Teachers explore personalising learning at national GTC seminar

last updated:02 Jul 2007

The seminar - 'Personalising learning: engaging all pupils' - had a particular focus on teaching approaches that engage all pupils and tackle inequalities in learning. The two main themes were:

• developing ‘pupil voice' and engaging all pupils
• ensuring that personalised learning tackles inequality in pupil achievement rather than making it worse.

The event, which took place at Woburn House in central London, was an opportunity for over 70 participants to share their views on what personalised learning means in the classroom.

Participants were also able to learn from each other's experiences and hear from the Government, leading speakers and researchers.

The findings from the seminar will contribute towards the advice the GTC provides to the Government and others.

Key themes arising from the seminar
The purpose and aims of personalised learning
Participants broadly felt that we need to look at the purpose of education as a whole, as well as the reasons for personalising learning. Participants discussed:

• the balance between knowledge and skills, and
• the balance between attainment in the core curriculum and engaging pupils by following their interests.

Priorities in education policy-making
The seminar discussed the national and school-level priorities that are driving personalised learning, including:

• the implications of the emphasis on attainment in core areas, and
• the effects of pupil assessment and the national curriculum.

Implications for teaching roles
There was some debate about what personalising learning might mean for teaching roles and teacher professionalism. Pupil participation approaches and new technologies can involve pupils becoming teachers, researchers and leaders of learning.

Approaches to raising pupil participation and engagement
The speakers and informal table contributions led to discussion about the methods and practices that might comprise personalised learning. For example, pupil voice, Assessment for Learning, applying the curriculum flexibly and the role of new technologies.

Tackling inequalities in learning
Groups looked at how pupil voice and other personalised approaches can engage all students and narrow the gaps evident in terms of socio-economic status, gender, ethnicity, disability and special educational needs.

Teacher learning and development
Many groups raised the importance of effective and relevant teacher learning and development. Teachers would like opportunities and time to explore new and creative practice and to share this with colleagues.

Speakers at the seminar
Charles Leadbeater
A leading authority in innovation and creativity and associate director at Demos.
Charles provided a vision for personalising learning, raising issues about the wider purpose of education and advocating a system in which pupils are participants, investors and contributors, rather than consumers.

Richard Brooks
Associate Director, Public Services team at the Institute for Public Policy Research (IPPR) and a member of the Teaching and Learning in 2020 review group.

Richard outlined the findings and recommendations from the Gilbert group's 2020 Vision for personalised learning and raised challenges in terms of closing gaps in pupil achievement and enabling innovation.

Tom Goldman
Deputy Director in charge of the Teaching and Learning Division of the Schools Directorate, Department for Children, Schools and Families.
Tom proposed that the focus should be on standards and attainment, in its broadest sense, and narrowing the gaps for those at risk of underachievement. He believes personalising learning should be driven by schools and teachers and supported by the Government.

Michael Fielding
Professor of Education, Institute of Education
Michael explained that the education system cannot reach all pupils unless structures, the curriculum and pedagogy take account of relationships and human dignity. He introduced a person-centred approach to student voice based on mutual trust, care, respect, reciprocal listening and collaboration.

Bridget Somekh
Professor of Educational Research at Manchester Metropolitan University
Bridget outlined what a personalised learning classroom might look like. She explained that it is about mobilising pupil energy and creating real partnerships with pupils. She spoke about reshaping lesson design to give students the opportunity to negotiate how they will learn, including changing classroom roles.