UNIT 5 5 PERSONALISED LEARNING Carrie Winstanley From

UNIT 5. 5 PERSONALISED LEARNING Carrie Winstanley From: Learning to Teach in the Secondary School 5 th edition, Routledge © 2009

OBJECTIVES 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 5 th edition, Routledge © 2009

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 5 th 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 5 th edition, Routledge © 2009

FURTHER INFORMATION 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, 5 th edn, London: Routledge. From: Learning to Teach in the Secondary School 5 th edition, Routledge © 2009

FURTHER READING 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 5 th edition, Routledge © 2009