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Personalised Learning. NOCN Level 2. Session 1 Session 2 Session 3. Induction Modules Use of ILT Design a Learning Area. Scheme of Work. Focussed assessment Formal and informal learning Target setting and tracking Effective learning. Intervention Learner grouping
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Personalised Learning NOCN Level 2
Session 1 Session 2 Session 3 Induction Modules Use of ILT Design a Learning Area Scheme of Work • Focussed assessment • Formal and informal learning • Target setting and tracking • Effective learning • Intervention • Learner grouping • The learning environment • Supporting learners • Curriculum organisation
High quality teaching and learning • Focussed assessment • Target setting and tracking • Formal and informal learning • Effective learning Contributes to assignments: A2: Action plan A3: Learner profile A4: Critical review of lesson plans and scheme of work
High Quality Teaching and Learning Highly focused lesson design SMART objectives High demands of learner involvement and engagement High level of interaction Appropriate use of teacher questioning, modelling and explaining Emphasis on learning through dialogue Expectation that learners will accept responsibility for their own learning Regular use of encouragement and authentic praise
Focused Assessment Secure knowledge of learners starting point Every learner knows what they are doing and what they need to do next Every learner knows how to improve Learners can make well-founded judgements on their attainment Informal and formal review of progress Day to day assessment Periodic assessment Transitional assessment
What information do you need to do effective target setting and tracking?
Target Setting and Tracking Matching against current and prior attainment data Local and national retention and success rates Information on attendance Demonstration of previous learners work Individual learner progress tracked against other cohorts Strengths and weaknesses identified Opportunities for learners to discuss progress Teaching programmes adjusted in light of progress being made
Formal Informal What is formal and informal learning?
When students set goals and monitor their self-efficacy they can boost their achievement potential by 30 percent • High-achieving students tend to self-regulate more automatically than low-achieving students • Lower achievers tended to self-regulate more if they were motivated to learn course material
How can you do it? • Identify course objectives up front • spell out what learners should learn across the course • Ask learners to monitor their efficacy in meeting objectives • Emphasise concept relevance • build in plenty of examples to explain each concept and relate new ideas to previously covered ones • learners will be more motivated to self-regulate if they see the relevance • Question learners frequently • give them regular assignments and tests so they can tell how well they're learning • if they realise what they're missing they can find the time to rectify it • Tie feedback to key concepts • frame comments on tests, homework or projects in terms of how well learners' answers match course objectives and their self-efficacy judgments • this "post-mortem" analysis helps students see what they should restudy
