1. Personalised Learning
NOCN Level 2

2. Scheme of Work Session 1 Session 2 Session 3 Induction Modules
Use of ILT
Design a Learning Area
Focussed assessment
Formal and informal learning
Target setting and tracking
Effective learning
Intervention
Learner grouping
The learning environment
Supporting learners
Curriculum organisation

3. High quality teaching and learning Focussed assessment
Target setting and tracking
Formal and informal learning
Effective learning
Contributes to assignments:
A2: Action plan
A3: Learner profile
A4: Critical review of lesson plans and scheme of work

4. What makes teaching and learning excellent?

5. High Quality
Teaching
and Learning
Highly focused lesson design
SMART objectives
High demands of learner involvement and engagement
High level of interaction
Appropriate use of teacher questioning, modelling and
explaining
Emphasis on learning through dialogue
Expectation that learners will accept responsibility for their
own learning
Regular use of encouragement and authentic praise

6. What is focused assessment and what makes it excellent?

7. Focused
Assessment
Secure knowledge of learners starting point
Every learner knows what they are doing and what they
need to do next
Every learner knows how to improve
Learners can make well-founded judgements on their
attainment
Informal and formal review of progress
Day to day assessment
Periodic assessment
Transitional assessment

8. What information do you need to do effective target setting and tracking?

9. Target Setting
and Tracking
Matching against current and prior attainment data
Local and national retention and success rates
Information on attendance
Demonstration of previous learners work
Individual learner progress tracked against other cohorts
Strengths and weaknesses identified
Opportunities for learners to discuss progress
Teaching programmes adjusted in light of progress being
made

10. What is formal and informal learning?

11. YouTube - Formal, non-formal and informal learning

12. How can we teach learners to learn?

13. When students set goals and monitor their self-efficacy they can boost their achievement potential by 30 percent
High-achieving students tend to self-regulate more automatically than low-achieving students
Lower achievers tended to self-regulate more if they were motivated to learn course material

14. How can you do it? Identify course objectives up front
spell out what learners should learn across the course
Ask learners to monitor their efficacy in meeting objectives
Emphasise concept relevance
build in plenty of examples to explain each concept and relate new ideas to previously covered ones
learners will be more motivated to self-regulate if they see the relevance
Question learners frequently
give them regular assignments and tests so they can tell how well they're learning
if they realise what they're missing they can find the time to rectify it
Tie feedback to key concepts
frame comments on tests, homework or projects in terms of how well learners' answers match course objectives and their self-efficacy judgments
this "post-mortem" analysis helps students see what they should restudy