Personalising LearningThrough Innovative Practice

Kirkley High SchoolKirkley RunLowestoft

SuffolkNR33 0UQ

Project Leader:Simon Hart

shart14@googlemail.com

Region: NCETM East of England

Personalising LearningThrough Innovative Practice

Abstract:The project is split into two areas, each with the central aim of personalising learning through innovative practice: Coaching loops

Loops will consist of three teachers who will collaboratively plan three lessons; the loop will teach, observe and then evaluate the process to develop strategies of best practice.

Learning guides A learning guide will be a teacher advocate for a group of up to

10 pupils; the guide will work with pupils to help overcome learning obstacles, will track data and observe lessons, and will use activities designed to improve thinking skills.

There will be opportunities at parents’ evenings and progress days to meet with the learning guides and discuss their child’s learning.

Coaching loops The loops will personalise learning through excellent

lessons based on Mike Hughes’ 4-phase learning, the following slides give an insight into the thinking

Personalising LearningThrough Innovative Practice

Coaching Loops: Four-Phase Learning

Phase 1Set the scene; link to prior knowledge; review previous lesson;

provide the big picture; share learning objectives; create intrigue

Phase 2 (Teaching)New information; instruction/exposition;

Phase 3 (Learning)Processing; making sense of information; understanding.

Phase 4Review

Coaching Loops: Phase One - Indicators of Excellence Teacher creates a relaxed yet purposeful atmosphere. Students are engaged without feeling threatened. Work from previous lesson(s) is briefly reviewed. Lesson is linked to students’ prior knowledge. Lesson is placed in a wider context Specific learning objectives are shared with students. Students know what to look for during the lesson. Interest is generated and curiosity stimulated. There is a sense of challenge. Open questions are asked. Problems are posed. Targets — collective and individual — are set by the

teacher and generated by students.

Coaching Loops: Stimulating curiosity Begin the lesson on an interesting, novel, unexpected way.

Start by asking an open question or two. Many lessons begin with a flurry of closed questions. It is unlikely that students will be stimulated by too many closed questions.

Pose a problem to be solved. Get the pupils to generate the questions. People will generally pursue

an answer to a question that they have generated with more enthusiasm than if the question has been imposed upon them. They are also more likely to remember.

Set a challenge. “Your challenge today….” Is a different message from “today we are doing…” Most teenagers, particularly boys, will respond to the “I bet you can’t” gauntlet.

Set targets. These can be collective (“Our target today is…”) or individual (Your target today is…”).

Coaching Loops: Questions to ask yourself What is fascinating about this topic? What would happen without it? What is the key point to remember?

Examples: What is so fascinating about algebra? What would happen if we couldn’t add up? What is the key to remember with equations?

This is what the pupils are asking!

Coaching Loops: Remember your best teacherAlmost certainly, he or she: Made you feel special Treated you with respect Took an interest in you as an individual Convinced you that they believed in your

ability Conveyed a genuine sense of enjoyment

and enthusiasm Made lessons interesting and learning fun

Learning guides The guides will work with a group of around 10 pupils for

the year, focusing on customising their learning. The idea has come from 2020 vision and it is hoped that by the end of the year there will be a clear role developed with specific aims and objectives

Personalising LearningThrough Innovative Practice