personalised programmes can be developed. This could include things such as providing different learning spaces- a place for quiet learning/ learners, a place for cooperation and collaboration, different types of furniture and arrangement etc.
Successful personalised learning also requires commitment and skills from a leadership perspective;
1. Culture and values. Clear management strategies that support values focused on learning.
2. Learning-centred leadership. This is about leaders empowering students and staff by acting as mentors and providing encouragement and support.
3. Distributed leadership. Replacing the old fashioned hierarchical structure with leadership that is built across the school.
4. Networks and partnerships. Developing relationships that will contribute to effective learning and success.
5. Leading change. A good leader will model and inspire change rather than enforce it. They will lead the shift towards personalised learning.
Developing a personalised learning profile can be achieved in a four step process;
1. Using a range of assessment tools and understanding student achievement data.
2. Teacher collaborate with students to create learning and achievement targets.
3. Plan personalised learning programmes.
4. Share these plans with the learners and communicate learning goals.
'Personalised learning is a structured and responsive approach to learning for each individual child and young person. It creates an ethos in which all pupils are able to progress, achieve and participate as both an individual and as a member of a class and school community.' muritai.school.nz
The purpose and end result of personalised learning is that students will have a much greater awareness of their learning needs, and what they need to be able to do in order to reach their full potential.
After all, that is what we want for every child.
Sources:
Ted Talk: A vision for radically personalized learning
www.muritai.school.nz
www.sirjohnjones.com (the need for personalisation)
www.teachthought.com (the definition of personalised learning)
Sources:
Ted Talk: A vision for radically personalized learning
www.muritai.school.nz
www.sirjohnjones.com (the need for personalisation)
www.teachthought.com (the definition of personalised learning)
