Mass Customisation transformed the world as firms engaged in the innovation needed to meet the needs and aspirations of individual clients. Can education benefit from the same principle?

1. MAPPING THE ROAD TO
PERSONALISED LEARNING
GEORGE DRIVAS
DEPARTMENT OF FOREIGN LANGUAGES
DOUKAS SCHOOL

2. THE THEORY
DEFINITIONS
FRAMEWORK
RESEARCH

3. PERSONALISED LEARNING

4. DEFINITION
“mass customisation
transformed the world as firms
engaged in the innovation
needed to meet the needs and
aspirations of clients”
(David H Hargreaves, 2006)

5. DEFINITION
“Instead of students being
expected to fit into the school,
the school was being changed to
fit the learning demands of
students.”
(David H Hargreaves, 2006)

6. DEFINITION
FLUID IDENTITIES & DESTINATIONS
MULTIPLE INTELLIGENCES
LIFE-LONG EDUCATION
(IN)FORMAL EDUCATION
UNCONSTRAINED EDUCATION
BLURRED ROLES
USER-LED EDUCATION

7. Student Voice
Learning to Learn
Mentoring
DEFINITION

8. STUDENT VOICE

9. the excitement and
investment a young
person feels towards
learning
ENGAGEMENT

10. a systematic process for
listening to students'
opinions about school
CONSULTATION

11. PARTICIPATION
a self-determined act of
students committing to
something in school

12. INVOLVEMENT
a process for engaging
students as partners for
the sake of education,
and community

13. OUTCOMES
•School improvement goals
•Academic achievement
•Curricular effectiveness

14. every single student in every
classroom in any grade, has a voice
that should be engaged in schools
PEOPLE

15. ACTION
•Classrooms lessons
•Curriculum committees
•Peer mentoring
•Peer teaching
•Self evaluation
•School policy-making

16. PROCESS

17. RESEARCH

18. SETTING GOALS

19. POPULATION
AGES: 9-15
LEVELS: A1-C1
LANGUAGES: EN,FR,DE
STUDENTS: 874
TEACHERS: 25

20. METHOD
PRIORITISATION

21. AREAS & FORM
LISTENING
SPEAKING
READING
WRITING
21st CENTURY SKILLS
CLASS PERFORMANCE
CAN-DO STATEMENTS

22. EXAMPLES
SPEAKING: EN A.1.2
I can give my opinion to a friend
I can accept or decline an invitation.
I can give instructions.
I can describe an event.
I can give a presentation on a specific topic.

23. EXAMPLES
SPEAKING:
EN A.1.2

24. EXAMPLES
21st CENTURY SKILLS: COMMON
COMMUNICATION AND COLLABORATION
- Επικοινωνώ και συνεργάζομαι
PRODUCTIVITY
- Είμαι παραγωγικός
RESPONSIBILITY
- Είμαι υπεύθυνος
CREATIVITY AND INNOVATION
- Είμαι δημιουργικός και πρωτοπόρος
INITIATIVE
- Αναλαμβάνω πρωτοβουλίες

25. EXAMPLES
21st CENTURY SKILLS

26. SKILLS
TEACHERS OF
ENGLISH:
COMMUNICATE
& COLLABORATE
STUDENTS OF
ENGLISH:
COMMUNICATE &
COLLABORATE

27. SKILLS
STUDENTS OF
ENGLISH-B2:
COMMUNICATE &
COLLABORATE
STUDENTS OF
ENGLISH-C2:
COMMUNICATE
& COLLABORATE

28. SKILLS
TEACHERS OF
ENGLISH-B1(PR):
COMMUNICATE &
COLLABORATE
TEACHERS OF
ENGLISH-B1(JH):
COMMUNICATE
& COLLABORATE

29. EXAMPLES
CLASS PERFORMANCE: COMMON
Ι use class time effectively.
I follow class rules.
I participate in class activities.
I make an effort to learn.
I work effectively in groups.

30. EXAMPLES
CLASS PERFORMANCE

31. STUDENTS:
FOLLOW
CLASS
RULES
TEACHERS:
FOLLOW
CLASS
RULES
ATTITUDES

32. STUDENTS
OF GERMAN:
FOLLOW
CLASS
RULES
STUDENTS
OF FRENCH:
FOLLOW
CLASS
RULES
ATTITUDES

33. TEACHERS
OF GERMAN:
FOLLOW
CLASS
RULES
TEACHERS
OF FRENCH:
FOLLOW
CLASS
RULES
ATTITUDES

34. RESULTS
DIFFERENT PRIORITIES
STUDENT GROUPS
AGE GROUPS
TEACHER GROUPS
LANGUAGES
LEVELS

35. PARADIGM SHIFT

36. DEFINITION
a change in the
basic assumptions,
or paradigms,
within the ruling
theory of science

37. Take a Breath!
Research supports the theory
Student Voice is an indispensable variable
Personalised Learning is a theoretical construct

38. THE TOOLS
SYLLABUS
ASSESSMENT

39. ATTITUDES
SKILLSCONTENT
SYLLABUS

41. CONTENT

42. WEIGHT
FUNCTION
LANGUAGE
FORM
CONTENT

43. ATTITUDES

44. PATIENCE
GOAL SETTING
MOTIVATION
INTEREST
CONFIDENCE
DISCIPLINE
ATTITUDES

45. SKILLS

46. SKILLS

47. DIGITAL

48. ASSESSMENT

49. EXAMPLE

50. EXAMPLE

51. CONCLUSION

52. SHIFT

54. Student
Needs &
Interests
Inquiry
Based
Learning
Project
Based
Learning
Digital
Storytelling
Assessment
& Feedback

55. ENGAGEMENT
“Teaching and Learning
not done to the
learner but with the
learner and that
active engagement is
critical to success.”

56. RESPONSIBILITY
“….. both
personalisation and
learner voice are
current levers for
change in educational
practice.”

57. REFLECTION
“ Personalisation
coherent learning
environment
range of
approaches and
opportunities
self-motivated
learners.”

58. “When you set sail for Ithaca,
Wish for the road to be long,
Full of adventures, full of knowledge.”
C. Cavafy, Ithaca

59. THANK YOU