Reflection on Personalising Learning

Reflection on Personalising Learning using the ‘Gibbs
Model for Reflection’

Step 1  (Describe)

In my practice I have used some personalising learning.  The students all have individual goals and know
what they need to do to achieve them, the next steps they need to make and teaching is based around
these goals.  By having the goals the students have aspirations for their learning. However, the
personalisation is shallow. The programme is still mainly dictated by me and is not real world based.

Step 2 (Feelings)

I was feeling really good about my steps to personalisation of learning.  The children were motivated
and could talk about their learning. Looking back now I see it as a good first step and I need to allow
chances for deeper personalisation in my class.  This will take a big shift in thinking for both myself
and my students.

Step 3 (Evaluation)

The students were motivated in their learning and their parents could see a clear pathway in their
child’s learning.  The good thing about this change was the ownership the students felt for their
learning. Another good outcome was the greater focus of my teaching.  The bad thing was that
once the goals were set I then planned the programmes rather than having the pupils have input
into the learning tasks.

Step 4 (Analysis)

Personalised learning is about moving away from the Industrial age where ‘one size fits all’.  It is
“differentiated learning to meet differentiated needs”. Personalising learning means that students have
a route to success - they know what they need to do to succeed and can discuss their learning.  They
develop motivation and aspirations to help with learning and can develop to their full potential.
Personalised learning can be described as deep or shallow (Leadbeater).

What is described above is shallow personalisation.  For deep personalisation it needs to be
transformative.  The students can have more input into their learning programme and direction.  They
can describe their learning better as they have more understanding of what the are learning.  Their
learning is more authentic, relevant and real world focused.

By having personalisation through goal setting in my class I have been involved in shallow
personalisation of learning.  This is a good first step but I need to progress and allow the pupils to
have greater input into their learning in relevant, authentic and real world contexts.

Step 5 (Conclusion)

In conclusion I could have allowed more student voice in the planning of programmes to meet their
needs.  This would have made the changes I made to my teaching ‘deep’ and transformative - at
present it is still too ‘shallow’.

As a first step this was a could start but I need to continue to refine my practice to ensure that the
students have greater input into their learning as this will increase their motivation and they will be
able to discuss their learning with more meaning.

Step 6 (Action Plan):

Have I personalised learning? - Yes, in a shallow way.

Next time I will co-construct the learning with groups of pupils that share similar goals.  I feel it is
still to big of a shift for me to go from being in charge to have all individuals design their own
learning.  Also by having groups planning their learning to meet identified goals they can support
each other in their journey.

I will need to teach the parents about the new way of the students working.  This is to ensure them
that there is still specific learning being done, and that the students are working to meet goals - the
only change is they are helping to direct their learning.