P Route Personalisation – Practical Guides Dan Buckley 2015

1. P Route Personalisation – Practical GuidesDan Buckley 2015

2. Frequently Asked Questions • Why Do IT?: I have so much content to get through I don’t have time to develop skills as well in my lessons. If these skills are so essential why are they at the centre already? • Which skills?: You are using SECRET skills but we have 6Cs and another school has BLPs or C21s or P21s – Which skills do we use? • How do I get started? How do I know if it’s working? Where do I go after today to read more material and think about it? • Tweet any more to #plearn

3. Literacy and Numeracy are skills that are easier to measure cost effectively Driving ability is expensive to test too but deemed worth the investment If essential skills were easy to measure then we would be measuring them and they would be centre stage. Numeracy and problem solving Oracy: Communication by speech and text. Self-Managers Effective Participators Creative Thinkers Reflective Learners Enquirers Team Workers

4. Approximate Relative Emphasis placed on competency development (desktop review of selected available curriculum documentation) Proportion of curriculum definition based on Competency outcomes 100% 50% 0% 100% 50% 0%Proportion of curriculum definition based on content outcomes Australia (2012) UK 2008 New Zealand 2007 Gove ? Scotland 2004 Singapore 2005 Finland 1995 Sweden 1994 Denmark 1991 South American Conference 1990 100:0 75:25 50:50 25:75 0:100

5. Alberta Ministerial Order 004 / 1998 Self-Managers Effective Participators Creative Thinkers Reflective Learners Enquirers Team Workers

6. Increasing Personalisation T P

7. Content is just as critical – Personalisation is about how they use and retain it better

8. Frequently Asked Questions • Why Do IT?: I have so much content to get through I don’t have time to develop skills as well in my lessons. If these skills are so essential why are they at the centre already? • Which skills?: You are using SECRET skills but we have 6Cs and another school has BLPs or C21s or P21s – Which skills do we use? • How do I get started? How do I know if it’s working? Where do I go after today to read more material and think about it? • Tweet any more to #plearn

9. Argument Against Argument For SECRET • Lots of other sets are well resourced • Developing your own is a massively useful step in its own right • You can involve students in drawing up a set • You may already have invested in a set • You may have linked them to your school values and vision already • Developed over 15 years • Continuously updated • Used in over 20 countries • All free – no commercial sales attached • Elementary and High School • An attempt to bring together all the skills • Ladders are in child-speak Conclusion As long as your whole school uses the same set it doesn’t matter what it is. Don’t let the debate about which type be a barrier

10. Frequently Asked Questions • Why Do IT?: I have so much content to get through I don’t have time to develop skills as well in my lessons. If these skills are so essential why are they at the centre already? • Which skills?: You are using SECRET skills but we have 6Cs and another school has BLPs or C21s or P21s – Which skills do we use? • How do I get started? How do I know if it’s working? Where do I go after today to read more material and think about it? • Tweet any more to #plearn

11. The most effective improvement is when teachers collaborate together driven by common aims The optimum number of aims to focus on and be successful is 3

12. As a school, focus this year on your top 3 core aims. School core aim 2 – for all learners to improve…. Collaboration Skills School core aim 1 – for all learners to improve Making Ethical Responsible Choices Arrange your 3 core aims in a Venn Diagram. Ideally your school vision will fall neatly into the middle Creating the Leaders of Tomorrow School core aim 3 –For all to improve….. Creative Problem Solving

13. In your PLCs Choose ONE Essential Skill to Focus on School core aim 2 – for all learners to improve…. Collaboration Skills • Imagine you have chosen to focus on Collaboration Skills or Teamwork • Agree that ALL of you over the next 10 weeks will do a ‘project’ of your own design. • Your project will be to do something you believe will improve the ‘collaboration skills’ of the learners in at least one of the groups you teach. • Build a ladder together as a PLC • Debate together and agree the smallest thing you could do that would improve these skills in the class. This is Rung 1 of the ladder

15. A capacity building process for all teachers Which School objective is the project most aligned to? In this example say it is “Improving collaboration between learners” Project Which Group of Learners? • + Control group? What’s the expected impact on learners?

16. Ideas to Try and WAGs to Think About Self-Managers • Ideas that are really hard and need resilience • Campaigns where students taking a stance • Higher order thinking when there is no answer • Challenge yourself, invite feedback and learn from it • Unbiased research and making use of the net • Problems needing teams to work together Effective Participators Creative Thinkers Reflective Learners Enquirers Team Workers

17. Ideas to Try and WAGs to Think About Self-Managers At the simplest level (1) • Every time you ask students to complete a 10 minute task is practicing these skills At level 2 • If the task takes longer than 10 minutes and requires a challenge this is practice at level 2 At level 3 • If the task requires repeated attempts to succeed this is level 3 At level 4 • If the task takes a whole hour of determined work

18. WAG – The Hole in the Wall Project ( India ) Self-Managers The internet made available to students who have no formal access to schooling by adding computers to concrete walls in poor areas

19. Self-Managers Going into more detail Self management is not a single skill You need to manage your emotions, manage yourself in social situations, manage how you organise and manage your resilience And… all of these need ladders to describe progress

20. Self-Managers Going into more detail

21. St Self-Managers Builds up to a total set of 24 ladders. We have given them easier names for students to remember. St Effective Participators Social Aspects St Creative Thinkers Emotional Aspects Reflective Learners St Cognitive Aspects Enquirers St Strategic Aspects Team Workers St

23. Ideas to Try and WAGs to Think About Effective Participators

24. Mrs Swelander, Edmonton Effective Participators Grade 4 students saw a video showing sugar in chocolate milk. Running a whole school campaign to reduce flavoured milk purchase

25. Ingenium, London UK Learners set rules for how teachers use the space. They reflect on and modify these rules every 6 weeks. 1. Promote reflection 2. Promote active engagement 3. Promote collaboration

26. Effective Participation in discussion & debate www.learningbyladders.com/SECRET 2 3 4 5

27. Room 13, Scotland • Learners who finish their work can go to room 13 where they choose how to extend their learning. • Promote self direction • Promote creativity • Promote collaboration

28. Kunskapsskolan (Sweden) Children agree goals with their tutor at the start of the week and then negotiate the timetable required to achieve them

29. Micro-Society (Japan & USA) Children manage real jobs – running the school, including radio station

30. Five Islands School Learners manage the ICT budget, training and use in class Student leadership Creativity Contribution to community

31. www.eduzappr.com • Go there now on phone, laptop, watch!! • Username is the start of your school email address, password starts as 121 • Log in and type the name or surname of who you want to Zapp then press Search • Give a Zapp just for effort OR choose the SECRET skill you want to award – Job done!

32. Idea 1 – Add one SECRET objective to each lesson and just check you are giving students a range of opportunities • For example “In this lesson we will be particularly using your SELF MANAGEMENT skills at level 3 - there will be lots of different activities going on so I will be looking to see who can cut out distractions.”

33. Idea 2 – Differentiated learning objectives First check which levels the activity you are planning includes. Level 5 of Explore a Question applies if: Students have the chance to collect primary evidence themselves and compare this with sources to evaluate possible answers to their question and decide the most reliable Then share the levels with students.

34. Record and play back #plearn Skills are fundamental to future career and learning but do you treasure what you don’t measure?

35. Progression For each competence we define 9 level statements written in language we have tested with students. For example the skill of taking responsibility for a team. Through level 6 From level 1 To level 9 Team Workers

36. Step 1 – Find a suitable lesson Step 2 – Choose a statement to focus on

37. Idea 1 - Recording • If you pick up that a student has a particular difficulty with this then record a ‘T’ perhaps to target it • Focus on 5 students in the lesson and record if they have got it or not

38. Idea 2 - Recording • Focus on 5 students in the lesson and record the level they got up to in your view • Can still indicate if you pick up areas to target • All skills are progressive so if they hit level 4 the 3 and 2 are covered

39. Idea 3 – Peer assessment (being trialled in IL)_ Students stick the relevant ladder for the activity in their book. Student writes evidence next to the ladder when they achieve it Classmates tick the one they feel applies and writes a comment on or next to their next step Records exist in their books and not in mark books

40. Example – using codes to save columns!! Used to show level 1 Used to show level 2 Used to show level 3 Used to show level 4

41. Idea 4 – Students have the grids stuck in the front of their books and tick as they go • Teacher can ask students to focus on one of their own choice each lesson • Teacher can ask for homework that gives them evidence for a ladder and level of their choice

42. Self Managing Long or difficult tasks www.learningbyladders.com/SECRET 2 3 4 5 Effective Participation in discussion & debate www.learningbyladders.com/SECRET 2 3 4 5

43. CreativityFor new ideas and new solutions www.learningbyladders.com/SECRET 2 3 4 5 • Reflective Learning Making mistakes and learning from them www.learningbyladders.com/SECRET 2 3 4 5

44. EnquiryAsking better questions to discover better answers www.learningbyladders.com/SECRET 2 3 4 5 TeamworkWhere everyone plays their partwww.learningbyladders.com/SECRET 2 3 4 5

45. Research indicates: Student roles should include… • Peer and self-assessment Improves, meta-cognition, reflection, judgement, evaluation skills and others documented by Brown, Rust and Gibbs (1994), Zariski (1996), Race (1998), Brown, (1996), McDowell and Mowl, (1996) • Peer teaching, peer mentoring and paired instructionImproves academic achievement and higher order thinking http://www.gtce.org.uk/documents/publicationpdfs/pupil_part_anthology1109.pdf • Consultation, shared vision and school improvementOwnership and locus of control are key factors in improved confidence, entrepreneurship and participation DeCharms (1976) • ‘Real’, creative and collaborative opportunitiesEnhances academic and social achievement and is a contributory factor making schools sustainably outstanding (OFSTED) http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Learning-creative-approaches-that-raise-standards

46. Increasing Personalisation T P

47. The Big Picture • Leadership and Collaboration skills are the MOST highly prized by employers parents and staff. • Levels 1-4 of these skills can be developed and improved in class by changing the way we do group work • Levels 5 + Need opportunities in which they self organise and self manage teams.

48. Teamwork, Key Levels 1 to 8 7. Do teams run other teams? Each person in the teams guides teams providing services (5) No = 6 1. Are learners working in groups? 8. Are the team driving changes? – Leading the whole organisation through changes in how it works? No = 0 No = 5 2. Does everyone have a unique role? 6. Do Teams manage a budget? Independently and use it to deliver a service or project? No = 7 No = 1 Yes = 8 No = 4 3. Do they self organise? 4 or more learners agree roles, agree tasks, come together at the end to review? 4. Do teams work reliably ? E.g daily duty reliably for 2 weeks without needing to be reminded. 5. Do teams Provide a service to others? Operates like a mini – self directed company e.g. running a club once a week for 6 weeks No = 3 No = 2

49. Examples of student led teams reliably providing a service to others (Level 4 and 5) • The Hit Squad - create resources for the History department to use • The Year 8 room leaders – manage tutor rooms at lunchtime so Yr 8 have a base • Student Councils – Lanulph and saltash.net • The Offperts – produce teacher help guides for how to use Office 365 • The Tech Teams in Year 7 – Attempting to scale up a laptop project • Language Leaders – Delivering languages lessons to primary students • Sports leaders – formal qualification, they run sporting events, training and clubs • Ambassadors – Mentoring the new year 7 students

50. Clear Roles are Essential e.g. • Taking Responsibility – Who has the role of LEADER? • Managing the Team – Who has the role of MANAGER? • Building the Team – Some have the role of COACHES • Evaluating the Team – Some have the role of EVALUATORS / Reporters These can be shared but it is vital someone holds the responsibility for each role