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Personalising Learning at de Ferrers

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Susceptible to poor role models, celebrity worship' and instantaneous gratification ... ( Learning Styles) Conditions for learning the brain. Effective group ... – PowerPoint PPT presentation

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Title: Personalising Learning at de Ferrers


1
Personalising Learning at de Ferrers
  • Deep Learning

2
Deep Learnings 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

4
Generation WHATEVER
Am I bovvered!
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

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

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

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)

10
Our Learning Cycle
Connect
supported by professional consideration
of Psychological Physical Physiological factors
Consolidate
Activate
Demonstrate
11
Its All In the Terminology
  • KS3 Strategy
  • AL Cycle
  • Starter
  • Chunk 1
  • Chunk 2
  • Plenary
  • 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
    arent 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)

18
  • 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

19
  • 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

20
  • 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

21
  • 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

22
  • 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

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
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