RM plc · LSE:RM.
RM — Conference Presentation (January 2006)
20 slides from RM's conference presentation, January 2006
Slide 1: Personalising Learning and the challenge of progression
Personalising Learning and the challenge of progression Professor David Hargreaves Associate Director, specialist Schools Trust Chairman, Becta Fellow, Wolfson College, Cambridge
Slide 2: Moving from the Primary Classroom
Moving from the Primary Classroom by Maurice Galton & John Willcocks (1983)
Slide 3: ILEA - Improving secondary schools 1983-4
ILEA - Improving secondary schools 1983-4 ‘Transition as smooth as if no institutional break’ = continuity and progresion …in social terms …in achievement terms …in pedagogic terms …in curriculum terms
Slide 4: The National Curriculum and curriculum continuity
The National Curriculum contributes to a coherent national framework that promotes curriculum continuity and is sufficiently flexible to ensure progression in children’s learning. It facilitates the transition between schools and phases of education.
Slide 5: Personalising learning is the path to transformation
Personalising learning Personalising learning is the path to transformation Transformation is the transition from the nineteenth to the twenty-first century educational imaginary
Slide 6: So what's new?
Personalising learning Personalised learning demands that every aspect of teaching and support is designed around a pupil’s needs… David Miliband, September 2003 So what’s new?
Slide 7: The future is already here: it is just not distributed very well
The future is already here: it is just not distributed very well. William Gibson
Slide 8: Two key questions
Two key questions What form do continuity and progression take in relation to personalised learning? What action is needed to ensure continuity and progression in PL?
Slide 9: First approach
First approach Student voice AfLearning Design&Organisation Learning to learn Workforce development New technologies Mentoring& coaching Curriculum Advice&guidance
Slide 10: A second approach - shared gateway themes
A second approach - shared gateway themes 1. Engagement - with learning, with the school 2. Responsibility - for self, learning,and behaviour 3. Meta-cognitive skills - control, independence 4. Relationships with staff - more mature, more open and honest with greater mutual respect 5. Social skills
Slide 11: The development of the independent learner
The development of the independent learner • knowing about intellectual processes and how they work; • generating and considering strategies to cope with the task; • getting better at choosing the strategies that are the most appropriate for the task; • monitoring and evaluating the subsequent learn
Slide 12: Students…
Students… • become aware of the difference between memorising and understanding material, and realise that these require different mental strategies (“can I remember this? is this something I need to remember? have I really grasped what this is about? could I explain it to another person?” ) • recog
Slide 13: About Learning
About Learning www.demos.co.uk
Slide 14: So continuity and progression in PL through partnership
So continuity and progression in PL through partnership families of schools networks of schools collegiates and federations all-age schools
Slide 15: Thank you for listening
Thank you for listening
Slide 16: Slide 16
Slide 17: The 19C educational imaginary
The 19C educational imaginary • schools prepare students for their fixed station in life • intelligence is mono-dimensional, fixed and innate • schools of each type are similar and interchangeable • school is culturally homogeneous • learning is the acquisition of curriculum content • schooling limi
Slide 18: The 21C educational imaginary
The 21C educational imaginary • students’ identities and destinies are fluid • multiple intelligences are plastic and learnable • schools are culturally heterogeneous • schools are diverse and not interchangeable • learning includes learning how to learn • education is lifelong, formal and informal
Slide 19: The evolution of social imaginaries is very slow
The evolution of social imaginaries is very slow: people once died before imaginaries changed much. The evolution of educational social imaginaries is now so fast that the same leaders live through the transition and have actively to manage it. This poses a huge challenge to leaders of both policy a
Slide 20: Personalising teaching and learning through nine interconnected gateways
Personalising teaching and learning is realised through nine interconnected ‘gateways’ Student voice AfLearning Design&Organisation Learning to learn Workforce development New technologies Mentoring& coaching Curriculum Advice&guidance …and all of them demand leadership