Notes and thoughts on the role and content of a Personal Learning Plan

1. The Personal Learning Plan
A Personal Learning Plans is not a learning object. It is a tool to help manage the administration and expectation of learning, that are already agreed
elsewhere and recorded here. It is updated at learner ting progressing, ultimately telling a story of the administration of the learning journey. The Plan is
based on data, relating to start, direction, pace, challenge, circumstances as they affect learning and outcome of learning, all agreed between teachers
and the learner, in effect tracking the expected learning progression.
When learners leave, the Plan provides a record of the college’s effort in managing the learning. Nothing in the Plan needs be taken away by the
learner. Learning is captured in a portfolio, and the content of a plan and a portfolio are mutually exclusive by definition. Technology plays a critical role
through good data management in tracking that expectation. A good plan is not going to improve outcomes, (these are agreed elsewhere) but they are
absolutely critical in knowing that a learner is progressing as expected on an agreed route and gives instant warning if that isn’t the case.
Plans can also track the progression of learning by recording changes, exceptions and detours in learning that occur as a result of learning itself and the
interest, issues, weaknesses or opportunities that learning presents.
Learners should use PLPs as a miens of fostering the management of their own learning by contributing targets, thoughts. reactions, reflections in
consultation with teachers.
Like any plan, the PLP must contain elements that make it clear to all those concerned where a learner wants to be at a point in the future, where they
are starting from and, what has been done and what needs to be done in order to make sure they arrive in time.
Plans then capture a personal journey that will be altered or revised by the needs of the learner’s circumstances as the journey unfolds. Personal
learning plans, by their nature, are not standard in form, nor in how they are completed but they do all contain standard attributes.
Attributes of a PLP:
• provide a means for learners' to manage their learning
• create collaborative effort amongst everyone involved in a learner’s learning /development
• ensure that learners' new learning builds upon prior learning
• provide learners with a statement of mutually agreed expected outcomes of learning
• inform decision-making about particular or additional resources needed
• contribute to the health and well-being of learners, through collation of information
• support transition to the next learning episode
PLP map - Nb. All entries in a PLP are written by the learner and any other tutor who has a contribution to make to the learning outcomes and
success of the learner.
PLP Characteristic What should this include? How is this generated?
Where best to
record this
Where is the learner starting
from?
1.Initial assessment information
2.Record of induction having been completed
3.Strengths and weaknesses as identified by the learner
1. Data automatically imported from the
central registry function
2. Checked box to confirm induction
completion
3. Learner generated at initial meeting
Student Info
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2. The Personal Learning Plan
by Geoff Rebbeck QTLS FSET
What is it the learner wants to
achieve in the long term?
A concise piece of descriptive writing or a personal
statement by the learner or with the learner to identify
their long term goals and link successful completion of
the course to how this will help them meet their aims
Written by or with the learner during
Induction/ group tutorial session at the time
of introduction to the ILP. It may include soft
skills as well as formal outcomes.
Student Info
How well generally and
specifically is the learner doing in
achieving the outcomes
Generally, by a narrative that gives a short general story
of learning. This is added to at each tutorial. This
content is not deleted but grows into a learning journey
story; a narrative of the learning journey.
Written by the Course Tutor, normally once
every 6 weeks by a teacher and learner
together. This is always added to, not deleted
or withdrawn.
Progress
Reviews (for
the
narrative).
What specific actions must the
learner take in the short term to
maintain pace
The longer journey is broken down into the shorter
targets The targets help the learner address particular
issues and challenges that keeps them on target in
terms of outcome and time. Pace and challenge is
obliquity addressed here.
Ideally these should be set by the learner;
with supervision from Course Tutor, Learning
Mentor and subject/specialist tutors.
Targets
Are there any current and specific
circumstances that are hindering
the learner achieving that needs
addressing
Any concerns that the learner or other teachers have
with regard to progress – this should include details of
how and when these issues will be followed up.
Listed by Course Tutor, Learning Mentor and
subject/specialist tutors, in consultation with
the learner.
Concerns
What advice and guidance has
come from teachers and other
experts to help improve learning
Advice and guidance written by issue specific experts,
who have support communities created in Moodle to
which the learner might be enrolled.
By the specialist or subject tutor supplying
the guidance. e.g. Dyslexia support
Subject
Reports
How well generally is the learner
meeting the pace and challenge
of the learning?
It is essential that the tracking of the learner across all
subjects is available for review within the PLP, so that
the learner and teachers can check progress at any
time
A general overview might also be included either at a
tutorial and/or by assessing progress in achieving
targets set and concerns addressed. The learner ‘at risk’
status should also be maintained, including the use of
the new traffic light categories
Completed by teachers and the learner and
reviewed in Tutorial.
An option is to add Traffic light indicator and
chart shows the rate of progression.
The Traffic lights is an early warning system.
Green means no concerns and the learner is
on track
Amber means there is a concern that has not
been addressed
Red means the learner has fallen behind and
is in danger of not completing
The Awards are used to encourage learners
where recognition by Award is helpful.
Tracking
Table by
Subject
Reports.
PLP Characteristic What should this include? How is this generated?
Where best to
record this
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