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The why and the what of Personalised Learning ,[object Object]
Objectives to: ,[object Object],[object Object],[object Object],[object Object]
Why should we personalise learning?
The Dcsf expect schools to: ,[object Object]
We want ,[object Object],[object Object]
Educational agendas  ,[object Object],[object Object]
No learner ‘left behind’ ,[object Object],[object Object]
Equality for all learners ,[object Object],[object Object]
a vision for a ‘system’ that: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Designed for Learners who want: ,[object Object],[object Object]
Designed for Learners who have ‘expectations’ ,[object Object],[object Object]
Learners who want to: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The drivers -  personalised learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Already happening? ,[object Object],[object Object]
Many ‘Drivers’ for Personalised Learning, but what is it?
Learning is ‘personal’  ,[object Object],[object Object],[object Object],[object Object],[object Object]
What is personalised learning?
education tailored to fit each individual ,[object Object],[object Object]
Building on interests, aptitudes and learning styles ,[object Object],[object Object]
Learner involvement ,[object Object]
Learners working at their pace ,[object Object],[object Object],[object Object]
Personalisation in FE – moving from good to Excellent ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learner control and choice
A Customised programme ,[object Object]
But customised by the learner NOT teacher
responsive and engaging  ,[object Object]
tailoring learning experiences to meet need ,[object Object]
Supporting anywhere, anytime learning ,[object Object]
Personal Learning and Thinking skills; the skills learners need to for Personalised Learning:
Personal Learning and Thinking skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Along with functional English, mathematics and ICT The PLTS are defined as six groups of skills
[object Object]
As  Self-managers  the same learners   ,[object Object]
[object Object]
Independent enquirers ? ,[object Object],[object Object]
Effective participators ,[object Object],[object Object],[object Object],[object Object]
Team workers ,[object Object],[object Object],[object Object],[object Object]
Creative thinkers ,[object Object],[object Object],[object Object]
 
components of Personalised Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Personalised Learning, where the Learner:  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
a  Personal Learning Environment:  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching and Learning ,[object Object]
A lever for change ,[object Object]
Creating a learning environment ,[object Object]
PLTS Functional Skills Project Principal Learning ASL   Work Experience   Specialised Theoretical Practical How do all the elements fit together?  Broad Employer & Economy Individual & Society Sandra Stalker January 2008 Start with the Personal Learning and Thinking Skills
Technology ,[object Object],[object Object]
link to ePortfolio
Present the curriculum – link to CM ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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