Peer Led, ICT integrated Learning Environments

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‎ee Personalisation‏ ار ‎carne ane by‏ ‎Aan ter €..‏ ‎Peer Led, ICT integrated Learning Environments ‎ ‎Presentation at BCSE November 07 ‎Dan Buckley: dan.buckley@camb-ed.com Subscribe to PbyP newsletter at www.camb-ed.net 

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۳ ? 4 Cambridge Dilemmas f eer © نت ٠ Won't children be irresponsible and not learn anything if we don’t control them? If we allow individual diversity and creativity could we control it? a y 5 * Only 11% of a child’s time is spent 5 0 in school ۱ * 52% of children’s time spent in s' is spent copying, which is a cogni dead end. * 98% want to do well at school but only 38% enjoy learning at school. * Is teaching inadvertently damaging the ability to learn? 

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4 Cambridge Education © Personatisation by P - Route Learner Led Knowledge creation Learners as producers of media Communities of learning Peer and Self Assessment Review cycle directed Formal, informal continuum Individualised challenges Multiple pathway Choice of approach Peer and multi age working Personalised by choice Two ends of the personalisation spectrum T - Route Teacher Led Instructional Learners as consumers of media Teacher authenticated Content directed Distinct from informal Pace of the class Single course Predominant learning style Restricted age range Personalised by teacher 

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4 Cambridge Pathways for Change: f eer Microsoft Envisioning 7 ools currently have some P-route and some T-route practice. How is this likely to change? 

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Key features of a P- ‏یج رز‎ route school ‏مس كم‎ >» Personalised by the learner: based on progression in competencies to allow more of the content to be determined by learners. > Lifelong Continuum: same model must work in all phases and ages » Research based: Ai principles must result from recognised research >» Assessment owned by the peer group: Diagnostic assessment is still a core role of teachers but final assessment should be by peers. > Aware of the need for evidence: /t must generate as much data and evidence for monitoring as the current system without increasing resource. >» Able to be adopted gradually: /t must be scalable from replacing an hour a week to a complete curriculum >» Learners must be able to recognise their own progress: Ownership of the process requires learners to recognise success independently » Most work requires collaboration, creativity and community /n the knowledge society these competencies are of central importance. 

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۱۳ learning cycle ‏اج رد‎ A Set of Such Skill ladders would be your learning =" file. 

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cares Natasha’s Current e- Portfolig. Personalisation “You pha to do soxrethtey thot takes of rust OD ‎a‏ مهد 75 ۲2۲ ۲27 با | 

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PbyP learning cycle ۲ 80% P-route ? Distributed and shared leadership Building - Community Opportunity Hub, all through onion, multicentre ICT - intelligent access, dynamic facilities Manaadement by students 

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و فج BH ‏من ومامق سه 1 عسات‎ deaw apietwe ofa sai, colour itn and ‘write a description about it Taeed: A piece of paper, colouring peas and a pen or peneil سس و Here is my snail Here is my desertion: Ths snail i called Sicily He is slimy and green. His shell isa dark brown colour He likes moving around and esting leaves Hi favourite colee ie geen T managed to complete the tase i 30 minutes 1 did the colouring and drawing well Tide’ do the desorption well ‘Neat time [will add more connectives and good describing words to my deseription. 1 avo will colour more carefully 

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4 Cambridge Back into Natasha’s e- Ealucation Ol DP Ouatasku’s PortPolio kos beeu ussessed by ‘Bxpert Grudews’ ‘Phouscads of studeus have assessed dOO% wourwy ic the peer ‏و رون‎ Par Ooderatica built ict portfolio 

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PbyP learning cycle ۲ Mobile parent mentor | meetin gs 

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7 4 Cambridge The new role of the ‏ی‎ © Personatisation teacher * Provides opportunities for student empowerment and the development of competencies * Provides a positive and supportive role model and environment for learning * Action researcher for personal development - they are learners with the tools to evaluate their own effectiveness * A well informed professional Actively share power with their student representatives 

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۳ 4 Cambridge Analysis tools to enable Faveaton ممعم © هي ‎s 7‏ action research 90 Document ‏ید‎ ‏اسهم‎ ‎as] ‎nts 0 Presentation Spreadsheet other \Wob Pages: موس ‎acd‏ ‏من ‏سس سنا ‎Animation‏ vised aad Simuatior(t * Putting the tools in place that allow teachers to reflect on their practice and instantly share success. Collaborative development 

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11 12 13 4 15 16 7 10 7] 02 22722222 ا م نج مسنم مم20 ‘Submitted by Hour Cambridge Edlica © Personatisation 7 ۰۳ - Time of day 

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isi i < 4 Cambridge Does Vision dictate the ۳4 Solution rns 1. A demountable wall costs 10m? of floor space, 60 days of staff training or 60 laptops. Does an agnostic vision reduce your options? 2. In the opening minds Curriculum 1 in 7 lessons require teacher presentation. Could the purchase of electronic whiteboards be justified in such a school? 3. In the Grange School, 30% - 50% of the curriculum is delivered through students having a ‘job’ in ‘Grangeton’. Would the provision of a high street with tills, 20 m? shops, advertising plasmas, radio station, traffic lights and a student intercom be justified? 4. Inthe ‘Learning Unlimited’ Schools, even though teacher ratios are 1:25 learners are never taught as groups larger than four except for whole school assemblies and events. Activities requiring acoustic separation occur in glass booths. What would be the balance of PCs to Laptops you would recommend? 

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Classrooms to achieve ‏ار‎ Education integration ۵۵ ‏مش‎ 

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Flexible and problem based zy canine learning ‘sation 

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Education ‏ناموت شاج‎ | Student Directed Learning — > / cambridse 

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© Pesonatisation ‏ع‎ » Coo 5 ? 4 Cambridge | Questions ‏ی‎ Sarat Join a growing P-route community and subscribe to our free newsletter at www.camb-ed.net Phoneus: 01223463939 Emailus: pbyp@camb-ed.com Email me: dan.buckley@camb-ed.com 

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> 4 Cambridge Education e Personalisation by oe ‘Business Management Commercial management Customer relationships Financial management Business development Bid and proposal management Negotiation Skills Contract management Sustainable client relationships ‘Communication Application of Number Information Technology Working With Cthers Evaluating Own and Others Performance Problem Solving Learning Cycle Step 1 Choosing a target to work on. Creative Thinking Independent Enquiry Reflective Learners Team Workers Self Managers Effective Participants (Autonomous Citizens) Resilience Reciprocity Reflectiveness Resourcefulness 

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4 Cambridge Education Learning Cycle Step 1 Choosing a target to work on. ee ee ۰۰ Business Management | Commercial management Customer relationships Financial management Business development Bid and proposal management Negotiation Skills Contract management Sustainable client relationships Communication Application of Number Information Technology Working With Others Evaluating Own and Others Performance Problem Solving Creative Thinking Independent Enquiry Reflective Learners Team Workers Self Managers Effective Participants (Autonomous Citizens) 4Rs Building Resilience Reciprocity Reflectiveness Resourcefulness 

Peer Led, ICT integrated Learning Environments Presentation at BCSE November 07 Dan Buckley: dan.buckley@camb-ed.com Subscribe to PbyP newsletter at www.camb-ed.net Dilemmas • Won’t children be irresponsible and not learn anything if we don’t control them? If we allow individual diversity and creativity could we control it ? • Only 11% of a child’s time is spent in school • 52% of children’s time spent in school is spent copying, which is a cognitive dead end. • 98% want to do well at school but only 38% enjoy learning at school. • Is teaching inadvertently damaging the ability to learn? Two ends of the personalisation spectrum T - Route • Teacher Led • Instructional • Learners as consumers of media • Teacher authenticated • Content directed • Distinct from informal • Pace of the class • Single course • Predominant learning style • Restricted age range • Personalised by teacher P - Route • Learner Led • Knowledge creation • Learners as producers of media • Communities of learning • Peer and Self Assessment • Review cycle directed • Formal, informal continuum • Individualised challenges • Multiple pathway • Choice of approach • Peer and multi age working • Personalised by choice Pathways for Change: Microsoft Envisioning Most schools currently have some P-route and Guide some T-route practice. How is this likely to change? SRF Measure of e-Confidence St a rt ing point for example school Time (Ye a rs) 0 5(lowest ) 4 3 2 4 Nea r-t erm Vi sions T1 1 (highest ) P1 5 P1 a nd T1 describe model schools wit h a st andard of ICT equipment ma t ching t he PfS out put specifica t ion 10 Fut ure Vi sions 15 (‘moving t arget s’) T2 T-rout e Some school processes or pra ct ice may fall a nywhere on t he spect rum; however, from operat iona l efficiency perspect ive , a school pursues one rout e or t he ot her P2 P2 P-rout e P2a nd T2describe ‘moving t arget s’ a t t he end of t he t he long ert erm vision . Schools will be using more a dva nced ICT. Key features of a Proute school  Personalised by the learner: based on progression in competencies to allow more of the content to be determined by learners.  Lifelong Continuum: Same model must work in all phases and ages  Research based: All principles must result from recognised research  Assessment owned by the peer group: Diagnostic assessment is still a core role of teachers but final assessment should be by peers.  Aware of the need for evidence: It must generate as much data and evidence for monitoring as the current system without increasing resource.  Able to be adopted gradually: It must be scalable from replacing an hour a week to a complete curriculum  Learners must be able to recognise their own progress: Ownership of the process requires learners to recognise success independently  Most work requires collaboration, creativity and community In the knowledge society these competencies are of central importance. PbyP learning cycle The st udent p ro fi l e is dra wn fro m t he evidence i n t hei r p o rt fo li o Th e e -p o rt fo l i o Involve AWhat Set of Such Skill to use for E.g. Presenting to an / ladders invite would be targets ? audience would be Mentors your learning one Skill Ladder? Lifelongprofile. Competencies Me et i n g wi t h Me n t o r The fra mewo rk sup p o rt s t h e st udent a nd t h e me nt o r i n t his meet i ng . It hel p s t h em i dent ify t a rg e t s fo r i mp ro vement s Ment o r a nd st udent a g ree a t a rg e t Th e Ac t i vi t y (c o u rs e) Do Activity Choose a Level 1 Target = do a ‘show target Collect Arranged in Skills and tell’ to your Ladders class St udent s up da t e t h eir p o rt fo l io – l ess a bl e st ude nt s nee d sup p o rt fo r t his Th e L e a rn i n g Cy cl e. Increa sing ly, st udent s a ct a s p eer ment o rs Any h o me o r scho o l a ct ivit y ca n p ro vid e t he o p p o rt unit y t o p ra ct i ce t he t a rg et ski ll s. These o p p o rt uni t ies ca n be g ro up ed i nt o co urse s. Evidence St udent de ci des i f t h ey wa nt t o a dd t h is evidence t o t he ir e-p o rt fo li o Clear progression up live a Did you Level = Present Th e As se s9 sm eTarget nt tomeet 1000 of ladder your peers and be rated as excellent by 50% of your The fra mewo rk ma kes a ssessment p o ssibl e by t he st udent t hemselves, t hei r p eers a nd t heir p a rent s The a ct i vi t y p ro vi des so me evidence o f a chievement fo r t he st udent them. Natasha’s Current e-Portfolio. Reviewing Level 4 T = Targets she is working on You plan to do something that takes at least 30 minutes. You carry out your plan. Evaluate how well you kept to your plan and what you would improve next time. ? = Evidence awaiting assessment She can click a shaded box to see successful evidence of targets met PbyP learning cycle Mobile Involve What to use for parent 20% P-route ? 50% P-route ? / invite 80% P-route mentor Activities ?? meetin Mentors Curriculum time for competency The st udent p ro fi l e is dra wn fro m t he evidence i n t hei r p o rt fo li o Me et i n g wi t h Me n t o r The fra mewo rk sup p o rt s t h e st udent a nd t h e me nt o r i n t his meet i ng . It hel p s t h em i dent ify t a rg e t s fo r i mp ro vement s Eggbuckland gs Distributed and shared 10% P-route ? based working Tleadership h e e -p o rt fo l i o Grange / Microsociety Choose a Th e L e a rn i n g Cy cl e. Curriculum as now but Building –Room Community Building – theme based areas, Ingenium, 13, IOS target teachers create and Opportunity Hub, all through breakouts but mainly classes Building – significant diversity highlight opportunites in onion, multicentre andICT student ledlessons services, town their – internet andDid capture you Th e As se s sm e n t etc at this time in devices available ICT – intelligent access, meet Building implications – none the student timetable dynamic facilities your St udent s up da t e t h eir p o rt fo l io – l ess a bl e st ude nt s nee d sup p o rt fo r t his St udent de ci des i f t h ey wa nt t o a dd t h is evidence t o t he ir e-p o rt fo li o Increa sing ly, st udent s a ct a s p eer ment o rs The fra mewo rk ma kes a ssessment p o ssibl e by t he st udent t hemselves, t hei r p eers a nd t heir p a rent s ICT – position and gateway Ment o r a nd st udent a g ree a t a rg e t Th e Ac t i vi t y (c o u rs e) Do Activity Any h o me o r scho o l a ct ivit y ca n p ro vid e t he o p p o rt unit y t o p ra ct i ce t he t a rg et ski ll s. These o p p o rt uni t ies ca n be g ro up ed i nt o co urse s. Collect Evidence The a ct i vi t y p ro vi des so me evidence o f a chievement fo r t he st udent Natasha’s Current e-Portfolio. Reviewing Level 4 You plan to do something that takes at least 30 minutes. You carry out your plan. Evaluate how well you kept to your plan and what you would improve next time. 500 Children are ‘Experts’ in this Ladder. Natasha’s work will automatically go to one of them He has to assess it quickly and make positive, constructive Sean gets an Alert. Work has arrived to mark comments if he wants to maintain his 3for starhim Assessor Rating Back into Natasha’s eportfolio All of Natasha’s Portfolio has been assessed by ‘Expert Students’ Thousands of students have assessed thousands of pieces of work. 100% accuracy in the peer marking so far ? Moderation built in PbyP learning cycle The st udent p ro fi l e is dra wn fro m t he evidence i n t hei r p o rt fo li o Mobile Involve parent / invite mentor meetin Mentors Me et i n g wi t h Me n t o r The fra mewo rk sup p o rt s t h e st udent a nd t h e me nt o r i n t his meet i ng . It hel p s t h em i dent ify t a rg e t s fo r i mp ro vement s Ment o r a nd st udent a g ree a t a rg e t gs Th e Ac t i vi t y (c o u rs e) Th e e -p o rt fo l i o Choose a target St udent s up da t e t h eir p o rt fo l io – l ess a bl e st ude nt s nee d sup p o rt fo r t his St udent de ci des i f t h ey wa nt t o a dd t h is evidence t o t he ir e-p o rt fo li o Th e L e a rn i n g Cy cl e. Increa sing ly, st udent s a ct a s p eer ment o rs Th e As se s sm e n t ‘Expert’ Peer The fra mewo rk ma kes a ssessment p o ssibl e by t he st udent t hemselves, t hei r p eers a nd t heir p a rent s Assessment Do Activity Any h o me o r scho o l a ct ivit y ca n p ro vid e t he o p p o rt unit y t o p ra ct i ce t he t a rg et ski ll s. These o p p o rt uni t ies ca n be g ro up ed i nt o co urse s. Collect Evidence The a ct i vi t y p ro vi des so me evidence o f a chievement fo r t he st udent The new role of the teacher • Provides opportunities for student empowerment and the development of competencies • Provides a positive and supportive role model and environment for learning • Action researcher for personal development – they are learners with the tools to evaluate their own effectiveness • A well informed professional • Actively share power with their student representatives Analysis tools to enable action research • Putting the tools in place that allow teachers to reflect on their practice and instantly share success. Collaborative development Analysis – Time of day Does Vision dictate the Solution 1. A demountable wall costs 10m2 of floor space, 60 days of staff training or 60 laptops. Does an agnostic vision reduce your options? 2. In the opening minds Curriculum 1 in 7 lessons require teacher presentation. Could the purchase of electronic whiteboards be justified in such a school? 3. In the Grange School, 30% - 50% of the curriculum is delivered through students having a ‘job’ in ‘Grangeton’. Would the provision of a high street with tills, 20 m2 shops, advertising plasmas, radio station, traffic lights and a student intercom be justified? 4. In the ‘Learning Unlimited’ Schools, even though teacher ratios are 1:25 learners are never taught as groups larger than four except for whole school assemblies and events. Activities requiring acoustic separation occur in glass booths. What would be the balance of PCs to Laptops you would recommend? Classrooms to achieve integration Flexible and problem based learning Student Directed Learning Questions Join a growing P-route community and subscribe to our free newsletter at www.camb-ed.net Phone us: Email us: Email me: 01223463939 pbyp@camb-ed.com dan.buckley@camb-ed.com PbyP learning cycle The st udent p ro fi l e is dra wn fro m t he evidence i n t hei r p o rt fo li o Check it is SMART Me et i n g wi t h Me n t o r The fra mewo rk sup p o rt s t h e st udent a nd t h e me nt o r i n t his meet i ng . It hel p s t h em i dent ify t a rg e t s fo r i mp ro vement s Th e Ac t i vi t y (c o u rs e) Th e e -p o rt fo l i o Choose a target St udent s up da t e t h eir p o rt fo l io – l ess a bl e st ude nt s nee d sup p o rt fo r t his St udent de ci des i f t h ey wa nt t o a dd t h is evidence t o t he ir e-p o rt fo li o Ment o r a nd st udent a g ree a t a rg e t Th e L e a rn i n g Cy cl e. Increa sing ly, st udent s a ct a s p eer ment o rs Th e As se s sm e n t Submit your evidenc The fra mewo rk ma kes a ssessment p o ssibl e by t he st udent t hemselves, t hei r p eers a nd t heir p a rent s Do Activity Any h o me o r scho o l a ct ivit y ca n p ro vid e t he o p p o rt unit y t o p ra ct i ce t he t a rg et ski ll s. These o p p o rt uni t ies ca n be g ro up ed i nt o co urse s. Collect Evidence The a ct i vi t y p ro vi des so me evidence o f a chievement fo r t he st udent Learning Cycle Step 1 Choosing a target to work on. PLTs from the QCA Business Management Creative Thinking Independent Enquiry Reflective Learners Team Workers Self Managers Effective Participants (Autonomous Citizens) Commercial management Customer relationships Financial management Business development Bid and proposal management Negotiation Skills Contract management Sustainable client relationships 4Rs Building Learning Power Current UK Key Skills Resilience Reciprocity Reflectiveness Resourcefulness Communication Application of Number Information Technology Working With Others Evaluating Own and Others Performance Problem Solving