Taking personalised and differentiated learning to the next level

pasitos

I had my second child recently. Being a parent is one of the steepest learning curves. Learning to be a parent of  newborn again has made me reflect on myself as a learner. How do I learn best? I find myself different to many other parents. I don’t like people coming over to visit and “help”. I like to be left alone to try things for myself. The support I find most effective is to be allowed to work it out for myself. If I wanted help I would seek it out myself. I don’t need people to give me hints and advice if I haven’t asked for it. Even as a school student, I would prefer to find the information I need, try it myself first multiple times and then seek help from my teachers after multiple attempts. I hated it when I was forced to listen to the teacher’s ways of doing things step by step.

This got me thinking about personalised and differentiated learning. How can we as teachers design learning experiences to cater to the needs of individual students? A lot of the times personalised and differentiated learning translates to modified learning activities such as assessments, different levels of scaffolding, letting students choose how to present their learning (eg. choosing whether to do a presentation or a poster), allowing students to learn at different paces and creating individual student learning plans. These strategies are necessary and are often very effective but can we push personalised and differentiated learning to another level? Can we allow students to choose HOW they learn?

As teachers, we often force the same way of learning to all of our students, whether it is flipped learning, inquiry learning, traditional teaching, project based learning, etc, etc. In any class there will be some who love whatever strategy the teacher chooses, some who will adapt to any strategy and some who absolute hate the strategy. Also, students can prefer different strategies in different circumstances. Reflecting on my own school experiences, I like to be left to my own devices to work things out in science and maths,  but I preferred very structured, teacher-led instruction in art, English and physical education. Talking to students, they have expressed the same views. Some really like the very structured, teacher-led, sage-on-the-stage teaching style of one teacher and others don’t find they learn that way. So is there a way to differentiate and personalise pedagogy for each student?

The answer is probably no (if we are looking at the current schooling model). It will be impractical for one teacher to design a project based learning experience for some students and something else for the rest. However, if we break down the one-teacher-per-thirty-students model, then maybe it can work. If we got rid of the idea of classes and instead took a whole cohort of students (eg. all of year 10) and they had a teaching team (say 6 teachers), then pedagogy can be personalised and differentiated for groups of students. One teacher can lead project based learning experiences for a group. Another can lead a group who like to learn independently. Another can lead a group who like to learn in small groups. The different options can be tailored to the needs of the cohort of students. Students can choose which teacher they would like their learning to be led by based on the pedagogy the teacher will use. This way, teachers can teach to the strategy they are best at and students can learn in the way they prefer.

I haven’t tried this strategy myself or seen it in action. I’d be interested to find out if there are schools who allow students to choose their teachers based on who they think they learn best from based on their teaching strategies.

5 thoughts on “Taking personalised and differentiated learning to the next level

  1. I think it would come down to money, especially those in the independent sector. And whilst education is still being assessed the same way…they all do a NAPLAN, they ALL have to sit multiple choice questions/short answer/etc….we are forced into teaching the same way…those elusive band 6’s speak volumes in terms of school ranking. This, I find, is the biggest hurdle for our current education set up. A final written exam dictates student success. Not a portfolio, a presentation, a speech, a student lecture, or a working model….an exam for which we have to prepare them. But I love your notion or having teachers themselves in a comfort zone teaching students in theirs….and congratulations on the second addition to the family….may they bring nothing but blessings for the family!

    • Thanks for your comment. I agree that the HSC exams and NAPLAN can drive teaching and learning and sometimes limit innovation.

      I have always noticed that some teachers are better at “direct instruction” and others better at facilitating small groups so why not play to each teacher’s strengths?

  2. I love this concept of small group learning teams of teachers and students so that students can direct their learning more. I completely agree with you – as an adult, I love trial and error, and choosing my own ways to learn and ponder and think. Why don’t we do this for our students? You’ve got me thinking! Thanks! 🙂

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