Learner Name Personalised Learning Self Assessment Overview This self-assessment tool will assist you in measuring your

r current position with respect to personalised learning. How to use this tool: Read the 5 statements under not yet started, early stages, developing, established and embedded and decide which one best suits your current position. In the row titled Your Position mark the box which most applies to you (double click on the box you want to tick and then select check from the options). Then make a statement underneath to help explain your position. I have included an example below: 1a. Personalised learning within teaching
Not yet started
I have no knowledge of personalised learning and how it impacts on teaching and learning

Early stages
I have an awareness of the concept of personalised learning but I do not use it in my teaching and learning

Developing
I use some aspects of personalised learning in my teaching and learning but am still learning now to do this successfully

Established
I fully understand how personalised learning should be used apply this in all of my teaching and learning

Embedded
I have been personalising learning goals for many years and this is fully embedded in my teaching and learning

Your Position Your Statement

I have been using some personalised learning in my sessions but I feel under confident on how to do this. This is the only barrier that is stopping me moving into the established range. I have tried a few techniques but got a bit lost off and wasnt sure who to ask for help.

1. Understanding of Personalised Learning 1a. Personalised learning within teaching

Not yet started
I have no knowledge of personalised learning and how it impacts on teaching and learning

Early stages
I have an awareness of the concept of personalised learning but I do not use it in my teaching and learning

Developing
I use some aspects of personalised learning in my teaching and learning but am still learning now to do this successfully

Established
I fully understand how personalised learning should be used apply this in all of my teaching and learning

Embedded
I have been personalising learning goals for many years and this is fully embedded in my teaching and learning

Your Position Your Statement

Teaching a creative subject requires me to develop learners personal interests and individuality. My sessions are therefore entirely student directed responding to the individual. I think my problem is evidencing this and documenting it.

2. Applying Personalised Learning 2a. Identifying needs and setting targets

Not yet started
I do not identify learning needs within the classroom and am unsure how to do this

Early stages
I know how to identify learning needs but do not yet do it within the classroom

Developing
I have started to identify learning needs in the classroom and understand how to use it to plan delivery and set targets

Established
I identify individual learning needs in the classroom and use it to some extent to plan delivery and set targets

Embedded
I successfully identify individual learning needs and use it to plan delivery and set targets

Your Position Your Statement

As above, teaching a creative subject requires me to respond to the individual rather than the group. I therefore feel that I am successful at identifying needs. However, my problem is documenting these as targets for observation.

2b. Progress tracking

Not yet started
I do not track progress and do not know how to do this effectively

Early stages
I know how to track progress effectively but have not yet started to do this

Developing
I have planned to track progress with learners but have not yet carried it out

Established
I am tracking progress with all learners

Embedded
I have always regularly tracked progress with all learners

Your Position Your Statement

I have recently implemented learner records for all of my learners. This documents all work and key stages through photographs. These work in conjunction with my own comments and learner self-critique to create an ongoing record of progress.

2c. Scheme of work and lesson plans

Not yet started
I have not considered personal learning needs when designing my scheme of work and lesson plans

Early stages
I know how to include personalised learning into my scheme of work and lesson plans but have not yet done this

Developing
I have started to put some personalised learning needs into my scheme of work and lesson plans

Established
I have personalised learning needs included on my scheme of work and lesson plans

Embedded
I confidently fully embed personalised learning needs into all schemes of work and lesson plans

Your Position Your Statement

Although my sessions are entirely personalised, I have always struggled to incorporate this flexibility into a rigid lesson plan structure. The two seem juxtaposed in their outcome. I have now included individual session planning in my lesson planning.

2d. Intervention
Not yet started
I do not understand what intervention is

Early stages
I understand what intervention is but I have not yet started to use it in my sessions

Developing
I have started to use intervention with some groups of learners but lack confidence in how to use it effectively

Established
I use intervention in my lessons to aid learning

Embedded
I understand intervention and it is fully embedded in all lessons when required

Your Position Your Statement

No idea what intervention is

2e. The learning environment

Not yet started
Learning environments are challenging in most classes I teach

Early stages
Some of the learning environments have limited facilities and I

Developing
Learning environments are good and I use all of the facilities available

Established
The venues I use have excellent learning environments but I do

Embedded
The venues I use have excellent learning environments and I make

dont always take advantage of what is available

not take advantage of all the facilities

full use of the facilities

Your Position

Your Statement

Where laptops and whiteboards are available, they have become an invaluable resource. Where they are not available, I have been taking my laptop to sessions for learner records. Etc.

2f. Supporting learners

Not yet started
I do not identify any learners barriers to learning

Early stages
I identify learners barriers to learning but this is an accidental process rather than planned through initial assessment/ learner profile

Developing
I identify learners barriers to learning by accident but I am unsure how to address some of them

Established
I identify learners barriers to learning through initial assessment/ learner profile and manage to assist some with overcoming them

Embedded
I fully identify all learners barriers to learning through initial assessment/ learner profile and address them in a positive way

Your Position Your Statement

I believe I am identifying barriers to learning and incorporating them into my sessions, but I do not evidence this at the moment.

2g. Learner grouping

Not yet started
I do not understand learner grouping and how it can assist in teaching and learning

Early stages
I have a basic understanding of learner grouping but I dont use it in sessions

Developing
I have some understanding of learner grouping but am unsure how to use it effectively within lessons

Established
I understand learner grouping and try to use it where possible to aid learning

Embedded
I fully understand learner grouping and use it whenever appropriate in the lessons to aid learning

Your Position Your Statement

Not sure what learner grouping is

2h. Learner opinion

Not yet started
I do not gather any information from my learners about what

Early stages
I tell learners what they are going to learn and sometimes ask them if

Developing
I provide learners with what they will be learning but adjust the aims to

Established
I gather information from learners about what they want to learn and make

Embedded
I always gather information from learners about what they

learning they want in a class

they want anything else in the course

accommodate their individual needs

some adjustments to lessons where practical

want from their learning and adjust lesson plans and scheme of works to support this

Your Position Your Statement

I always try to work towards learners expectations and requests no matter how diverse they are. This sometimes results in an eclectic teaching environment, but I feel this is an advantage in the creative subjects.

3. Using ILT 3a. In the classroom

Not yet started
I do not use any ILT in planning or teaching my classes

Early stages
I use ILT to plan lessons but find it difficult to think of how to use it for learning

Developing
I use some ILT in developing my courses but do not always take this into the classroom

Established
I use some ILT in most lessons with learners that are confident

Embedded
I use a wide range of ILT fully in every lesson with all learners and encourage under confident learners to participate

Your Position Your Statement

When there is a laptop and whiteboard I the classroom, I try to run a range of activities through it such as completing worksheets etc. This is more difficult with my own laptop as I am more concerned about it getting damaged and it is not insured.

3b. Outside of the classroom

Not yet started
I do not use any ILT to develop learners experience outside the classroom

Early stages
I have set up a VLE/ blog space for my own work but not for the learners to access

Developing
I have set up a learning space for learners but it is not used often

Established
I use a VLE/ blog to communicate with my learners outside of the classroom

Embedded
I actively use a VLE/ blog to communicate with my learners outside of the classroom. All learners access this regularly

Your Position Your Statement

I havent used any ILT outside of the classroom as yet.