Title: What does personalised learning mean in practice

Assignment TMI Title: What does personalised learning mean in practice? Analyse the learning needs of EAL pupils, and those of SEN pupils. Discuss how the needs you Identify can be met most effectively in subject teaching. Within this context over the past ten years' the term ‘personalised learning' gained political capital and could be considered as a defining feature of the UK's educational system. Miliband 2004) Personalised learning – theory and practice The Sussex report states personalised learning is ‘characterised by high levels of participation of pupils and staff in the schools, learning to learn and pupil voice'. It is a continuous progress which facilitates a ‘deeper learning'. (University of Sussex, 2007). Personalisation is concerned with people, hence what or who is a person, their purpose, how they develop, are motivated, gain skills, form abilities and relate to others.Hence, personalised learning is not simply the acquisition of knowledge or skills but how to forge a person's capacity and capabilities to do so. Consequently, concepts of personalised learning have reflected diverse contemporary theoretical discourses, including Piaget's conceptualisation of cognitive development based on iological maturity and environmental experience to behavioural psychologists focus on learning through conditioning, through to Skinner and Watson's reward and punishment.Vgotsky explored how a person's individual social, economic and cultural influences can determine their ‘actual' and ‘potential' development levels within school based learning. Howard Gardner could be considered as a paradigm shifter (Smith 1994) as he questioned the concept of intelligence based on cognitive development, and sought to demonstrate that a child may be at different stages of evelopment at a single time, and that this is reflected in their ability to learn their maturity on dfferent learning styles.He therefore questioned the concept of scaff olding referring to seven multiple intelligences, two of which have been adopted within school environments, namely linguistic intelligence relating to the ability to learn and use of verbal and written language, and logical mathematical Intelligence relating to analysis of issues, grasping of quantitative information and the sciences. I Implemented this pedagogy with my top set 10 class while teaching controlled ssessment vocabulary.Recent UK Government policy has encouraged an educational approach that tailors support to Individual needs so that ‘every child matters'. The five core inter-related aims; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being underpinned by practice guidance ana regulatory perTormance systems slgnlTy tne Importance 0T social, economic and environmental factors on child development. Peter Senge said â€Å"many children struggle in schools because the way they are being taught is incompatible with t he way they learn† (Capel, S. al, 2007) hence teaching and support can be improved by encouraging school based learning to be designed around a pupil's needs, hence Miliband's quote above. Assessment for learning directly relates to national teacher standard 6; ‘make accurate and productive use of assessment'. Teaching uses both formative ongoing assessments and summative assessments, normally at the end of a module, scheme of work or a part of an academic year. Summative assessments usually relate to formal examinations that inform streaming and ranking, to inform accountability (Black, Harrison, Lee, Marshall and William, 2002).Summative assessments are often isolated from normal teaching and learning, and are often areas of which teachers have little direct control in terms of personalising for learners, for example ‘6SCEs'. Key formative techniques include higher order questioning that targets towards their current level; personalised comment marking, identifyi ng clear targets for improvement, self and peer assessments and analysing and using mark schemes and feedback from summative assessments to assist individual learning plans.According to Williams (2009) the effectiveness of formative assessments can generate nearly three terms extra earning per year. However Ofsted reviews have identified teachers' difficulties in identifying clear learning objectives and outcomes by the use of attainment levels to inform structured lesson planning and assessment (Ofsted, 2007). For example in my second placement school I asked a mixed ability group of year 7's to assess sentence exemplars and explained the success criteria based on Bloom's taxonomy.This showed what was expected to answer higher order questions and levelled answers. It was difficult at first however as soon as they got accustomed to my expectations a marked improved was identified in their work. They were able to interpret the differences properly and with scaffolding the majority of them were able to vastly develop their answers. (See appendix 1) When considering Howard Gardner's multiple intelligence, personalisation leans towards the understanding and application of different learning styles, namely audio-visual, and kinaesthetic.However Cofield et al (2004) suggest that the effectiveness of this focus is varied, in terms of their reliability and as a motivator for learning. Placing the learner at the heart of the teaching process and in turn enabling them to take more responsibility or their learning can also be delivered through developing learning objectives reflective of individual and classroom needs. Bloom's taxonomy provides a classification of learning objectives under cognitive, affective and psychomotor providing a methodology for scaffolding actual and potential learning within the classroom.Differentiation can ensure a classroom of mixed ability students are all stimulated and stretched, and this can be achieved regardless of ability when setting tasks, if executed as though one were climbing a ladder in order to reach the top, or objective of the lesson. (Petty, 2009). Within the MFL department we operate an ‘ALL, MOST, SOME' to differentiate our tasks, (see appendix 2 ; 3) adding a challenge at the bottom for the most able or for native speaking students. This ensures that every single student can be accessed and also be stretched regardless of ability and rank order.Alex Moore suggests tnat a good teacner needs to De strategic In applylng models and theories to shape and develop ‘pedagogic identity (Moore, 2000). Using these ideas, together with Wgotskys theory of constructivism has helps practitioners develop and go on to plan lessons that are creative, fun, focused, tructured and interesting combined with delivering content to any ability, regardless of need (be that G&T, nixed ability or SEN) or those that encounter difficulty with focus, learning and progressing in a traditional classroom environment.Some of the methods used in the classroom to take advantage of ‘multiple intelligences' are video clips, imagery and displays for visual learners and group work such as role plays or quizz type games for interpersonal learners. For the intra-personal learners, enabling them to set personal goals and challenges for themselves, for the more verbally inclined students question and answers or ualitative assessment and finally problem solving and modelling for more kinaesthetic pupils.Curriculum entitlement and choice relates to national teacher's standard 3. The Salamanca Statement and Framework for Action recommended at a national and school level that â€Å"schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (1994) As abovementioned, and experienced in both my school and in my placement schools, many Stage and 1 and 2 EAL students are withdrawn from MFL and other on – core subjects in or der to focus on literacy and numeracy improvement.Interestingly, MFL is one of few areas that many EAL students do not feel isolated as other students are also at a new stage of learning a different language also, and thus can excel in the subject. The National Curriculum (1999) outlines that â€Å"in order to overcome any barriers to learning in MEL†; specific requirements such as laptops, support and help should be provided in order to access the learning for EAL students needing support. Indeed, this subject specific inclusion information decrees that â€Å"all upils have a right to participate in the study of MEL† (Pachler, Barnes ; Field, 2009).

Mandating to wear seatbelts essays

Mandating to wear seatbelts essays Legislative Mandate to Wear Seat Belts The case study entitled Legislative Mandate to Wear Seat Belts, in which we are to respond stirred up some feelings about this issue. The issue is whether or not I believe that the government has the right to tell people that they have to wear seat belts in their own car. I have mixed emotions about this law, and not a definite opinion. I fell that we should wear seat belts because statistics show that it does help prevent injuries in accidents, on the other hand I feel that the government should not tell you what to do in your own car, and thirdly by answering the question in the last sentence of the case study I believe that children should be fastened into a car seat because they are not yet old enough to make a decision on their own. I have read in many magazines and journals that stated wearing a seat belt in accidents has saved people lives. For this I am grateful. This I is what seat belts were designed for, and why the government feels that they should be worn at all times while you are driving. I feel that the government is trying to look out for the good of the people by making a law of wearing your seat belts. The government is trying to lower the fatality rate in car accidents by making a law of wearing your seat belt. In contrast, I feel that the government should not have the power to tell people what to do in their own cars that they have bough themselves. I feel that the government has the right to educate people on the issue, but not make a law telling people that they have to wear their seat belts. In a way this is the government trying to take away what little rights people have left today. If people should choose not to wear their sea belt in their own car and have an accident, then the consequences of the accident would be their own fault. The right to choose whether or not to wear a seat belt should b up to the individual driving the car. ...

Babylon

The first mathematics can be traced to the ancient country of Babylon and to Egypt during the 3rd millennium BC. A number system with a base of 60 had developed in Babylon over time. Large numbers and fractions could be represented and formed the basis of advanced mathematical evolution. From at least 1700 BC, Pythagorean triples were studied. The study of linear and quadratic equations led to form of primitive numerical algebra. Meanwhile, similar figures, areas, and volumes were studied as well as the primitive values for pi obtained. The Greeks inherited the Babylonian principles and developed mathematics from 450 BC. They discovered that all real numbers could not accurately express all values, such as relationships between sides. Irrational numbers were born. The Greeks progressed rapidly in mathematics from 300 BC. Progress also sped in the Islamic countries of Syria, India, and Iran. Their work had a different focus from that of the Greeks, but all Greek principles held! true. This basis was later brought to Europe and developed further there. The Babylonian system of writing was called cuneiform and was based on a series of straight lined symbols. These symbols were wet and baked in the hot sun to preserve. Curved lines could not be drawn. These cuneiform symbols led to many tables used to aid calculation. As stated previously, they used a base 60 system, which has ten proper divisors, instead of our current system, base 10 with only two proper divisors. In this respect, their system may have been more advanced since many more numbers have a finite form. Two examples of these tables are the tables found at Senkerah on the Euphrates River in 1854, which date from 2000 BC. This table was used to figure the squares of numbers to 59 and cubes of numbers up to 32. However, a drawback of this system is the lack of a proper 0. Also, context was required to determine if 1 meant 1, 61, or 361, etc. Euclid, who lived ...

Business Ethics Case Study - The Nice Guy Essay

Business Ethics Case Study - The Nice Guy - Essay Example eople holding different managerial positions to possess leadership skills so that problem solving and decision making are done effectively and efficiently. This paper addresses the key aspects related to business ethics and discusses the essential leadership qualities required for ethical problem solving and strategic decision making. Let us first understand what business ethics is and how it relates to leadership issues and the overall business environment. In order to understand the relevance of ethical values in business, it is important to first realize the organizational structure as a social institute. An organization is formed by a collective group(s) of individuals with a vision to develop a network of common interest. Managers and executives are responsible for directing the resources of the organization. Shareholders are the owners of the capital, who expect profitable outcomes of their investment. Then there are employees who produce the goods in return of a decent wage and safe working conditions. In other words, all these groups are interlinked to one another, and a perfect balance between them creates the conditions essential for a successful business enterprise. Maintaining this balance is important for the management of the company in the sense that miscalculation in the balance can actually negatively affect the ethical system of the company. As Guy (1990, 4) states, â€Å"For an enterprise to continually give value to human effort and to encourage creative achievements, a balance of all interests is required.† While discussing ethics, it is important to talk about other related terms such as values and morals. Values refer to the core beliefs of what is desirable in an organization. Values considerably affect the choices made in business decisions, which further includes the aspects of ethics or morals. This paper does not aim to distinguish the definitions of ethics or morals. In short, both ‘ethics’ and ‘morals’ signify the codes of

Recent developments in the treatment of asthma Essay

Recent developments in the treatment of asthma - Essay Example Asthma is known to have caused by various factors. These include allergens, irritants, and other factors. The signs and symptoms of asthma are unpredictable and vary from one person to another. The four levels of asthma identified depending on the symptoms are: mild intermittent asthma, mild persistent asthma, moderate persistent asthma, and severe persistent asthma. Asthma is diagnosed by spirometry, allergy testing, peak flow meter, chest x – rays and electrocardiogram, and tests to determine how airways would react to exercise, presence of gastroesophageal reflux disease, and presence of sinus disease. Patients must work together with their health care providers in order to achieve the goal of asthma control. The two types of medicine used to control asthma: Quick relief medicines and Long term control medicines. Asthma is a poorly understood, highly complex disease whose main cause remains unknown (Steinke et al, 2001). The pathogenesis and susceptibility of asthma involves interplay between genetic and environmental factors that are complex in nature (Laprise, et al, 2004). Butz et al. (2000) noted that asthma is the most common long – term childhood disease. Laprise, et al (2004) and Kips (2001) stated that the interaction of cytokines regulates inflammation of the airways and process of remodeling that are present in milder form of asthma. These govern the appearance of asthma as well as the severity of symptoms of airway responsiveness (Laprise, 2004). Asthma is a chronic respiratory disease affecting the airways. In asthma, the airways become swollen making them sensitive and react to various allergens and lung irritants. As a result, the airways react by becoming narrower making the air flowing to the lung tissues decreased. Consequently, symptoms such as wheezing, coughing, tightening of the chest, and breathing difficulty especially at night and early morning are manifested (Jeffery, et al., 2006; Courtney, et

Facts of Palese v. Delaware State Lottery Office Essay

Facts of Palese v. Delaware State Lottery Office - Essay Example Palese contacted the Lottery Office in writing, describing his predicament and was directed to wait for one year so that his claim could be reviewed. 11 months later, Palese read in the dailies that the Lottery Office had transferred his unclaimed lottery jackpot to the State’s General Fund. Palese contacted the Lottery Office again and was told to explain how he had purchased the lottery and lost the tickets, much to Palese’s compliance. Even after hearing that Palese still had the play slip, the Lottery Office held that he was to be denied his claim since he could not produce his actual winning ticket. Palese took the matter to the court for litigation while the Lottery Office equally rushed to dismiss Palese’s claim on the account that Palese could not sufficiently state his claim for which the relief was to be granted. In the case Palese v. Delaware State Lottery Office, 1546-N, as the plaintiff, Palese accuses the Lottery Office of unjust enrichment since it had taken his rightfully owned prize to the State’s General Fund. In this light, he wants the prize he had won to be accorded him. Whether or not the rules of the Lottery Act such as Lottery Regulation 18 and 19 should be amended to allow the Lottery Act to capture unforeseeable circumstances such as inadvertent destruction or loss of the winning ticket. The Court of Chancery of Delaware heard from both the plaintiff and the respondent and referred to the directives in the Lottery Act, the Lottery Regulation 18 and 19 to arrive at its verdict.

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.