PERSONALISING LEARNING

1. PERSONALISING LEARNING Curriculum and advice&guidance 7 June and 1 July 2005 Leicester/London ‘Personalising learning: progress and prospects’ Professor David Hargreaves, Associate Director (D&R)

2. On the PL professional journey: How did we get here? Where are we at - midpoint? (Today’s gateways in the big picture) Where do we go from here?

3. Personalising learning Personalised learning demands that every aspect of teaching and support is designed around a pupil’s needs… David Miliband, September 2003 The challenge is to meet more needs of more students more fully than was possible/desirable in the past.

4. Transformation is: significant, systematic and sustained change that results in high levels of achievement for all students in all settings Brian Caldwell

5. Transformation is the transition from the nineteenth to the twenty-first century educational imaginary

6. The PL gateways are the path to transformation

7. The nine interconnected gateways to PL Student voice Design&Organisation Assessment for Learning  Workforce reform Learning to learn Mentoring&Coaching New technologies Advice&guidance Curriculum

8. Five features in development The gateways are still under construction No school is advanced in every gateway Constructing them is a professional journey The gateways interact in complex ways Evolution (not a blue-print) to 21C imaginary

9. Gateway commonalities - their interactive effects 1. Deeper engagement - with learning & the school 2. Enhanced responsibility - for learning & behaviour 3. Independence in learning - meta-cognitive control 4. Social skills - articulating a point of view & presenting an argument; interpersonal skills 5. Mature relationships with staff - more open and honest, with greater mutual respect 6. Co-constructors of education- in the design of teaching, learning, assessment, school life Note the sequence!

10. The lynchpin of the gateways to PL Curriculum New technologies Advice&guidance Mentoring&Coaching Learning to learn Assessment for Learning Workforce reform Student voice Design&Organisation

11. The 19C educational imaginary • education aims/outcomes are few, simple, uncontested • curriculum is specified as knowledge to be absorbed • knowledge is conceived as subjects/disciplines… • …that can be pre-specified in sequential detail… • …and be taught and learned in lessons The 21C educational imaginary • education aims/outcomes are many, complex, contested • curriculum is specified as competences to be acquired • competences are conceived as essential learnings… • …that cannot be pre-specified in sequential detail… • …but are best acquired through projects

12. Dynamic interaction 19C Aims Curriculum Outcomes Pedagogy PIs & Metrics Accountability

13. Frozen stability - 21C?? Aims [Nat] Curriculum Outcomes Pedagogy PIs & Metrics Accountability

14. Curriculum 14-19 National Curriculum Accountability Curriculum Awarding Bodies Employers HE Leaving KS3 as most open to change and the locus for an aims-driven curriculum

15. From the RSA’s Opening Minds to….. Tasmania’s essential learnings …starts with values and purposes statement • learning to relate, participate and care • learning to live full, healthy lives • learning to create purposeful futures • learning to act ethically • learning to learn • learning to think, know and understand

16. The five essential learnings Thinking Communicating Personal futures Social responsibility World futures

17. Thinking • enquiry • reflective thinking • Communicating • being literate • being numerate • being information literate • being arts literate

18. Personal futures • building and maintaining identity • and relationships • maintaining well being • being ethical • creating and pursuing goals • Social responsibility • building social capital • valuing diversity • acting democratically • understanding the past and • creating preferred futures

19. World futures • investigating the natural and • constructed world • understanding systems • designing and evaluating • technological solutions • creating sustainable futures

20. CULMINATING OUTCOMES • inquiring and reflective thinkers • effective communicators • self-directed ethical people • responsible citizens • world contributors with… LEARNING, TEACHING AND ASSESSMENT PRINCIPLES …aligned to values and purposes, essential learnings and culminating outcomes

21. Tasmanian website http://www.ltag.education.tas.gov.au Has the QCA’s Futures programme anything to learn from this and RSA’s Opening Minds? Chris Woodhead on the NC - April 20 2005 What ought to have been a relatively straight- forward exercise in the definition of subject knowledge turned into a doctrinal dispute about the purposes of education… I want students to be taught more facts.

22. Dynamic interaction 19C Aims 21C Aims KS3? Curriculum Outcomes Pedagogy PIs & Metrics Accountability

23. Advice and guidance Subject options for KS4 - declined with NC Careers guidance - declined with increased post-16 participation Both increase with greater choices from Y8 - including new vocational options Failure of Connexions - what replaces? Increasing dislocation of KS3 from KS4 A complete re-thinking of student support?

24. The history of personalisation Craftsmanship Mass Production (Henry Ford) Mass Customisation (Davis/Pine, 1987+) The Experience Economy (Pine&Gilmore,1999)

25. THE PROJECT (in contrast to the lesson) • Task is big and authentic - a real problem to solve • Task is co-constructed by teacher and student • Task has clear, worthwhile outcomes • Task challenges and develops competences • Task takes some time to complete • Task involves some time out of school • Completion depends on adult help and advice • Completion depends on teamwork • Completion demands high levels of feedback • Success is celebrated And what scope does a two-year KS2 offer?

26. The history of personalisation All continue today! Craftsmanship Mass Production (Henry Ford) Mass Customisation (Davis/Pine, 1987+) The Experience Economy (Pine&Gilmore,1999) The Support Economy(Zuboff&Maxmin, 2004)

27. ‘People have changed more than the organisations on which their well-being depends… Their sense of self is more intricate, acute, detailed, vast and rich than at any other time in human history. They have learned to make sense of their lives in unique and private ways, to forge the delicate tissue of meaning that marks their lives as their own…[and they have] a deep and abiding yearning for psychological self- determination…As a result of these new dreams, a chasm has opened up between people and the organisations on which they depend. People have undergone a discontinuity in mentality, but organisations have not.’

28. The solution? A revolutionary new enterprise logic as the alternative to the ‘managerial capitalism’ it will displace ‘For the new individual, the purpose of consumption is life itself - the acquisition of the time and support necessary to pursue a life of psychological self-determination.’ This new enterprise logic is driven by the new technologies but they do not define it and yet need it to flourish in full

29. Central features of the new enterprise logic (i) DEEP SUPPORT ‘Individuals want honest assistance in meeting the challenges of their intricate lives… In providing deep support, enterprises assume full accountability and responsibility for every aspect of the consumption experience. Deep support provides ongoing relationship based on advocacy, mutual respect, trust, and the acute alignment of interests.’ A new system of student support?

30. Central features of the new enterprise logic (ii) FEDERATIONS We view federations as dynamic enterprise partnerships and alliances that can eliminate traditional industry boundaries to support individuals and particular constituencies of individuals in unique ways Brighouse on collegiates/federations Every child matters

31. New technologies (the bridge) SV + AfL + L2L An aims-led curriculum: competences/essential learnings/projects Deep student support Advice&guidance Mentoring&Coaching Federations & collegiates AA Workforce development Design&Organisation

32. The 19C educational imaginary • schools are similar and interchangeable The 21C educational imaginary • schools are dissimilar with a distinctive ethos How far will diversification go and at what rate of change?

33. Dynamic governments remain porous. Renewal rarely comes from within. One of the optical illusions of government is that those inside of it think of themselves as the drivers of change… Yet most far-reaching ideas and changes come from outside… Governments are more often vehicles than initiators. They play a role in embedding these changes but typically they get involved only at a late stage… The smarter governments around the world realise that they need to build innovation into their everyday working: through experimental zones and pilots, competitive funds and rewards for promising ideas. And new ideas need time to evolve - preferably away from the spotlight… Most radical change has to start outside government, usually from the bottom rather than the top. Geoff Mulgan, May 2005

34. The Support Economy by Shoshana Zuboff & James Maxmin Penguin, 2004 The new enterprise logic of schools by Brian Caldwell iNet, 2005