Personalisation by Pieces

1. Personalisation by Pieces [email_address] www.camb-ed.net

2. "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..

5. S elf-Managers E ffective Participators C reative Thinkers R eflective Learners Independent E nquirers T eam Workers The secret of personalised learning

6. Early years + 15 Skills included in the curriculum but not in the required portfolio PLT + Subject area specific skills, second language, Optional expanded sets and alternative core ladders Physical Development Knowledge & Understanding of World Creative Development Personal, social and emotional development Communication Language and Literacy Problem solving, reasoning and numeracy 9 8 7 6 5 4 3 2 1 Early Years Profile ICT Literacy Communication Language and Literacy Problem solving, reasoning and numeracy 9 8 7 6 5 4 3 2 1 Functional Skills R eflective Learners Independent E nquirers T eam Workers C reative Thinkers E ffective Participators S elf Managers 9 8 7 6 5 4 3 2 1 PLTs - Core set

7. Skills Ladders S E C R E T Explore a Question S Evaluate Evidence St Stay Objective E Reach Conclusions C Set Your Challenges C Plan-Do-Review St Invite Feedback E Share learning S Imagine C Make Links St Question Assumptions S Take Creative Risks E Identify an Issue E Find Solutions C Persuade others St Get Involved S S St E C S C E St Manage Emotions Evaluate the Team Manage the Team Build the team Take Responsibility Manage Risk Go for it, finish it Be Organised 9 8 7 6 5 4 3 2 1 PLTs - Core set Writing Present, process develop with ICT Find and select information using ICT Use ICT Comparing / combining sources Presenting to an Audience Discussion Interpreting and Comunicating Calculating / Analysing Making sense of situations 9 8 7 6 5 4 3 2 1 Functional Skills S C E St Social Cognitive Emotional Strategic Key

12. 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

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

15. 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 Learner chooses how to evidence Often use evidence from home or out of school activities as well as lessons. Teachers can make links clearer Work submitted to the web 2.0 community Evidence of their achievement is uploaded by the learner Work is peer assessed …by another learner who already has achieved this goal Marked work joins the learner’s e-portfolio and can be seen by all users to inspire them  Presenting to an audience : Level 1 Do a “show and tell” in front of your class. Presenting to an audience : Level 9 Do an international presentation to 1000 of your peers and be evaluated as good or better by at least half

20. What is PbyP – Parts 4 to 40! Examples from the 80 PbyP schools Structured . team . work Implement PbyP by Monday Breaking Ranks overlap Local Authority transform tool EYFS Early Years Foundation STATS & FACTS Costs

24. 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 practice 100% T -route practice 2009 2014 Far vision Achieving Access Cost effective learning gains Ubiquitous

25. Getting everything in place Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Vision Skills Incentives Resources Action Plan + + + + = Change Vision Skills Resources Action Plan + + + + = Resistance Vision Incentives Resources Action Plan + + + + = Anxiety Vision Skills Incentives Action Plan + + + + = Frustration Vision Skills Incentives Resources + + + + = Treadmill Skills Incentives Resources Action Plan + + + + = Confusion

26. Back to the pieces

27. 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 )

29. Task ideas 3 2 1 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? In my team I can praise each person for something they did really well. They would agree with me. I can say 'well done' to other people when they have done something well. Evaluate the Team 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. I help people in my team so that our whole team does really well I help people who are finding work hard. Manage the Team 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. 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. I understand that people should show respect to each other . They should listen to what they say and look after each other. Build Team Strengths 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. I can work out rules in games or in teams. I can take turns and share the different jobs I volunteer for jobs. Take Responsibility

31. Task ideas 6 5 4 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? 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. 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. Evaluate the Team 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. 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. 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. Manage the 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. 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. 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. Build Team Strengths 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. 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 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.. Take Responsibility

32. Task ideas 4 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. Evaluate the 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. Manage the Team 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. Build Team Strengths 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.. Take Responsibility

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