Personalised Learning
Personalised learning 5 strands of personalised learning…
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Effective learning and teaching
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Enabling curriculum entitlement and choice
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Assessment for learning
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School organisation
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Strong partnerships beyond the school
What personlised learning looks like in practice
ALITE (the UK’s leading name in the practical application of modern learning methods: www.alite.co.uk) suggests that there are 7 aspects of personalised learning. We were very pleased to find that, at the CPR Learning Space, our learning and teaching programmes are already incorporating these aspects of personalised learning…
1) Learning involves flexibility of time, social interaction, space & resource
Blended provision – mix of:
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Adult-led activity
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Self initiated
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Independent enquiry
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Interdependent enquiry
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Adult and peer support
2) A high degree of learner choice at all ages – informed by quality information & clear vision
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Integration of transferable content, skills and attitudes
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Instantly accessible quality information
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A range of pathways
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Succinct feedback (tight ‘feedback loops’) promotes dialogue (around key decision points)
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Big picture is shared
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Learner involved in learning intentions and concrete success criteria
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Adults skilled in questioning, coaching & target setting
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Self, peer and adult reflection on success criteria
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Time for improvement
4) Meta learning (L2L) focus for all learning experiences
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Adults as genuine learners
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Learning is transparent
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Full integration of learning cycle
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Learning is planned, delivered and evaluated in a clear, considered and coherent structure
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Learners understand, share & reflect on their
- Emotional conditions and responses
- Learning preferences
- Thinking skills
5) Learners engaged by authentic challenge and real issues
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Learners explore, evaluate and develop responses based on quality evidence
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Learners adopt different roles both real and imaginary
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A range of research and communication tools are used
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Learning is enhanced by presentations using a range of contemporary media and to different audiences
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