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An investigation of personalised learning approaches used by schools
Personalised learning offers a real opportunity for learners to participate fully in their own education and contribute to decisions about the supply and public value of education in general. There are many ways of approaching personalised learning, and a recent DfES‑funded research project aimed to explore how schools undertake delivering it. The research took as a starting point the five components of personalised learning:
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Assessment for learning (AfL)
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Effective teaching and learning (including grouping and ICT)
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Curriculum entitlement and choice
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Organising the school (e.g. workforce remodelling)
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Beyond the classroom (e.g. extended schools)
The project addressed five key questions:
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What approaches are schools using to personalise learning for pupils?
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How well do these approaches reflect the five key components?
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What are the key features of best practice in personalised learning that could be shared?
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Are there any aspects of personalising pupils' learning where schools would value additional support?
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How are schools tailoring teaching and learning to meet the needs of specific groups of pupils (e.g. gifted and talented, minority ethnic pupils, low attaining)?
The research involved a literature review, a national survey of primary, secondary and special schools and units, and in-depth case studies of schools identified as having effective practice across the five components of personalised learning. This provided an overview of schools' perspectives and how they were developing personalised learning. It also identified ways in which personalised learning was being linked to other initiatives and existing developments, and how it extended and enriched schools' current practice.
The project ran from February to October 2006 and was undertaken by Judy Sebba, University of Sussex; Mary James, University of London; Institute of Education; and Maurice Galton and Susan Steward, University of Cambridge.
Schools which have addressed all the five key areas were invited to contact: Professor Judy Sebba, Sussex Institute, Essex House, University of Sussex, Falmer BN1 9QQ or email j.c.sebba@sussex.ac.uk
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