Personalising Learning at de Ferrers

1. Personalising Learning at de Ferrers Deep Learning

2. Deep Learning�s Gateways Learning to Learn Assessment for Learning Student Voice Other Areas: QA/coaching �Competences�

3. The 21st Century Learner 'The illiterate of the 21st Century won't be those who can't read and write, but those who can't learn, unlearn and re-learn� Alvin Toffler The process of learning is learnableThe process of learning is learnable

4. Generation WHATEVER 2004 survey students increasingly believe that their future is not in their control and nothing they do matters. Students feel that they can�t make a difference and that luck is a stronger determinant of their future. WHEN DECIDE COULDN�T DO IT? The world inherited today is dramatically different from the world we grew up in and are comfortable with. Year 1 80%. Navigation through contempory world not easy. A lot of things competing for their attention, information instantly available, surrounded by role models whose lives are on show to the world.2004 survey students increasingly believe that their future is not in their control and nothing they do matters. Students feel that they can�t make a difference and that luck is a stronger determinant of their future. WHEN DECIDE COULDN�T DO IT? The world inherited today is dramatically different from the world we grew up in and are comfortable with. Year 1 80%. Navigation through contempory world not easy. A lot of things competing for their attention, information instantly available, surrounded by role models whose lives are on show to the world.

5. The 21st Century Influenced by technology but unable to access or manipulate it Poor access and limited choice over what and how to learn High levels of learning dependency Bombarded, confused and undermined by information Seeing learning as something for others and �done� by others and so opting out prematurely Susceptible to poor role models, �celebrity worship� and instantaneous gratification More likely to experience family breakdown Underclass of non-learners who are ignorant to opportunities Mental health teenagers sharply declined. Chance 15 yr old lying,behaviour probs and disobedient = doubledUnderclass of non-learners who are ignorant to opportunities Mental health teenagers sharply declined. Chance 15 yr old lying,behaviour probs and disobedient = doubled

6. L2 � the Learning to Learn programme L2 is a three year Learning to Learn programme consisting of nine 20 hour modules. The modules are organised into three themes: I Learner, Team Learner and 21st Century Learner. It is aimed at 11-16 year olds and each �cycle� is carefully structured against a consistent learning model. L2 also comes with personalised student profiling software No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.

7. L2 � Practical Delivery All Y7 students � one discrete lesson per week Lower ability Y8 � one lesson per week Small L2L team to provide a focused approach Other Y8 students collapsed timetable for one afternoon per half term to deliver key ideas Taught as groups of 120 in Hall From September 2009, all Y7 and Y8 students will receive one discrete lesson per week to link together the 6Rs approach No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.

8. What is the Learning? What is �good� learning? Does everybody learn in the same way? How do I learn best? (Learning Styles) Conditions for learning � the brain Effective group/team work Characteristics of successful learners Memory and revision skills

9. L2 � Whole College Approach Accelerated Learning Cycle: Connect; Activate; Demonstrate; Consolidate 5Rs: Reasoning; Reflectiveness; Responsibility; Resilience; Resourceful Y7 5Rs Activity Day Thinking Hats Higher Order Thinking Skills (HOTS) No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.No hidden payments. links classroom learning with personalised student profiling. 3 year programme for 11-16 year olds. Includes lesson plans, resources(success mats and brain posters), teacher manuals, learning journals and profilers. Electronic format but materials can be printed. Invigorate learning and teaching.

11. It�s All In the Terminology KS3 Strategy Starter Chunk 1 Chunk 2 Plenary AL Cycle Connect Activate Demonstrate Consolidate

12. Connection Phase Connect the students and their learning to the content of the lesson Share the process by which the learning will actually take place Explore the outcomes of the learning, emphasising why this will be beneficial for the learner

13. Connection Phase For the students, this becomes: What are we going to learn? What do we already know? How are we going to learn? What are the benefits of learning?

14. Activation Phase Construct problem-solving challenges for the students Use a multi-sensory approach � VAK Promote a language of learning to enable the students to talk about their progress or obstacles to it Learning as an active process, so the students aren�t passive receptors

15. Demonstration Phase Use formative feedback � Assessment for Learning Vary the groupings within the classroom for the purpose of learning � individual; pair; group/team; friendship; teacher selected; single sex; mixed sex Offer different ways for the students to demonstrate their understanding Allow the students to �show off� their learning

16. Consolidation Phase Structure active reflection on the lesson content and the process of learning Seek transfer between �subjects� Review the learning from this lesson and preview the learning for the next Promote ways in which the students will remember A �news broadcast� approach to learning

17. The Characteristics of the Successful Learner � the 5Rs Resilient Resourceful Responsible Reasoning Reflective 6th R: Relationships (SEAL agenda)

23. Relationships I can understand why feelings sometimes �take over� or get out of control and know what makes me angry or upset I can understand that how I express my feelings can have a major impact on other people and on what happens to me I can use a range of strategies to manage negative feelings such as anger, anxiety and stress I can use strategies for repairing damaged relationships I can show empathy when listening to others and helping others to feel better I can show respect for people from diverse cultures and backgrounds, and celebrate differences

24. E-AfL: realsmart Electronic self-assessment monitored by the teacher Teacher creates units which specify learning objectives and outcomes Teacher can also post guidance or exemplar material for the student

25. E-AfL: realsmart Students record both quantitative and qualitative progress using icons Students can also upload their work as evidence of having completed the objectives and outcomes The teacher can review the progress of the whole class to inform future teaching and learning

26. E-AfL - realsmart

27. E-AfL - realsmart

28. E-AfL - realsmart

29. Observing Learning Project Classroom converted to �Learning Studio� Observation wall � one way mirror Video (5 cameras) and audio (6 mics) recording Improved lighting and blinds Interactive whiteboard (Promethean) Suite of laptops

30. Observing Learning Project Y7 groups of all abilities Range of subjects suitable for the room Staff briefed in July 2007 for September start Training provided throughout the year First focus � Connecting the Learning Moved on to analyse the full AL cycle and L2L strategies

31. One-Way Mirror

32. Revolving Camera

33. Static Camera

34. Lighting & Ceiling Microphone

35. Control Panel

36. Through the Mirror from DB24

37. Show Time! Connect using Song in a Maths lesson Connect using Music in an English lesson

38. Student Voice Using PASS

39. PASS Survey 2008 Conducted between Feb/May 2008 Online questionnaire completed during ICT lessons 50 questions; multiple choice Y7-Y11 students 759 male (51%) 733 female (49%) Total students: 1492

40. Ethnicity White: 1278 (86%) Mixed Heritage: 56 (4%) Black/Black British: 7 (Below 1%) Asian/Asian British: 138 (9%) Pakistani: 121 (8%) Indian: 15 (1%) Chinese: 6 (Below 1%) Other: 7 (Below 1%)

41. Overall Comparison

42. Gender Comparison

43. Gender Comparison 2006/8

44. Gender Comparison 2006/8

45. Feelings About School

46. Attitudes to Teachers

47. Attitudes to Attendance

48. The Impact? Confidence in Learning