1. Personalising Learning Matthew Horne Strategy Unit

2. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

3. Personalised learning is a contested term… Curriculum Workforce Development School Organisation Student Voice Mentoring Learning to learn Assessment for Learning New technologies Advice and guidance (SST/SHA ) Assessment for learning Effective teaching and learning Curriculum entitlement and choice School organisation Partnerships beyond the school (DfES) Learning how to learn Improving the effectiveness of pupil group work Consulting student about teaching an learning Home school knowledge exchange Interactive education (TLRP)

4. A working definition… … “personalisation is about putting citizens at the heart of public services. It is about raising standards by shaping provision around individual citizens and enabling them to have a say in the design and improvement of the organisations that serve them. In education this can be understood as personalised learning – the drive to tailor education to individual need, interest and aptitude so as to fulfil every young person’s potential.” 3

5. Personalised learning is not… A new initiative or policy An extra burden on schools/colleges Going to require ‘special’ funding Learning on your own Devaluing collective outcomes Teachers producing lesson plans for each child

6. Where has personalised learning come from? Government ‘Our strategy for continuous improvement through giving power to people involves greater choice, greater voice and more personalised services.’ Prime Minister ‘We see greater personalisation and choice as being at the heart of better public services and higher standards…services’ DfES Private Sector The Support Economy (Zuboff & Maxmin) Markets of One (Gilmore & Pine) The Customer Centric Enterprise (Tseng & Piller) Learning theory How people learn (Bransford et al) Inclusive learning (Tomlinson et al) About learning (Hargreaves et al)

7. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

8. Source: OECD (2001) Knowledge and Skills for Life Why personalise learning now? In comparison with other industrialised countries, Britain currently has high excellence, but low equity 5

9. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

10. The DfES started a debate about personalised learning Publications about personalisation 2004 – 2005: Personalised Learning: building a new relationship with schools, DfES A National Conversation about Personalised Learning, DfES Choice and Voice in Personalised learning, DfES 5 Year Strategy for Children and learners, Putting people at the heart of public services, DfES Personalisation and the Learning and Skills Sector, DfES LLD Education and ICT: the potential for personalisation, DfES Learning about Personalisation, DfES Innovation Unit/NCSL/DEMOS Personalised Learning, TLRP Personalised Learning, FORUM Personalising Learning with ICT, BECTA Personalisation and Digital Technologies, Provocation Papers, BECTA/nestafuturelab/Toshiba/DEMOS Personalised Learning, NCSL Leading Personalised Learning in Schools, NCSL Personalising Learning: next steps in working laterally, SST & SHA Personalising learning: student voice and assessment for learning, SST & SHA Red Paper 01 HEALTH: Co-creating services, Design Council Personalised Learning - an emperor’s outfit? IPPR Personalisation through participation, DEMOS About Learning, DEMOS

11. But there are weaknesses… Is not tangible, specific and concrete Risks meaning all things to all people Will look and feel different in different schools/colleges and for different children Does not engage children, young people or parents Focuses on schooling rather than learning Does not engage effectively with the wider children’s agenda

12. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

13. ‘Empowering learners/parents…’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges…’ Learners/parents are both empowered consumers, and responsible and self-managing users engaging with high quality responsive schools/colleges We have tried to describe the tangible and relevant experiences that all learners/parents should expect from schools and colleges

14. Empowering learners/ parents… Learners/parents should expect… To be consulted about services and have an ongoing personal dialogue about meeting their needs To understand the services on offer and understand how they are personally progressing/developing To understand and access the choices available to them ‘Empowering learners/parents…’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

15. Improving the quality and responsiveness of schools/colleges… Learner/parents should expect to choose a school that offers… A broad and flexible curriculum Teaching strategies tailored to meet needs Assessment used to improve learning An organisation & ethos that responds to individual needs Partnerships with other organisations Identification of needs with early intervention & prevention ‘Empowering learners/parents …’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

16. Asking learners/parents to take more responsibility and control… Learners/parents should expect… To understand their roles and responsibilities Help building their own motivation, aspirations, & expectations To develop their own skills for independence and self- management Children and young people to be protected when others fail to take full responsibility ‘Empowering learners/parents …’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

17. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

18. Empowering learners/ parents… Student Councils, Parents Forums & Class Forums Student and parent participation in School Self evaluation/inspection Small-group and individual mentoring/learning conversations Advice choosing courses, next destinations and extended services Access to the school curriculum, assessment & attendance data at home ‘Empowering learners/parents…’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

19. Improving the quality and responsiveness of schools/colleges … Learners understand learning objectives/assessment criteria Peer/self assessment Learners reflect on assessment data Learners receive formative feedback Dedicated lessons on ‘learning to learn’ Peer mentoring, learning support units, vertical pastoral groups Breakfast/after school clubs Access to youth clubs, childcare, and parenting support Links with businesses, cultural organisations and other schools Access to co-located multidisciplinary teams ‘Empowering learners/parents …’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

20. Asking learners/parents to take more responsibility and control… Children become independent learners through ‘learning to learn’: problem solving, thinking skills, goal setting, information processing and critical thinking Parents have access to parenting information and support when they need it e.g. parenting groups/fathers groups, parent link workers, social workers, parenting classes Children’s Social Services will intervene to protect the interests of the child when preventative measures have failed to ensure that parents/carers fulfil their responsibilities ‘Empowering learners/parents …’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges …’

21. Personalising learning – an overview What do we mean? Why personalise learning? The personalisation debate Refining the concept Refining the practice What does this mean for policy? What does this mean for technology?

22. What does this mean for policy? DfES policies designed to… (a) ‘improve the quality and responsiveness schools/colleges’ are strong (b) ‘empower learners/parents’ are weak (c) ‘ask learners/parents to take more responsibility and control’ reveal gaps

23. What does this mean for technology ‘Empowering learners/parents…’ ‘Asking learners/parents to take more responsibility and control…’ ‘Improving the quality and responsiveness of schools/colleges…’

24. What does this mean for the children’s agenda? Improve the quality and responsiveness of … Childcare & Early Years Connexions & Youth Service Children’s Primary Health Care Children’s Social Services Empowering users of … Childcare & Early Years Ask children/parents to take more responsibility and control of their… Learning Health Safety Economic well being Contribution to their community