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Personalised learning at Downend
Transcript of Personalised learning at Downend
Did you enjoy taking the courses or just tolerate them as a necessary means to acquire the learning?
Thinkers Entrepreneurs Researchers Bluetooth package DVD Player Engine upgrade Athletes Electric engine Air conditioning Leaders Performers Explainers Upgraded stereo Facebook Collaborators Leather seats Intellectuals Manual transmission Sun roof Creative
Thinkers Partners Engaged
citizens GPS Fog lights Multi-zone
temperature control Socializers Brand Model What we're seeing now is the separation of content, learning, and certification. Global
Citizens Tinted windows social
network Customization Roof rack Organizers What we hope to get
"out" of education is more
than just increased knowledge.
We hope for a personal "customization"
of each student as they are exposed to ideas,
diversity, experiences and opportunities. Some students still leave college with nothing but a "base model" ... but most leave with some add-ons. Content
Experts Coaches Awards Technology How much content does a With thanks to the Learning Futurist, The LIFT Institute
at Muskegon Community College
TeachingCollegeMath.com by Saul Graydon garlicandcoffee
@gmail.com Illustrations by
Mat Moore opportunity SPECIALIZATION LEVEL personalised learning pick a route
course variety Tube map Downend School
the future Broadband Software Compatibility Hardware http://www.flickr.com/photos/glennbatuyong/2594336182 http://www.flickr.com/photos/osheas/4002425767 Possible futures Ability-based Learning
Coaching allowing for self reflection
Valuing in Decision Making
Developing a Global Perspective
Aesthetic Engagement Open Education Model Airplane Model We process students in "batches" The academic year takes off and lands at
a set time. We take off whether you are on board or not. If there are TOO many empty seats, the flight is cancelled. Even if the "route" is more expensive, it's important to offer it. (i.e. Nursing) Some "routes" are subsidized. (i.e. graduate education) Whilst this makes a logical sense, we know there is not yet the structures that enable this We could teach students according to where they are academically, not their age group Open Textbooks decide Change
is necessary what changes have made a difference to learning what changes will be worth our investment Peer-to-peer when asked: do you think everybody needs to go to university? 70-80% said no. But when asked should YOUR child go to university? 85% said yes." Either we begin (NOW)
to push education away from content delivery, AND TOWARDS HUMAN DEVELOPMENT,
or we'll go down
with the ship. What can we do to prepare for this Change? Shift the focus from content to personal development and coaching. Think about the "customizations" and how to provide and quantify them. Except for those on the cutting edge, content is going to quickly become a dead-end. Reeling out
the years Other Models Video of the live presentation is posted here: http://bit.ly/LEVERSvideo You'll see videos on the wall of the factory. These are not in the presentation path, but you may want to go back and watch these when you're done. Extra 30 minutes. So how can we
develop the learners we
want? Open Learning intelligent tutoring and mentoring
frequent assessment and feedback
focus on destination as well as journey Raw materials (students) are processed through an assembly line (courses) to achieve a final product (graduates). We might not
Sink today ... or next year ... but it's not unreasonable to expect that eventually we're going to end up headed straight towards ONE of these "iceberg" scenarios. As always, I am grateful for photographers who license their images under Creative Commons. Thanks! Cochlear Implant:http://www.flickr.com/photos/oaspetele_de_piatra/4581664897/
Star Trek Communicator: http://www.flickr.com/photos/14531705@N00/385817743
Gas prices: http://www.flickr.com/photos/glennbatuyong/2594336182
Global Citizen: http://www.flickr.com/photos/littlekoshka/3401488029
DC Metro Map: http://www.flickr.com/photos/wfryer/3676636269
Pebble in Shoe: http://www.flickr.com/photos/osheas/4002425767/
Bionic Arm: http://www.flickr.com/photos/istio/3519766002
Lecture Hall: http://www.flickr.com/photos/andrewscott/2330212397
Cell phones: http://www.flickr.com/photos/compujeramey/168108824
Push sign: http://www.flickr.com/photos/lwr/4092766510
Tweetborg: Permission from Michael Gee This presentation is copyrighted under Attribution, Share-alike, Non-commercial Creative Commons licensing. The End. Sorting But this isn't
really all there is to education teacher need to deliver? students can access a range of learning resources Students Current change pressures Education is a bit like the Titanic. Communication
Valuing in Decision Making
Developing a Global Perspective
Aesthetic Engagement Ability-based Learning "Rather than measure performance as a snapshot in time, against a curve that strips away individual achievement, we focus on measurement that's about you, and only you." ARTIFICIAL
INTELLIGENCE What happens when Learning analytics are better than human analytics? LEARNERS How can we
create a school
their lives Skills based
not topic led Decide what skills your students need to achieve by the end of their journey.
Map the skills.
Find the common/quickest route together. TLCs focus on
the skills and
HOW to deliver The TLCs focus on the
public learning experience not the
It's not what you are going to do,
it's what WE are going to do together. Share skills
Literacy focus Refine skills according to
need. Staff work to address
differentiation Embedding Non Themed
Skills based learning
Present State of Play Some evidence of KS3 in two years.
Others moving towards this with option choices a possibility for 8 and 9.
Themed learning would not fit….from FC’s
PLTs and SEAL invisibly embedded…they are doing it without thinking, but can map it when asked.
Students like consistency…
Although learning styles may be different and approaches may alter (good differentiation)
A GRAPH IS STILL A GRAPH.
A REPORT IS STILL WRITTEN IN A PARTICULAR WAY
Lets work on them in their early years
Build on good primary practice
Set the standard
Less spoon feeding and intervention
Student see commonality embedded throughout their Downend experience
We now have a great uptake in TLC participation by staff
We have looked at their learning now lets focus on the students.
Each TLC has a good cross section of subjects (although ideally for year 7 a representative from English, maths, science, humanities and MFL would be ideal.)
Data Analysis and Presentation.
At the moment I am using it in year 13 Health and Social Care unit 9
Science IAA’s years 10 and 11
Geography will be having to do the same following their field trip, PE presenting performance data, DT? The list could go on.
We will all get on with this neither staff or students seeing the link.
If a TLC group spent time on this skill they could share their methods and create a commonality of approach for students when faced with data in whatever form.
Research – how is this effectively done….avoiding Wikipedia
The list can go on.
If each TLC chose a skill we could produce a cohesive skills based curriculum without resorting to themes ( similar to the wheel diagram)
This would be seen as not an add on but tailor made to support teaching
Produced by staff.. They will have ownership
Student experience. Clarity over tasks not getting different information