Download - Personalising Learning Matthew Horne Strategy Unit

Personalising LearningPersonalising Learning

Matthew HorneMatthew HorneStrategy UnitStrategy Unit

Personalising learning – an overviewPersonalising learning – an overview

• What do we mean?

• Why personalise learning?

• The personalisation debate

• Refining the concept

• Refining the practice

• What does this mean for policy?

• What does this mean for technology?

Personalised learning is a contested term…Personalised learning is a contested term…

• Curriculum

• Workforce Development

• School Organisation

• Student Voice

• Mentoring

• Learning to learn

• Assessment for Learning

• New technologies

• Advice and guidance

(SST/SHA )

• Assessment for learning

• Effective teaching and learning

• Curriculum entitlement and choice

• School organisation

• Partnerships beyond the school

(DfES)

• Learning how to learn• Improving the

effectiveness of pupil group work

• Consulting student about teaching an learning

• Home school knowledge exchange

• Interactive education (TLRP)

A working definition…A working definition…

…“personalisation is about putting citizens at the heart of public services. It is about raising standards by shaping provision around individual citizens and

enabling them to have a say in the design and improvement of the organisations that serve them. In

education this can be understood as personalised learning – the drive to tailor education to individual need, interest and aptitude so as to fulfil every young

person’s potential.”

3

Personalised learning is not…Personalised learning is not…

• A new initiative or policy

• An extra burden on schools/colleges

• Going to require ‘special’ funding

• Learning on your own

• Devaluing collective outcomes

• Teachers producing lesson plans for each child

Where has personalised learning come from?Where has personalised learning come from?

Government

‘Our strategy for continuous improvement through giving power to people involves greater choice, greater voice and more personalised services.’Prime Minister

‘We see greater personalisation and choice as being at the heart of better public services and higher standards…services’DfES

Private Sector

The Support Economy (Zuboff & Maxmin) Markets of One (Gilmore & Pine)The Customer Centric Enterprise (Tseng & Piller)

Learning theory

How people learn (Bransford et al)Inclusive learning (Tomlinson et al)About learning (Hargreaves et al)

Source: OECD (2001) Knowledge and Skills for Life

Why personalise learning now? Why personalise learning now? M

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200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60

Low excellenceLow excellenceLow equityLow equity

High excellenceHigh excellence

Low equityLow equity

Low excellenceLow excellence

High equityHigh equity



U.K.

Belgium U.S.

Germany Switzerland

Poland

Spain

Korea

Finland

JapanCanada

80 100 120 140

Overall performance:= 7th

Top quartile SES = 1st

Bottom quartile SES = 9th

Me

an

pe

rfo

rma

nc

e i

n r

ea

din

g l

ite

rac

y

200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60







U.K.

Germany Switzerland

Poland

Spain

JapanCanada

80 100 120 140

Overall performance:= 7th

Top quartile SES = 1st

Bottom quartile SES = 9thHigh excellenceHigh excellence






U.K.

Germany Switzerland

Poland

Spain

JapanCanada

80 100 120 140

Overall performance: = 7th

Top quartile SEG = 1st

Bottom quartile SEG = 9th

In comparison with other industrialised countries, Britain currently has high excellence, but low equity

In comparison with other industrialised countries, Britain currently has high excellence, but low equity

5

The DfES started a debate about personalised The DfES started a debate about personalised learninglearning

Publications about personalisation 2004 – 2005:• Personalised Learning: building a new relationship with schools, DfES• A National Conversation about Personalised Learning, DfES• Choice and Voice in Personalised learning, DfES• 5 Year Strategy for Children and learners, Putting people at the heart of public services, DfES• Personalisation and the Learning and Skills Sector, DfES LLD• Education and ICT: the potential for personalisation, DfES• Learning about Personalisation, DfES Innovation Unit/NCSL/DEMOS• Personalised Learning, TLRP• Personalised Learning, FORUM• Personalising Learning with ICT, BECTA• Personalisation and Digital Technologies, Provocation Papers, BECTA/nestafuturelab/Toshiba/DEMOS• Personalised Learning, NCSL• Leading Personalised Learning in Schools, NCSL• Personalising Learning: next steps in working laterally, SST & SHA• Personalising learning: student voice and assessment for learning, SST & SHA• Red Paper 01 HEALTH: Co-creating services, Design Council• Personalised Learning - an emperor’s outfit? IPPR• Personalisation through participation, DEMOS• About Learning, DEMOS

But there are weaknesses…But there are weaknesses…

• Is not tangible, specific and concrete

• Risks meaning all things to all people

• Will look and feel different in different schools/colleges and for different children

• Does not engage children, young people or parents

• Focuses on schooling rather than learning

• Does not engage effectively with the wider children’s agenda

‘Empowering learners/parents…’

‘Asking learners/parents to take more responsibility and control…’

‘Improving the quality and responsiveness of schools/colleges…’

Learners/parents are both empowered consumers, and responsible and self-managing users engaging with high quality responsive schools/colleges

We have tried to describe the tangible and relevant We have tried to describe the tangible and relevant experiences that all learners/parents should expect experiences that all learners/parents should expect from schools and collegesfrom schools and colleges

Empowering learners/

parents…

Learners/parents should expect…

• To be consulted about services and have an ongoing personal dialogue about meeting their needs

• To understand the services on offer and understand how they are personally progressing/developing

• To understand and access the choices available to them




Improving the quality and responsiveness of schools/colleges…

Learner/parents should expect to choose a school that offers…

• A broad and flexible curriculum

• Teaching strategies tailored to meet needs

• Assessment used to improve learning

• An organisation & ethos that responds to individual needs

• Partnerships with other organisations

• Identification of needs with early intervention & prevention




Asking learners/parents to take more responsibility and control…

Learners/parents should expect…

• To understand their roles and responsibilities

• Help building their own motivation, aspirations, & expectations

• To develop their own skills for independence and self-management

• Children and young people to be protected when others fail to take full responsibility




Empowering learners/

parents…

• Student Councils, Parents Forums & Class Forums

• Student and parent participation in School Self evaluation/inspection

• Small-group and individual mentoring/learning conversations

• Advice choosing courses, next destinations and extended services

• Access to the school curriculum, assessment & attendance data at home




Improving the quality and responsiveness of schools/colleges…

• Learners understand learning objectives/assessment criteria

• Peer/self assessment

• Learners reflect on assessment data

• Learners receive formative feedback

• Dedicated lessons on ‘learning to learn’

• Peer mentoring, learning support units, vertical pastoral groups

• Breakfast/after school clubs

• Access to youth clubs, childcare, and parenting support

• Links with businesses, cultural organisations and other schools

• Access to co-located multidisciplinary teams




Asking learners/parents to take more responsibility and control…

• Children become independent learners through ‘learning to learn’: problem solving, thinking skills, goal setting, information processing and critical thinking

• Parents have access to parenting information and support when they need it e.g. parenting groups/fathers groups, parent link workers, social workers, parenting classes

• Children’s Social Services will intervene to protect the interests of the child when preventative measures have failed to ensure that parents/carers fulfil their responsibilities




What does this mean for policy?What does this mean for policy?

DfES policies designed to…

(a)‘improve the quality and responsiveness schools/colleges’ are strong

(b) ‘empower learners/parents’ are weak

(c) ‘ask learners/parents to take more responsibility and control’ reveal gaps

What does this mean for technologyWhat does this mean for technology




Download - Personalising Learning Matthew Horne Strategy Unit

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