PERSONALISED LEARNING

Carrie Winstanley

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

UNIT

5.5

At the end of this unit you should be able to:

• understand what is meant by personalised

learning

• recognise instances of good practice in

personalised learning

• be better equipped to embed personalised

learning

in your own teaching.

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

OBJECTIVES

PERSONALISED LEARNING

• What is personalised learning?

• The principles and components of

personalised learning

• Practical considerations

• The benefits for pupils

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

CLASSROOM APPROACHES• Grouping pupils and group work

• The importance of questioning techniques

• Task setting, problem-solving and investigations

• Cognitive issues: accelerated learning, learning

styles

and metacognition

• Goal setting and assessment for learning

• Emotional intelligence and motivation

• Differentiation

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

To explore this material further, read:

Winstanley, C. (2009) ‘Personalised learning’, in S. Capel, M. Leask and T. Turner (eds) Learning to Teach in the Secondary School: A Companion to School Experience, 5th edn, London: Routledge.

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

FURTHER INFORMATION

James, A. and Pollard, A. (eds) (2004) Personalised

Learning, London: TLRP/ESRC.

West-Burnham, J. and Coates, M. (2007) Personalizing

Learning: Transforming Learning for Every Child,

London: Network Educational Press Ltd.

From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

FURTHER READING