New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Publications

Share / Export Citation / Email / Print / Text size:

Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education

GET ALERTS

ISSN: 1178-8690
eISSN: 1178-8704

DESCRIPTION

16
Reader(s)
44
Visit(s)
0
Comment(s)
0
Share(s)

SEARCH WITHIN CONTENT

FIND ARTICLE

Volume / Issue / page

Archive
Volume 33 (2018)
Volume 32 (2017)
Volume 30 (2015)
Related articles

VOLUME 33 , ISSUE 1 (June 2018) > List of articles

New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Carol Cardno / Emma Tolmie / Jo Howse

Keywords : Personalised learning; innovative learning environments; definitions; implementation; challenges; primary schools

Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 33, Issue 1, Pages 111-124, DOI: https://doi.org/10.21307/jelpp-2017-010

License : (CC BY-NC-ND 4.0)

Published Online: 09-June-2019

ARTICLE

ABSTRACT

The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation of practice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.

Content not available PDF Share

FIGURES & TABLES

REFERENCES

Atkin, D. J. (1994). The natural flow of learning. Conditions which enhance and maximise learning. HardenMurrumburrah: Bumgum.

Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). Clever classrooms. Manchester: University of Salford. Retrieved from www.salford.ac.uk/CleverClassrooms

Bolman, L., & Deal, T. (2008). Reframing organisations – Artistry, choice, and leadership (4th ed.). San Francisco, CA: Jossey-Bass.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching: A New Zealand perspective. Wellington: Ministry of Education.

Bray, B., & McClaskey, K. (2013). A step-by-step guide to personalize learning. Learning and Leading with Technology, 40(7), 12-19.

Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., Coughlin, E., Thadani, V., & Martin, C. (2003). enGauge® 21st Century skills: Literacy in the digital age. Naperville and Los Angeles, CA: North Central Regional Educational Laboratory (NCREL) and the Metiri Group.

Busher, H. (2006). Understanding educational leadership: People, power and culture. London: McGraw-Hill Education.

Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2011). Self-regulated learning in technology enhanced learning environments. A European perspective. Rotterdam: Sense Publishers.

Cavanagh, S. (2014). ‘Personalized learning’ eludes easy definitions. Education Week, 34(9), 2-4.

Clarke, J. (2013). Personalized learning: Student-designed pathways to high school graduation. Thousand Oaks, CA: Corwin Press, SAGE Publications.

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). Abingdon: Routledge.

Cuban, L. (2004). The open classroom. Education Next, 4(2), 69-71.

Department of Education. (1977). Report on open plan education in New Zealand primary schools. Wellington: Department of Education.

Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture 19(1), 43-63.

Frederick, L. D., & Hummel, J. H. (2014). Reviewing the outcomes and principles of effective instruction. In D. J. Moran, & R. W. Malott, (Eds.) Evidence-based educational methods  (pp. 9-22). San Diego, CA: Academic Press.

Fullan, M. (2003). Change forces with a vengeance. London: Routledge.

Grant, P., & Basye, D. (2014). Personalized learning: A guide for engaging students with technology. Oregon, OR: International Society for Technology in Education.

Hipkins, R. (2014). Different ways of thinking about learning. Wellington: New Zealand Council for Educational Research, Ministry of Education. Retrieved from http://www.nzcer.org.nz/research/publications/ different-ways-thinking-about-learning

Leadbeater, C. (2006). The future of public services: Personalised learning. In Organisation for Economic Cooperation and Development, Personalising education (pp. 101-114). Paris: OECD.

Lichtman, M. (2013). Qualitative research in education: A user’s guide (3rd ed.). Thousand Oaks, CA: Sage.

Maharey, S. (2006, April 27). Personalising learning the way forward. Retrieved from beehive.govt.nz: https://www. beehive.govt.nz/release/personalising-learning-way-forward

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey Bass.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning theory and practice. Wakefield: CAST Professional Publishing.

Ministry of Education. (2006, 27 November). Let’s talk about personalised learning. Wellington: Ministry of Education.

Ministry of Education. (2015). The Ministry of Education four year plan 2015-2019. Wellington: Ministry of

Education. Retrieved from http://www.education.govt.nz/assets/Documents/Ministry/Publications/MOEFour-Year-Plan-2015-2019.pdf

Ministry of Education. (2016a, October 1). The local context: Educational vision and teaching and learning approaches. Retrieved from ILE: http://ile.education.govt.nz/the-local-context

Ministry of Education. (2016b, September 18). Innovative learning environments. Retrieved from enabling e-learning: http://elearning.tki.org.nz/Teaching/Innovative-learning-environments

Ministry of Education. (2016c). Ambitious for New Zealand. The Ministry of Education Four Year Plan 2016-2020.

Wellington: Ministry of Education. Retrieved from http://www.education.govt.nz/assets/Uploads/4-YearPlan-2016-WEB.pdf

Mitchell, D. (2010). Universal design for learning. In Ministry of Education, Education that fits: Review of international trends in the education of students with special educational needs. Wellington: Ministry of Education.

Organisation for Economic and Co-operative Development (OECD). (2013). Innovative learning environments. Paris: Centre for Educational Research and Innovation, OECD Publications.

Organisation for Economic and Co-operative Development (OECD). (2015). Schooling redesigned: Towards innovative learning systems. Paris: Centre for Educational Research and Innovation, OECD Publications.

Tolmie, E. (2016). Implementing personalised learning in New Zealand primary schools innovative learning environments. Unpublished Master of Educational Leadership and Management thesis. Auckland:

Unitec Institute of Technology.

Toshalis, E., & Nakkula, M. (2012). Motivation, engagement, and student voice. Boston, MA: Jobs for the future. Retrieved from http://www.studentsatthecenter.org/topics/motivation-engagement-and-student-voice

Underwood, J., & Banyard, P. (2008). Managers’, teachers’ and learners’ perceptions of personalised learning:

Evidence from Impact 2007. Technology, Pedagogy and Education, 17(3), 233-246.

Wellington, J. (2015). Educational research: Contemporary issues and practical approaches (2nd ed.). London: Bloomsbury Academic.

Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? Improving Schools, 15(1), 45-60.

Zimmerman, B. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regualated learning: From teaching to self-reflective practice (pp. 1-19). New York, NY: Guilford.

Zmuda, A., Ullman, D., & Curtis, G. (2015). Learning personalized: The evolution of the contemporary classroom. San Francisco, CA: Jossey-Bass.

EXTRA FILES

COMMENTS