PMI+of+our+experiences+so+far

This is a PMI of our experiences over the last year. We are still at the beginning of our journey down the path of self directed learning. As a result we are constantly reflecting on what is working, what is not and how it is impacting on our learners.

· If learners are absent it is easy for them to catch up, Learners are also able to work ahead if they know they are going to be absent in advance e.g. camp · Learners are able to work at their own pace so they develop understanding of each topic before moving on. · Learners sit assessments when they are ready for them. This has led to higher achievement rates. · Higher levels of engagement from learners so less behaviour management · Learners are given more choice · Much more aware of level of understanding of learners · Learners peer tutor each other which requires high level thinking · Learners come to us when they need to assess, we don't have to chase after them · Learning is personalised as teachers work one to one or with small groups at their level rather than teaching to the 'average' learner. · Learners develop transferrable learning skills. · As learners develop their skills to manage their learning the demands on the teacher in the classroom reduce. · Relationships with learners are strengthened as the learning is personalised to them and they receive more one to one time. · Great if you are not there and learners are already familiar with the system as the relief is already set. · Planning in subsequent years should only require minor adjustments. || · Full on – Always on the go ·  Have to be really well prepared especially for accelerant learners <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Monitoring – not enough time to adequately conference with each learner over the desired time period (2-3wks) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· We had hoped to report home on progress a couple of times a term but this has proved to be too difficult at present. However have seen some options for making this viable at Ulearn. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Can be scary to release control of the learning to the students. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· If learners get too far behind with their learning guides it can be demotivating as the task in front of them can seem too big. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Learners are working collaboratively and using each other as peer tutors more frequently <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· At first learners were resistant and wanted to go back to being fed information because it was easier, however, once they got used to it they could identify that they were more focused on learning, knew what was expected of them and in most cases had a better understanding <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Learners respond to competition, seeing where others are up to with their guides motivates them to focus on their learning to catch up. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Boys, generally, find reflecting on their learning more challenging than girls. However when they get valuable feedback on their reflections it encourages them to keep giving it a go. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Breaking bigger topics into smaller ones that are taught at different times of the year helps learners feel that they can manage to keep up with the learning. eg Year 12 mechanics is split into two with a waves topic taught in between. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Some teachers are not ready to trust learners with their own learning. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Some teachers feel threatened by independent learning as it means not being the expert that the learners always turn to. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Every two weeks or so you spend some intensive time doing detailed planning but then it your lessons are all prepared for two weeks and you get some time to 'breathe' in between. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How to learn must be taught explicitly - you need to scaffold them into this. ||
 * Positive || Minus || Interesting ||
 * <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Learners have a clear idea of what tasks they need to complete