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Involving Children & Young People in Personalised Learning

Involving Children & Young People in Personalised Learning. B edfordshire S chool I mprovement P artnership National Middle School Conference Oct 2006. In a spin over tailored studies. “ parents may expect their children to have tailor made study plans as a result of government spin”

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Involving Children & Young People in Personalised Learning

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  1. Involving Children & Young People in Personalised Learning BedfordshireSchoolImprovementPartnership National Middle School Conference Oct 2006

  2. In a spin over tailored studies “ parents may expect their children to have tailor made study plans as a result of government spin” “some schools believed teachers had to produce individual lesson plans for each pupil” Chris Keates NASUWT in TES Sept 29, 2006

  3. In a spin over tailored studies “ If it (personalisation) is to gain teachers’ support, personalised learning must be a way of building on existing success and not portrayed as a response to a crisis of underachievement” Chris Keates NASUWT in TES Sept 29, 2006

  4. Education, at its core, is about the relationship between teachers and students The Children in our classrooms are infinitely more significant than the subject matter we’re teaching Education is based on a relationship, not a procedure

  5. Neil McLean Executive Director. Educational Practice, Becta 'The first step towards a personalised curriculum is to engage the users of the curriculum, i.e. the learners, in the description of that curriculum. It isn’t something you parcel up and package to them; if it is then your approach isn't personalised.'

  6. Individual perceptions Students Views Teachers Views

  7. What made your own learning personal?

  8. Tim Oates, Head of Research, QCA 'I think personalised learning is about thinking about … those things that are going to be valuable for all people to progress on into society and then into work. Then use personalised learning to think about how you would deliver that in a way that is motivating for the individual so that they would engage with that content. It’s not about an educational free-for-all in terms of delivering learning to young people. It’s about thinking about how we can make the curriculum motivate.'

  9. How does your teaching make learning personal?

  10. Professor Jean Rudduck, Faculty of Education, University of Cambridge 'Pupil voice is actually supporting in an indirect way the standards agenda by helping pupils to strengthen their motivation, by their feeling that they belong and that they matter.'

  11. How will teaching & Learning be improved?

  12. Is there a limit to student involvement? Students as …… Data Source Opinion Giver Co-worker Initiator M. Fielding Data Source Discussion Dialogue Significant Voice (Controlled, closed (Staff structured (Working with (Free & open activities activities dictated by involvement to staff on equal initiated and actioned staff) address specific footing) by students) issues) Healthy Schools Assigned but not informed Consulted & informed Adult-initiated, shared decisions with students Young person-initiated & directed. Decisions shared with adults Every Child Matters?

  13. Bedfordshire School Improvement Partnership Prebend House, Stephenson Court, Fraser Road, Priory Business Park, Bedford. MK44 3WH 01234 836105 Rodger Chrystal Student voice Consultant Sarah Foley Student Voice Consultant Brian Roberts Advanced Skills Teacher Emily Wrigglestone Student Voice Consultant firstname.surname@bedscc.gov.uk

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