Buch, Englisch, 176 Seiten, Format (B × H): 189 mm x 246 mm
Reihe: Future Schools
Buch, Englisch, 176 Seiten, Format (B × H): 189 mm x 246 mm
Reihe: Future Schools
ISBN: 978-1-85539-221-2
Verlag: Continuum International Publishing Group
Personalized Learning and Personalization are not the same. There is increasing evidence that disaffected students are not disaffected from learning but are disaffected from school with its rules, codes and systems. Currently many students see schooling as something done to them, to be got through and endured. Schooling is by definition an accommodation of the individual to the demands of the community and learners find they often have no say over its goals and values and means of delivery. This contrasts sharply with the personal choices and freedoms they enjoy outside school. Technology has opened their eyes to an exciting new world in which they can participate and exercise a degree of control.
This book addresses these problems and shows how schools can move to a situation where their students are active participants rather than passive consumers, able to learn, unlearn and relearn so that they are independent learners. In essence, they become capable of designing, producing and creating their own learning.
Autoren/Hrsg.
Weitere Infos & Material
Chapter 1 – Personalized Learning or Personalized Schooling?
This chapter will give an overview of the book, attempt a definition of personalized learning and draw attention to a critical, but currently overlooked issue that personalized learning and personalization are different. In essence we need to be personalizing the whole of the learning experience and that includes the experience of schooling. Reasons why we need to do this will be given.
The rest of the chapter will explore students concepts of ‘schooling’ and what insights this gives into the personalization debate.
Finally, we will explore the international debates about personalization with particular reference to the US, Australia and New Zealand.
Chapter 2 – From Formalized Learning to Personalizing Learning
This will explore how in a formalized schooling system the following variables - Time, Place, Space, Power, Pace - tend to be fixed and under the control of the teacher. In a personalized system these variables accommodate themselves to the needs of the learner.
Examples will be given from both national and international sources of how schools have changed these variables to accommodate different learners and different learning styles. A particular emphasis will be placed on the concept of power in the classroom, demonstrating how this will need to change if we are to move from students thinking ‘education is done to me’ to ‘education is done with me’ and finally ‘I take responsibility for my own learning’.
Chapter 3 – Creating Better Learners
This will focus on the need to make explicit ‘Learning how to Learn’. Cramlington’s own successful scheme will be highlighted but so to will alternative approaches.
Inquiry Based Learning and Project Based Learning will be examined in depth as ways of developing independent learning with examples drawn from home and abroad.
Plenty of practical examples with supporting proformas will be included.
Finally, there will be a section on how different forms of assessment can be used to develop personalized learning and greater independence.
Chapter 4 – The Personalized Curriculum
This will explore some of the highly creative curriculums being developed to meet the new KS3 requirements. It will also expand on chapter 2 with more examples of ‘suspending the timetable’, innovative uses of ICT, learning outside the school and so on. It will draw on national and international examples.
Finally, the development and implications of the diplomas for personalization and the affect of this on preparing students at KS3 will be explored. Examples of innovative schemes e.g. Wolverhampton will be explored.
Chapter 5 – Supporting the Learner
This will focus on the much greater support which will have to be given to the learner and their families if personalization is to work.
The chapter will, therefore, explore with specific examples how schools have introduced:
Personal Learning Plans
Engaging Parents in Learning
Peer support schemes
Study support
Additional support through greater collaboration with outside agencies and other schools.
A number of these are new to schools e.g. Learning Guides and Personal Learning Plans but there are a lot of examples from the US and Australia to draw upon for practical examples of implementation.
The chapter will also examine changes to pastoral systems in schools in order to give greater personal support to students.
Finally, we will look at whether size matters. In the US ‘personalization’ is seen through the lens of reducing the size of High Schools to 400 or so. In the UK there have also been attempts to break up larger schools into smaller units. We will examine some of these and try to answer the question can you still have personalization within a large school?
Chapter 6 – Managing a Personalized School
This chapter will include an examination of:
(i) the role of the Student Voice – in its various forms and going well beyond the School Council
(ii) timetabling to secure ‘choice’
(iii) the creation of different kinds of learning environments
(iv) the different roles that will be necessary in the personalized school e.g. web designers, family liaison workers, learning mentors
(v) supporting the changing role of the teacher
(vi) the use of technology
(vii) the need for new management structures
Finally, the chapter will look at the whole process of leading change since personalization involves developing many themes at the same time and having an overall vision of where the school is heading.
Chapter 7 – What does a Personalized School Look and Feel Like?
This chapter will take the perspectives, in turn, of a student, a teacher, and a parent as to how personalization impacts upon them. How it is different from what they have been used to? How is it better? What still needs to be done?
Finally, we will end by looking at personalization across the range of public services and how education and schooling fits into this broader context.
