The document discusses a vision for personalized learning called the "P-route" which focuses on learner-led competency-based progressions assessed through peer review, outlines the key features of a P-route school system including personalization by choice and learner-owned assessment, and provides an example of a school that has implemented aspects of the P-route model with improved student outcomes.

1. Beyond Trials
Presentation at Handheld Learning 07
Dan Buckley:
dan.buckley@camb-ed.com
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2. Common Vision ?
• ‘Every Child Matters’
– Agreed outcomes for all children.
1. Healthy, safe, happy students
2. Enjoying and being stimulated by learning
3. Achieving their potential
4. Contributing to the social well being of society
5. Contributing to the economic well being of
their community.
• Personalised Learning
– More focussed on each individual learner’s needs
• Competency Based Curriculum
– In the knowledge economy, skills are more important than content.
• Student Voice / Student Leadership / Engagement
– Learners as equal partners for co-development

3. Research helps us know WHAT
not HOW to change.
– Giving grades decreases performance
– Peer assessment increases accuracy and performance
– Student led services enhance whole school performance
– ‘Emersion’ is a natural pattern that accelerates learning
– Mentoring for 10 minutes per week accelerates learning
– Crowd movement is the second biggest factor in unhappiness
– Regular water intake improves cognitive development
– Toxins from poor toilet use depress higher order thinking
– Learner directed outperforms teacher directed considerably
– Deconstruction increases dependency, slows cognitive growth
– Learning is accelerated by merit based praise and opportunity
– Secondary age learners spend more time in online
collaboration, comment and review than they do watching TV
– Expert / Novice groupings are most effective when there is less
than a two level gap.
– Mismatch in alignment of ICT between schools and students
– More…..

4. Two ends of the personalisation
spectrum
T - Route P - Route
• Teacher Led • Learner Led
• Instructional • Knowledge creation
• Learners as consumers of • Learners as producers of media
media • Communities of learning
• Teacher authenticated • Peer and Self Assessment
• Content directed • Review cycle directed
• Distinct from informal • Formal, informal continuum
• Pace of the class • Individualised challenges
• Single course • Multiple pathway
• Predominant learning style • Choice of approach
• Restricted age range • Peer and multi age working
• Personalised by teacher • Personalised by choice

5. Two ends of the personalisation
spectrum
T - Route P - Route
• Personalised FOR the pupil • Personalised BY the Pupil
BY the Teacher WITH the teacher
The teacher uses ICT Better ICT systems can
to improve the quality track progress without
of their lessons. demanding that all
Producing resources children study the same
Displaying resources subject at the same
Sourcing resources. pace. Children can
Data is captured and explore more creative
used by teachers. and collaborative study

6. Pathways for Change:
Microsoft Envisioning Guide
Most schools currently have some P-route and some T-
route practice. How is this likely to change?
Buckley D. Ziadeh N. 2006

7. Key features of a P-route
school
 Personalised by the learner: based on progression in competencies to
allow more of the content to be determined by learners.
 Lifelong Continuum: Same model must work in all phases and ages
 Research based: All principles must result from recognised research
 Assessment owned by the peer group: Diagnostic assessment is
still a core role of teachers but final assessment should be by peers.
 Aware of the need for evidence: It must generate as much data and
evidence for monitoring as the current system without increasing resource.
 Able to be adopted gradually: It must be scalable from replacing an
hour a week to a complete curriculum
 Learners must be able to recognise their own progress:
Ownership of the process requires learners to recognise success independently
 Most work requires collaboration, creativity and community
In the knowledge society these competencies are of central importance.

8. PbyP learning cycle
Check it
is
SMART
Choose a Do Activity
target Collect Evidence
Submit
your
evidence

9. PbyP learning cycle
Web tool provides Check it Web tool provides
banks of progressively inspiration from how
harder targets to is others have met this
choose from arranged target and courses to
in ladders
SMART try
Choose a Do Activity
target Collect Evidence
Your work is sent to Web tool works on
‘experts’ – people who Submit mobile devices so you
have already achieved can collect and submit
the target you are trying
your your evidence whenever
to achieve. evidence and wherever

10. Requirements for PbyP
• A learner
• An internet connection
– on any device with a java enabled browser

11. PbyP – the theory
1. Learners are inspired by other’s work and a set of
progressively harder challenges arranged in Ladders (levels
1-9) Web 2.0, Responding to peer view sites e.g. YouTube
2. Schools (and outside life) provides opportunities to
generate their own content /evidence to match the
challenge Creativity, content free, opens up diversity.
challenge.
3. They submit this content to other learners who have
already achieved this: ‘Experts’ Peer Review, progression.
‘Experts’.
4. ‘Experts’ assess the work and, if they pass it, the work is
added to the bank of inspirational online content as well as
going into the learner’s e-portfolio. E-Portfolio
5. The learner now has access to harder challenges. Mentors

12. Learning Cycle Step 1
Choosing a target to work on.
PLTs from the QCA Business Management
Creative Thinking Commercial management
Independent Enquiry Customer relationships
Reflective Learners Financial management
Team Workers Business development
Self Managers Bid and proposal management
Effective Participants Negotiation Skills
(Autonomous Citizens) Contract management
Sustainable client relationships
4Rs Building Learning Power Current UK Key Skills
Communication
Resilience Application of Number
Reciprocity Information Technology
Working With Others
Reflectiveness Evaluating Own and Others Performance
Resourcefulness Problem Solving

13. From Skill Sets to Skills to Skill Ladders
Each Skill set involves a number of skill areas
PLTs from the QCA such as ‘Independent Inquiry’. In turn,
Creative Thinking each of these skill areas are themselves
Independent Enquiry divided into skills – Each skill is then
Reflective Learners divided into statements to make up the
Team Workers ladder
Self Managers
Effective Participants
(Autonomous Citizens)
1 2 3 4 5 6 7 8 9
Ability to Question
Ability to Plan Research
See Other Perspectives
Click here to find out what
evidence I need to provide Evaluate Relevance
to achieve level 1 of this Link beliefs, decisions
skills ladder

14. Natasha’s Current e-Portfolio.
Reviewing Level 4=
T Targets she is working on
You plan to do something that takes at
least 30 minutes. You carry out your plan.
Evaluate how well you kept to your plan
and what you would improve next time.
? = Evidence awaiting assessment
A
She can click a shaded box to
see successful evidence of
targets met

15. 500 Children are ‘Experts’ in this Ladder.
Natasha’s work will automatically go to one of
them
He has to assess it quickly and make positive,
Sean gets an comments if haswants tofor him to
constructive Alert. Work he arrived maintain
mark
his 3 star Assessor Rating

16. Back into Natasha’s e-portfolio
All of Natasha’s Portfolio
has been assessed by
‘Expert Students’
Thousands of students have
assessed thousands of pieces of
work.
100% accuracy in the
?
peer marking so far
Moderation built in

17. Any Device in Any Location,
Any Time
Parents can access and
mentor on their mobile phone Access it at
School
All functions work on a PDA,
Laptop or any mobile device
Access it at
Home on Your
PC

18. The new role of the teacher
• Provides opportunities for student
empowerment and the development of
competencies
• Provides a positive and supportive role
model and environment for learning
• Action researcher for personal
development – they are learners with the
tools to evaluate their own effectiveness
• A well informed professional
• Actively share power with their student
representatives

19. Analysis tools to enable action
research
• Putting the tools in place
that allow teachers to
reflect on their practice and
instantly share success.
Collaborative development

20. Analysis – Time of day

21. Does Vision dictate the
Solution
1. A demountable wall costs 10m2 of floor space, 60 days of staff training
or 60 laptops. Does an agnostic vision reduce your options?
2. In the opening minds Curriculum 1 in 7 lessons require teacher
presentation. Could the purchase of electronic whiteboards be justified
in such a school?
3. In the Grange School, 30% - 50% of the curriculum is delivered through
students having a ‘job’ in ‘Grangeton’. Would the provision of a high
street with tills, 20 m2 shops, advertising plasmas, radio station, traffic
lights and a student intercom be justified?
4. In the ‘Learning Unlimited’ Schools, even though teacher ratios are 1:25
learners are never taught as groups larger than four except for whole
school assemblies and events. Activities requiring acoustic separation
occur in glass booths. What would be the balance of PCs to Laptops
you would recommend?

22. Which schools have got
furthest with P-route?
One to one device high investment
•12 – 14 year old children given a teacher training course
•All of the curriculum was divided between them
•Children had personal responsibility for delivering and assessing
part of the curriculum
•Children collaborated and delivered lessons in groups of 4
•Children researched and produced lessons for their peers
•Only the outcome was requested
•Initially 3 months were chaotic.
•4 years later the average GCSE score increase
was 9 grades (1 per subject) across all abilities

23. Case Study FIS school
1. Agreed the longer term vision
– Independence of students and ability to access resources and collaboration
2. Implemented a competency based assessment system
– We implemented PbyP
3. Introduced Student empowerment
• Trained them how to manage projects
• Give them real responsibility
• Give them a budget
4. Increase access to ICT for creativity and collaboration
• When students think ICT they should think creativity and collaboration, not content
5. Trained the teachers
• ‘Senior learners’ but more than this – reflective researchers taking responsibility
for empowering learning

24. End of Presentation
• Questions
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