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Personalising Learning at de Ferrers. Deep Learning. Deep Learning’s Gateways. Learning to Learn Assessment for Learning Student Voice Other Areas: QA/coaching “Competences”. The 21 st Century Learner.
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Personalising Learning at de Ferrers Deep Learning
Deep Learning’s Gateways • Learning to Learn • Assessment for Learning • Student Voice Other Areas: • QA/coaching • “Competences”
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
Generation WHATEVER “Am I bovvered!”
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
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
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
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
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)
Our Learning Cycle Connect supported by professional consideration of: Psychological Physical Physiological factors Consolidate Activate Demonstrate
It’s All In the Terminology KS3 Strategy AL Cycle Connect Activate Demonstrate Consolidate • Starter • Chunk 1 • Chunk 2 • Plenary
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
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?
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
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
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
The Characteristics of the Successful Learner – the 5Rs • Resilient • Resourceful • Responsible • Reasoning • Reflective • 6th R: Relationships (SEAL agenda)
Resilient • “Resilient means ‘sticking at it’ especially when things get difficult” • The Resilient learner sticks at it, has a positive attitude, finds interest in what they are doing, sets targets and practises • sticks at it • has a positive attitude • finds interest in what they are doing • sets targets and practises
Resourceful • “Resourceful means knowing what to do and where to go when you get stuck” - • The resourceful learner uses imagination, learns in different ways, asks good questions and takes risks • uses imagination • learns in different ways • asks good questions • takes risks
Responsible • “Responsible means looking after yourself and others” - • The responsible learner knows right and wrong, gets on with it, plans ahead and helps others • knows right and wrong • gets on with it • plans ahead • works effectively as part • of a team
Reasoning • “Reasoning means making careful decisions” • The reasoning learner can say which is better and why, gathers all the evidence, chooses the best method and takes time • can say which is better • and why • gathers all the evidence • chooses the best method • takes time
Reflective • “Reflective means learning from experience” • The reflective learner asks ‘why?’, stays calm, listens to different opinions and learns from mistakes • asks ‘why?’ • stays calm • listens to different • opinions • learns from • mistakes
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
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
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
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
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
Show Time! • Connect using Song in a Maths lesson • Connect using Music in an English lesson
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
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%)
