st
21
Century Learning
Environments at All
Saints.
Initial steps towards Personalised
Learning in the Grade 3/4 Level.
Things you should know:
• What is best for your children is always at the centre of our
thinking, actions and plans.
• We are taking it slowly – small steps!
• We are continually reflecting, assessing and modifying.
• This is contemporary learning.
Our definition of Personalised Learning
at All Saints.
Personalised learning means highly structured engagement
which is collaborative, negotiated and takes into account
individual student learning needs, prior knowledge and
interests.
Achievement is underpinned by rigorous planning and risk
taking from both facilitators and students. It is focused on
incorporating elements of student voice and providing
opportunities for student choices about their learning. It
requires the holistic, consistent, whole community
involvement to support the success of each student. Teachers,
students and parents will cooperate to provide ongoing
detailed feedback, which will provide accurate information for
planning and guiding student’s future learning.
Why the change?
• Providing opportunities to better cater for each student’s
learning needs.
• Students take more ownership and responsibility for their
learning – Personal learning skills.
• Students are more involved in their learning.
– Interest based
– Engaging to the students
– Motivating – both through interests and seeing the
possibility for improvement.
Our Learning Centres
Foundation – Discovery Centre
Grade 1/2 – Inquiry Centre
Grade 3/4 – Explore Centre
Grade 5/6 – Quest Centre
Specialist Areas – Global Centre
(Information & Communication
Technology, Performing Arts,
Physical Education, Science and
LOTE)
Grade 3/4 Level
Motto: ‘Explore, Discover, Achieve’
Symbol: A map.
Specialist Areas
• All students in the year level are split into
three groups:
Green group
Purple group
White group.
• Each week each group attends a session
of PE, Performing Arts and IT or Science.
• Opportunity for students to develop
many personal skills, e.g.; working with
different people, coping with different
social groups, self-organisation, etc.
Goal Setting
• Personal goals are being set by students for each curriculum
area. The key focus is for students to:
• Reflect upon their current
understanding
• With guidance, develop an
understanding of knowledge
and skills required to
successfully fulfil an intended
goal.
• Monitor progress towards
achieving a target goal.
Learning Intentions
To ensure students have a clear understanding of set tasks,
we are beginning to implement Learning Intentions and
Success Criteria.
• A Learning Intention outlines what the overall
knowledge, understanding and/or skills will be covered in
a lesson.
• The Success Criteria states what the student needs to be
able to do to successfully complete set task.
Example
Learning intention
We are learning to write a persuasive text with logically
ordered paragraphs.
Success criteria
I can:
– write a paragraph introducing the topic and
expressing my opinion
– write a paragraph stating a reason that supports my
argument with examples
– write a concluding paragraph re-stating my
opinion with supporting reasons.
Expectations on Students
• Maintaining neat and organised
bookwork.
• Recording home reading and
submitting homework/diaries on
time.
• Engaging in frequent conferencing
with teachers to discuss
successes/challenges.
• Referring to maths groupings to
find out where they need to be...a
huge success!
Future Direction
• Personalised groupings in mathematics with extended
implementation of workshops.
• Inquiry curriculum will be explored as an entire learning
centre, with teachers conducting workshops covering
skills and knowledge required to complete set tasks.
• Reading and writing to eventually be conducted in a
similar format to our maths curriculum.
How is Personalised Learning
different?
• Open, flexible learning spaces
• Different teachers
• More emphasis on collection and use of data in teaching.
• Flexible groupings based on rigorous assessment. Students
move when evidence is available to support acquisition of
knowledge, understanding and skills.
• Professional discussions to inform planning and groupings.
The Traditional Classroom
How we learnt at school was different.
• Teacher directed
• Open-ended tasks to try to cater for all abilities in the
classroom
• Assessment and data collection was the individual
teacher’s responsibility
• Planning and teaching of lessons was done by each
teacher.
MAI Data – Growth Point Allocation
Personalised Maths Planner
Personalised Learning Cohorts
Daily 5
Inquiry
We began this year with an inquiry
unit called ‘Learning to Learn’.
The focus of this unit was for students to identify
and explore their preferred learning styles.
Kinaesthetic – Body Smart
Interpersonal – People Smart
Logical – Number Smart Visual/Spatial – Picture Smart
Linguistic – Word Smart
Naturalistic – Nature Smart
Musical – Music Smart
Intrapersonal – Myself Smart
Inquiry
As students have become more aware
of their own personal learning styles,
we have been able to better cater for
the diversity in our classrooms.
We are now seeing students who are engaged
and passionate about their learning in inquiry.
The students have embraced this way of
learning, and have shown determination and
cooperation when completing their inquiry
projects.
Thanks for coming
along, please join
us for a cuppa!