Personalisation by Pieces

Dan.Buckley@camb-ed.com

www.camb-ed.net

"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."

Alvin Toffler..

Angela McFarlane

• We need to structure learning so that children can learn how to learn and learn how to collaborate

• We need to recognise the role of peer learning in collaboration

• We need to help parents know how to help and how to engage with their child’s actual work

• Suggestion – do we need to ensure that children expect to work with as wide a variety of others as possible ?

Mick Waters

• What are you trying to achieve?

• How will you organise learning?

• How well are we achieving our aims?

Competencies are universally understood – they are the international backbone of education

Self-Managers

Effective ParticipatorsCreative Thinkers

Reflective Learners

Independent

EnquirersTeam Workers

The secret of personalised learning

Early years +15 Skills included in the curriculum but not in the required portfolio

Early Years Profile 1 2 3 4 5 6 7 8 9

Problem solving, reasoning and

numeracy

Communication Language and

Literacy

Personal, social and emotional

development

Creative DevelopmentKnowledge &

Understanding of World

Physical Development

Functional Skills 1 2 3 4 5 6 7 8 9

Problem solving, reasoning and

numeracy

Communication Language and

Literacy

ICT Literacy

PLTs - Core set 1 2 3 4 5 6 7 8 9

Self Managers

Effective

Participators

Creative Thinkers

Reflective Learners

Independent

Enquirers

Team Workers

PLT +Subject area specific skills, second language, Optional expanded sets and alternative core ladders

PLTs - Core set 1 2 3 4 5 6 7 8 9

St Be Organised E Go for it, finish itC Manage RiskS Manage EmotionsE Identify an IssueC Find SolutionsSt Persuade othersS Get InvolvedC ImagineSt Make LinksS Question AssumptionsE Take Creative RisksC Set Your ChallengesSt Plan-Do-ReviewE Invite FeedbackS Share learningS Explore a QuestionSt Evaluate EvidenceE Stay ObjectiveC Reach ConclusionsC Take ResponsibilityE Build the teamSt Manage the TeamS Evaluate the Team

Skills Ladders

Functional Skills 1 2 3 4 5 6 7 8 9

Making sense of situationsCalculating / AnalysingInterpreting and ComunicatingDiscussionPresenting to an AudienceComparing / combining sourcesWritingUse ICTFind and select information using ICTPresent, process develop with ICT Key

St

Strategic

E EmotionalC CognitiveS Social

S

E

C

R

E

T

What is PbyP – Part 1

Skills ladders

• Make progression a secret no more

• Make it clear to children how they can progress

• Provide routes for aspiration

• Allow everyone to engage with how to learn to learn

• Easy to apply – poster or ICT

Angela again!!

• All of the research findings point to the need for creating knowledge through collaboration but I rarely see true collaboration anywhere.

Practice vs Research

T-Route P-Route

• Teacher Led• Knowledge ‘delivered’• Learners consume

media• Competitive• Teacher assessed• Distinct from informal• Pace of the class• Single course• Predominant learning

style• Restricted age range• Personalised by teacher

• Learner Led• Knowledge created• Learners produce

media• Communities of

learning• Peer and Self

Assessment• Formal, informal

continuum• Individualised

challenges• Multiple pathway• Choice of approach• Peer and multi age

working• Personalised by choice

Common Vision• ‘Every Child Matters’

– Agreed outcomes for all children.1. Healthy, safe, happy students2. Enjoying and being stimulated by learning3. Achieving their potential4. Contributing to the social well being of

society5. Contributing to the economic well being

of their community.• Personalised Learning

– More focussed on each individual learner’s needs – engage parents

• Competency Based Curriculum– In the knowledge economy, skills are more important than content.

• Student Voice / Student Leadership / Engagement – Learners as equal partners for co-development

Danger of ‘Bolt-ons’If we don’t work out the fundamental principles first we end up just ‘bolting on’ old ideas and hoping it works.

e.g. virtual classrooms !!! Is a fundamental principle of learning that it happens in a box? Web-pages,

whiteboards, year groups, lessons, courses, assignments

Luckily the international case study team had finished their report before the first “old fashioned” bridge appeared.

Fuelled by inspiration, personal choice and personal needs. Recognising that the value of a community is in the diversity, creativity, relationships and peer respect.

Supported by a range of advisors, mentors and teachers: The learner is at the centre. They are empowered by choices and the advice of many others.

Research led, open, collaborative, safe to fail and experiment : Learning research informs us and is an active human process in which new knowledge occurs through individuals sharing and developing ideas and concepts with others

Success understood by the learner. Evidenced, shared and praised : If learners drive the process, assessment and objectives are owned and If learning is driven by inspiration and developed in communities then sharing is as essential as the recognition of progression.

Fuelled by inspiration, personal choice and personal needs.

Supported by a range of advisors, mentors and teachers:

Research led, open, collaborative, safe to fail and experiment :

Success understood by the learner. Evidenced, shared and praised :

Fundamental Principles of learning. Learning should be…

networked intelligence

Reliable peer assessment

What to use for goals?

Lifelong competencies

Arranged in Skills Ladders

Clear progression up a ladder

Can be understood and evidenced by the learner

What is PbyP – Part 2

Expert Peer Assessment

• A common benchmark in your school or authority against which to improve learning outcomes

Assessed e-portfolio

• Evidence based with only 20% assessed by teachers

Structuring learning: Skills Ladders

• What is a skills ladder ?• How have we

approached this in EYFS ?

• How have we approached this in PLTS ?

• What is a learner’s profile ?

Supporting informed mentoring• Supporting parents

in their engagement and support

• Growing independence involve peers in mentoring process

• Work towards specialist mentors e.g. SIPs

What is PbyP – Part 3

Engaging Parents

• Weekly structured meetings for parents to have with their children

• Share actual work

• Structure home learning

• Let parents know next steps

What is PbyP – Parts 4 to 40!

Examples from the 80

PbyP schools

Structured . team. work

Implement PbyP

byMonday

Breaking Ranks overlap

Local Authorit

y transform tool

EYFSEarly

Years Foundati

on

STATS &

FACTSCosts

Breaking Ranks12 Personal Progress Plan 13 Key Mentor adult advocate16 Basis of Family mentoring19 Essential Learnings20 Alternatives to tracking21 Student led depth22 Real-life contexts23 Structure for service

learning24 Extends beyond school25 Critical thinking 28 Promote active involvement29 Assessment IN learning30 Continuums of competence31 Integration of ICT

Pyramids – number not strength1.Agree the long term vision – P-

route ? – how ideally would you personalise learning?

2.Agree the key unifying statements - Consultation that is full and honest with deadlines and teeth !!

3.Get everyone pulling in the same directionThe more people involved the greater the impact

4.Keep inviting feedback and reflectingfrom all people involved to review direction and how well you are doing.

Understood by all

Examples from successful schools• Every piece of work completed must be displayed or

performed – e.g. Selly Park• Learners as professionals – e.g. Pudsey Grangefield• All lessons are to develop competence – e.g. St

Lawrence• Micro-society - All services run by students – e.g.

microsociety movement• All materials produced by learners – e.g. Bealings • All people progress in all lessons• Shared curriculum delivery and/or Pupil led

curriculum – e.g. Grey Court• Passion – Praise – Positive

Still a continuous process with ICT

ICT rich P-route based future vision

ICT rich T-route based future vision

50 : 50 100% P-route practice100% T-route practice

2009

2014

Far vision

Achieving Access

Cost effective learning

gains

Ubiquitous

Getting everything in place

Vision Skills Incentives Resources

Action Plan

+ + + + =Change

Vision SkillsResource

sAction Plan

+ + + + =Resistance

Vision Incentives Resources

Action Plan

+ + + + =Anxiety

Vision Skills Incentives Action Plan

+ + + + =Frustration

Vision Skills Incentives Resources

+ + + + =Treadmill

Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)

Skills Incentives Resources

Action Plan

+ + + + =Confusion

Back to the pieces

Team roles

The Leader

( takes responsibility and volunteers )

The Coach (builds the team

especially talents and skills)

The Manager

( Manages the team especially deadlines

and roles )The

Motivator ( Praises the team and eventually evaluates )

A leadership curriculum

Structured activities for primary and secondary classrooms to introduce Belbin style group structures

Levels 1-3: Classroom based team working activities

Level Minimum Description

1 10 Minutes

The team completes a ten minute activity. They help each other, respect each other, praise each other and listen to each other.

2 20 Minutes

All level 1 plus… the team completes a 20 minute activity that requires them to discuss and agree rules, and produce a feeling of team

spirit or shared goals.

3 60 Minutes

All level 2 plus… the team can use a formal meeting to agree roles in the team. Team members are open, co-operative and look after each

other.

Task ideas1 2 3T

ake Resp

on

sibility

I volunteer for jobs.I can work out rules in games or in teams. I can take turns and share the different jobs

I have put together a team of four and we had our first meeting. We agreed jobs for each of us. We worked out some rules we would all have to follow to make it fair. I have kept to what I agreed.

Bu

ild T

eam S

treng

ths

I understand that people should show respect to each other. They should listen to what they say and look after each other.

I take into account the needs of others. I can tell if someone is sad or happy and I can check they are OK. I know what people are good at and what makes them feel happy.

When I work together in a team I make sure everyone is heard by sticking up for them or inviting them to speak. I help to make sure everyone gets the jobs they want to do OR are best at. My evidence will come from other team members explaining how I supported them.

Man

age th

e Team

I help people who are finding work hard.

I help people in my team so that our whole team does really well

I make sure everyone in our team knows what they need to be doing and if they look like they are running out of time I help them myself or ask others to help them.

Evalu

ate the T

eam

I can say 'well done' to other people when they have done something well.

In my team I can praise each person for something they did really well. They would agree with me.

I can praise each person in my team of 4 using their names and I can tell what I did well that helped the team and what I did badly?

A leadership curriculum

Structured activities for primary and secondary classrooms to introduce Belbin style group structures

Levels 4-6: Learner-led team projects and services

Level Minimum Description

4 2 WeeksAll level 3 plus…the team offer a service that requires them to reliably perform a task each day for two weeks without prompting or support.

5 6 WeeksAll level 4 plus…the team comes up with the service themselves and

evaluate their own effectiveness in delivering the service.

6 6 WeeksAll level 5 plus…the team are commissioned to run their project or

service and respond to the tender which will have resources or a budget attached.

Task ideas4 5 6T

ake Resp

on

sibility

I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes..

I lead a team of people who offer a service, run a club or event or do a job together. Everyone has very clear roles and I can explain what they are. We agreed the roles together and I have done mine well and not let people down. As evidence I could explain what our team will be doing, who does what role and how we decided on these. I could share my thoughts and concerns about what could go wrong and how I would deal with it.

I have led a team of 4 people or small company and have been in control of a budget. When I set up the team we negotiated roles and now everyone is clear on their roles and what tasks they personally need to do for the team to succeed. If there is an issue, complaint or if people have an argument in the team I will get involved and take responsibility for making sure it is sorted out fairly. I personally know what all the team members are

working on at the moment.

Bu

ild T

eam S

treng

ths

For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team.

I have evidence that I can MIRROR. This is about listening to someone and reflecting their feelings back to them. I may use examples of times when I felt the same. I know I have mirrored well if the person recognises themselves in what I say. I can evidence doing this on video or explain when I used it to make people feel more listened to in my team.

I have found examples of the hundreds of tiny things that effect people every day. For negative examples a snigger when someone is sharing how they feel or looking away when they are half way through a sentence. For positive examples a pat on the arm, smiles, questions about how they are, remembering something that they said etc. I have found examples of these and can explain how they have helped to build or

damage my team.

Man

age th

e Team

I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working.

I produce project plans that show what everyone in the team should be doing and what their deadlines are. I organise meetings to discuss the plan and make sure everyone is clear about what they need to do. My evidence needs to include the plan and something about how the meetings have helped.

In a project that lasts for at least six weeks I have negotiated SMART weekly targets for each member of the team. Our meetings review the plan and make sure everyone is on task and meeting deadlines. We provide a good service that is value for money and reliable

because of the team and my management of it.

Evalu

ate the T

eam

When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly.

I can look at the whole team and suggest ways we could all work together better using positive suggestions. If I think there is a problem, I can only raise it if I have a suggestion. Evidence could be an evaluation of how well the team has met its targets and why or how well the team delivers its service.

People who have worked together on a big project need people to appreciate them. At the end of a project I produced a report/presentation/video that shares our successes with people outside our team and also makes the team feel proud of the work they have achieved. It

must also hint at improvements needed for next time?

Task ideas4T

ake Resp

on

sibility

I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes..

Bu

ild T

eam S

treng

ths

For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team.

Man

age th

e Team

I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working.

Evalu

ate the T

eam

When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly.

Back to the pieces

Some examples of opportunities1. The ‘St Lawrence School’ wrist bands.2. Oswestry homework replacement.3. Radstock news editor4. Carn Gwaval project teams5. Pearl Hyde’s environmental area6. Isles of Scilly extended reception duty teams.7. Bealings Commissioning8. Serlby transition project9. Numerous schools – peer teaching projects10.Numerous schools – extended project linked to a

final presentation.

Back to the pieces

Week 1 (Today!)

Choose People Choose at least two staff and the

children they teach.

Tell us who they areSend names, surnames, DOB,

UPN/code, Gender and tutor ID off to CE to upload.

We return login details CE will return the usernames and

passwords

Week 2 – Test it out

4 Pupils and 2 StaffIn a lunchtime, invite 2 staff

and 4 volunteer pupils to a 20 minute session in an ICT room.

Give them login details, they download the userguide from pbyp.co.uk

Explain to them they will be sending their work around the world for expert children to assess and, if successful, will become experts themselves in vital 21st century learning skills

Week 3 – Peer Teaching

Pupil team create a lessonAsk the team to prepare a lesson on PbyP of no

more than 20 mins

View the lessonGet a preview of the

lesson

Book an ICT room Let them conduct

their lesson.

Week 4 – Start Praising

Two staff meet up Both with a computer, download

the teacher guides

Log in to the Admin sitePbyp.co.uk/admin

Find some praise Look for the best assessor, the

best mentor, the person submitting most, the best piece of work etc. Then publically praise

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Preparation for life ?

• If this is the case then they should ….– Manage their own money– Have a vote and be heard– Make choices– Make mistakes– Be part of a community– Be permitted to finish work – Take responsibility for teaching younger children– Learn mainly through collaborating with others– Be treated as an equal / same species – Do work that has direct use and relevance to

someone – Use toilets and canteens fit for adults

Preparation for exams?

Students ignoring exam technique and content until year 10 outperform those who have been ‘preparing for exams’ all their life

Competencies such as problem solving even entirely unrelated topics positively impacts exam success

Stats and Facts

• Fastest whole school implementation = 3 days• Countries operating one or more schools

– UK, Australia, USA, India, China• Competencies frameworks combined = 54• Number of schools as of March 1st 09 = 86• Average number submitted = 1.8 per week per pupil• Pass to Fail moderations = 0%• Student assessed = 80% (PLTS ladders), 82% (UK key

skills), 20% (Building Learning Power)• Next upgrade expected July 09, continuous

development• Currently £550,000 investment, £180,000 return –

expected breakeven point September 2010.

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Costs

Single school• One off set up and documentation cost = £150• Annual cost = £100 + £3 per user

Local Authority• £6000 central + £700 per school• Action research training in five engagements over the

year• Training and licences for each school’s innovation

projects

Just the posters, packs and delegate courses• £17 for poster packs, £150 content packs, £250 courses,

£1200 per day consultant rate

Back to the pieces

Early years foundation stage• Just launched

• Only 3 schools currently

• Makes EYFS profile accessible to parents and young children using video clips

• Active Parental involvement

• Multimodal evidence

EYFS Profile

• Fully integrates with full PbyP so uploads can be from mobile devices

• Whole evidence portfolio available to you as you progress

• Peer assessment controlled between known classes initially expandable to a network of classes internationally

Back to the pieces

Professional Learning Communities• Any number of schools in an Authority

/ Cluster / District can take part.

• Two members of staff from each school with SMT backing attend the training

• By the end of session 1 – All staff will understand the action research methods to be used and will have all the skills they need to enable them to use PbyP effectively

The Action Research

• Workshop 2– Collaboratively plan and discuss robust

projects based on student outcomes in the competencies

• Workshop 3– After six months delegates

feed back findings and invite feedback.

• Workshop 4– After a year delegates collaboratively analyse

their findings and derive lessons using actual student evidence and progression in PbyP

Sharing and Sustaining

• Final Workshop

– Delegates learn how to tackle their next challenge which is to extend their knowledge base to two further staff in their institution

– They create a case study presentation for conference or in-school sharing of the practice they have developed

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