1. Personalised
Learning
Kristyn Rack
It’s a Learners’ World: Mapping a New Landscape 2013

4. Does every student need a desk?
Do kids have to wait for break time to eat?
Does everyone have to wait for that 1
student to get to the mat?
Should mobile devices be allowed?
Have I planned the terms work for the
students?
Why?

5. How much of what we do is more for us then the students?

6. Spot the difference?
Differentiation Personalisation Individualisation

7. Differentiation Individualisation
The teacher
meets the needs of
different groups of
learners.
The teacher
uses assessment and data
collected to inform
teaching
The teacher
gives feedback to groups
and individual learners to
enhance learning
The teacher
meets the needs of each
individual.
The teacher
uses assessment and data
for reporting progress of
what the individual
learner learned and to
inform next steps in their
learning
The teacher is essential
to support learning.

8. The learner drives their
learning
The learner plays an
active role in designing
learning that connects
their passions, interests,
talents, and goals.
The learner is self-
directed and monitors
own progress and reflects
on their learning.
Differentiation IndividualisationPersonalisation
The teacher
meets the needs of
different groups of
learners.
The teacher
uses assessment and data
collected to inform
teaching
The teacher
gives feedback to groups
and individual learners to
enhance learning
The teacher
meets the needs of each
individual.
The teacher
uses assessment and data
for reporting progress of
what the individual
learner learned and to
inform next steps in their
learning
The teacher is essential
to support learning.

9. Student..
own and drive learning
has voice and choice on how
and what they learn.
actively participates in the
design of their learning
identify strengths, goals and
passions
is not always you
doesn’t necessarily know the
outcome
is used as a resource
knows every learners
strengths and needs
Teacher..

10. What
you to learn?
motivated
What
learning
actually happened?

12. Full engagement - the desire for self direction
The urge to get better at things - satisfaction
Making a difference - knowing why we are doing this
Motivation
RSA Animate Drive:The surprising truth about what motivates us

13. Pedagogy -
the ‘why’
Assessment -
the ‘how’
Curriculum -
the ‘what’
Student Teacher

14. Managing self
Thinking Participating and
contributing
Using language
symbols and texts
Relating to others
Key Competencies

15. Dispositions

16. Relationships
Resilience
Reflection
Do I
collaborate effectively with others?
work with new people?
lead when it is appropriate?
Do I
Do I
manage being challenged?
take risks with my thinking?
manage my behavioural decisions?
manage my emotions and limits?
think about the best way?
consider the impact I have on others?
identify the wider world impact?
reflect on my learning?
listen objectively and respectfully?

17. Relationships
Resilience
Reflection
Do I
collaborate effectively with others?
work with new people?
lead when it is appropriate?
Do I
Do I
manage being challenged?
take risks with my thinking?
manage my behavioural decisions?
manage my emotions and limits?
think about the best way?
consider the impact I have on others?
identify the wider world impact?
reflect on my learning?
listen objectively and respectfully?
A useful risk environment
Support when reflecting
A chance to get it wrong

18. Self Managing

19. Pedagogy -
Self regulating learning
Assessment
Reflect on
adaptability
managing complexity
self direction
Curriculum -
Key competency - Self managing
Student Teacher

20. Planning

22. Must do
Can do

23. To do list..

24. Maths Wall

26. Pedagogy -
Raising mathematical achievement
Authentic learning
Assessment -
Gloss
Ikan
Self Management
Curriculum -
Mathematical understanding
Real life context
Student Teacher

27. Learn it
Practise it
Explain it
Teach it

29. Term 4 ( 11-12.5 years)
Everyone in Room 7
• Attend 2 Teacher workshops EVERY week
• Conference with Teacher 4 times a term on your own (you need to
book this in with T)
• Complete/ publish 2 book reviews by the end of the term on a
chosen book
Group Reading Tasks
Must do -
• Silent read for 30 minutes twice a week ADD to your reading log
• Read through part or all of the story with the teacher
• Read through the story in your mind on your own
• Read through your story with a buddy
• Read your story onto Photobooth at least 2 times (save to the
server)
• Listen to you Photobooth to check your reading strategies
• Attend 2 teacher workshops per week - (Learning Reading
Strategies)
• Complete 5 Bloom’s Activities per story
(Complete at least - 1 low level, 1 medium level, 1 high level activity
• Complete 1 reading skills cards per week
Can do -
• Publish 1 medium or high level activity.
• Inference Reading Cards
• Study Ladder - Reading tasks
• Summerland Blog Reading
• Silent Reading
• Vocabulary games
• Reading

30. Reflection

31. Maths Diary

32. PINs Minecraft lesson

33. Herrmann Whole Brain Model
Helpful
Open
Social
Imaginative
Dreamer
Adventurous
Mathematical
Problem Solver
Achiever
Practical
Completer
Reliable

34. I need teacher workshops to be on time
I would like more time to finish things
I want furniture to be neat and tidy
- Sophie
I need more creative stuff.
I would like more designing and inventing.
I want a chance to express my ideas in music.
- Maceo
I need to have really cool
learning conversations.
For example if someone falls off
their chair you stop the lesson and
talk about gravity
- Eliza

35. Blending

36. “The secret to high performance and
satisfaction at work, at school, and at home - is
the deeply human need to direct our own
lives, to learn and create new things, and to do
better by ourselves and our world”
Daniel Pink, 2010

37. Reflection
How has your thinking been
challenged?
What changes will you make?