Session 38: Personalised Learning – Is it achievable?

Session Topic:

Personalised Learning – Is it achievable?

Session Summary:

For me personalised learning follows child interests by observing, talking and listening. Plans reflect interests to motivate children

A fascinating discussion which looked at how it is possible to achieve personalised learning within classrooms at all levels. It was evident that the term ‘Personalised Learning’ had a different meaning to different people from different settings. Although ‘official’ definitions were offered, the ambiguity still remains. Is it really possible to personalise the curriculum for 30 individuals within a classroom envirnoment? Even more of a challenge to secondary colleagues who are faced with cohorts from different year groups within the same day – being faced with over 100 individual pupils within any day?

Assessment for Learning (AfL) was introduced into the discussion, as it was felt that this played a key role within Personalised Learning, however there were concerns expressed that if the curriculum becomes more ‘fact filled’, there will not be any space for personalisation.

Early Years practise was highlighted as a major player within the personalisation agenda, as practitioners have permission to stand back and watch pupils get involved in learning that interests the individual – using photographs can be powerful, it was claimed, to document learning and use for the basis of quality feedback. Perhaps this is a lesson that can be learned within all Key Stages. In this respect, the opportunity for technology (e-portfolios of some kind) could be used.

Eye Catching Tweets from the Session:

@GiftedPhoenix   the problem with personalised learning is that you can pretty much make the concept embrace anything.
@egalr     To me personalised learning means allowing children to take control of their own learning.
@primarypete_    I think for personalised learning to be successful, a complete change in standard pattern of T&L needs to occur. Must be ch led.
@mattbuxton10    PL works on 2 levels; kids study things which mean something to them ESP past14, & in ways they utilise their skills/interests.
@7puzzle       PL is setting the learning conditions, method and environment so an individual can perform at their best?
@primarypete_    I don’t have all answers but individual comps, targets & high TA levels would help but think it is ideology rather than reality.
@mattbuxton10    PL is much more than differentiation; same objectives, but flexible outcomes – how they demo their learning & understanding varies.
@MathsChatterbox    In a typical primary class – kinaesthetic+aural+visual learners x 3 ability groups = plan personalised learning for 9 diff groups?
@Catriona_O    #ukedchat -does  personalised learning require teachers to relinquish control of content and let learners take the lead?
@sarahjnl    sats are not personalised, job interviews are not personalised. There has to be a balance here.
@trainieteacher    #ukedchat When children can choose what they want to lean about they are more engaged and will achieve beyond expectations!

Tweet/s of the Week:

@davestacey     Current system is like battery farming, but with some having slightly bigger cages near the window. We need free range learning #ukedchat
@marc_faulder     For me personalised learning follows ch interests by observing, talking and listening. plans reflect interests to motivate chn #ukedchat

Web Links Highligted During the Session:

@GiftedPhoenix    20:06    #ukedchat The chart on p9 of this DCSF document might be a good example of the many facets –
@jennitonic80    20:07    #ukedchat definition here
@Ariellah    20:15    Great reading on #personalized Learning, The what and how #ukedchat
@colport    20:35    Principles behind AFL – #ukedchat
@malcolmbellamy    20:40    fr e-portfolios see #ukedchat

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About UKEdChat Editorial 3187 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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