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Class Based Personalisation

Whole class wellbeing or STEM interventions are designed with integrated individualised tasks for children of different attainment groups so all pupils can access learning in the most appropriate way for them. 

Our class-based personalisation takes what is already being taught as part of the national curriculum and elevates it by designing enrichment lesson plans to meet the individual learning needs of a group or class.

As our specialism is currently in STEM and Wellbeing topics, we have a wealth of experience in developing enrichment lesson plans and workshops in these areas.

Working with teachers, we can also provide a wide range of bespoke lesson plans and learning resources right across the national curriculum in a range of adaptations including:

  • SEND inclusion
  • Education health care plans
  • Personal development
  • Tools to deal with immediate triggers within an educational setting
  • Diagnostic improvements
  • Individualised toolkits
  • Self-regulation processes
  • Embedded learning
  • Holistic, learning pathways
  • Stepping stones for pupils
  • Scaffolding methodologies
  • Improving relationships between pupils, teachers and parents
  • Home elective studies
  • Assessment frameworks
  • Supporting disaffected learners
  • Cultural needs and social needs

Our resources can integrate:

  • Learning objectives, filtered into ability groups
  • Learning objectives
  • Preferred learning styles and learning preferences
  • Context based learning

 

Our ‘learning experience’ workshops and lesson plans are designed to be delivered by teachers into the classroom or virtually by one of our expert practitioners.

We are aiming to deliver a form of ‘hyper personalisation’, which takes into account:

  • How individuals learn
  • How to maximise the potential of learning new content
  • Anticipating what pupils need next

Actualise Learning has developed this service to fill in the gap in what schools can realistically deliver, as teachers are under many time (and resource) constraints to supplement higher ability / lower ability pupils.

Schools can help to define what contribution a particular ‘area’ they are working on and how it links with a child’s learning in their overall school curriculum.

Discovery

Our approach
to personalisation

As part of our discovery process for customised resources, we work with class teachers to identify students’

  • Learning abilities
  • Learning styles
  • Learning intelligences
  • Learning pathways

Working with the teacher as part of designing a class-based learning programme, we gather information on context and background by exploring questions such as:

  • What are their learning styles?
  • Agreeing that a learning outcome of a lesson could be related to pupils’ learning styles
  • Agreeing that activities (as a group in each class) could be aligned to how they learn best
  • Starting a workshop series with a mind map about learning styles and the most effective way people learn
  • Looking at the attainment in the class -
  • HA – High Attainment, mainstream, AV - academically vulnerable, LA – lower attainers, SEN

Differentiation strategies

We also work with teachers to provide differentiation strategies, which can be used across different subject areas.

Differentiation begins from the students' essential understandings, prior knowledge assessment and skills and through individual learning objectives.

We subscribe to the idea that the respective learning objectives should be shared with the students. This fosters self-regulation, (Click through to view Structural Learning website on): metacognition and empowers learners to monitor their learning progress.

The following interventions are some of the most effective differentiation strategies used in a differentiated classroom:

  • Ongoing, (Click through to Structural Learning website on): formative assessment: Teachers need to continually assess and identify students’ areas of need and strengths so they can modify their teaching style and help students to go forward.
  • Response to intervention: This is a very effective focused differentiation strategy, which is normally implemented as a whole school implementation technique. This multi-layered approach to classroom learning allows teachers to identify individual learner abilities and help to provide additional instruction to the students who may take advantage of learning more targeted settings.
  • Recognition of diverse students: Each student has a diverse level of expertise and experience with reading, writing, speaking, thinking and problem-solving. Ongoing assessments are the most common strategies that allow teachers to adjust content and plan differentiated instruction strategies to fulfil every students’ needs.
  • Group work: This is a student focused differentiation strategy in which learners collaborate in small groups and pairs and the members of the group may change as needed. Learning in groups is a focused strategy that allows learners to learn and observe from each other and to engage in meaningful conversations.
  • Feedback: Feedback has a major role in differentiation. Actionable and timely feedback allows learners to identify the next stages needed to enhance their basic learning. Individualised feedback, alongside the clear success criteria and learning intentions may promote self-regulation. Here the differentiation focus remains on the advanced learners' feedback, which may also help regular students to show a deep understanding of the success criteria and what advanced learners may do to improve their essential understanding, level of competency and learning process.
  • Problem solving: (Click through to view Structural Learning website) The main focus of the lesson plan, with differentiated instruction, is on the concepts and issues. This motivates learners to explore big ideas and improve their knowledge of key concepts.
  • Choice: Teachers may use 'Choice' as a focus strategy and leave it to students to decide what do they wish to read or write in the projects and tasks they complete. While engaging students in this student focused differentiation strategy, teachers may change different aspects of content leading to continuous improvement in students and create motivating assignments according to students' varied interests, level of competency and diverse needs.

Accelerated Learning

Again, working with teachers, we can integrate an accelerated learning approach into our class-based personalisation lesson plans and wider resources.

 

This approach empowers learners by involving them in their learning at every stage from setting their own targets, to evaluating their progress. It enables learners to become key drivers in their learning, so that it becomes meaningful, valuable and personal to them.

How do we achieve accelerated learning when working with students?

Teachers and students come together to commit to certain learning outcomes, such as:

  • Having some understanding of; how students think, and how they respond to unknowns/challenges

  • Realise that there are different thinking’s and different ways to respond, and observe the differences when others are practising.

  • Learn to think in the ways that others do and respond in the ways that others do. Experience the differences.

Potential learning ‘take outs’ are:

  • Pupils understand clearly what they are trying to learn, and what is expected of them
  • Parents can be given feedback about the quality of their children’s work and how to enhance it
  • Parents are fully involved in deciding what needs to be done next

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Context-Based Approach

In our development of class learning plans, we can apply context-based approaches where the social and cultural environment in which the student, teacher and institution are based, influence the content, delivery and outcome of proposed interventions.

This is what this could look like in your school:

One example of class-based personalization in robotics in a primary school could be the use of programmable robots to enhance learning experiences for students in a mathematics class.

Let's consider a hypothetical scenario:

Mrs. Johnson, a primary school teacher, wants to teach her students about basic geometry concepts, such as shapes and angles.

We suggest that Mrs Johnson incorporates robotics and individualised customisation to make the lesson more engaging and personalised for her students. 

  1. Preparation: Mrs Johnson introduces a set of programmable robots to her class. Each student is assigned a robot and given access to a simple programming interface or app that allows them to control the robot's movements and behaviour.
  2. Introduction: To kick off the lesson, Mrs Johnson starts with a brief explanation of different geometric shapes and angles, using visual aids and interactive discussions. She explains that the students will be using the robots to explore these concepts further.
  3. Hands-on Activity: Mrs Johnson divides the class into small groups and provides each group with a task involving the robots. For example, she could ask the students to program their robots to draw specific shapes, such as triangles, squares, or rectangles, on a large sheet of paper.
  1. Personalised Challenges: To add a personalisation element, Mrs Johnson tailors the challenges based on each student’s ability and understanding. For instance, she may assign more complex shapes or angles to students who show a higher level of proficiency, while providing simpler tasks for those who need more support.
  2. Collaboration and Peer Learning: Throughout the activity, Mrs Johnson encourages collaboration and peer learning. Students can observe and learn from one another’s approaches and share their experiences. This fosters a supportive and inclusive learning environment.
  3. Reflection and Discussion: Once the task is completed, Mrs Johnson facilitates a group discussion where students share their experiences, challenges, and successes. She encourages them to explain their programming choices and how they overcame obstacles during the activity. This discussion helps reinforce their understanding of the geometric concepts they have applied.

By incorporating robotics into the mathematics lesson, Mrs Johnson enabled class-based personalisation. Each student gets to work with a robot, allowing them to engage actively with the material and apply their learning at their own pace and level of complexity. The use of personalised challenges ensures that every student is appropriately challenged and supported. Furthermore, collaboration and discussion among students create opportunities for shared learning and reinforcement of concepts. Overall, this class-based personalisation approach fostered a dynamic and interactive learning environment in the primary school classroom.

'Classroom ready’ Resources

We have a range of ready to deliver and individualised enrichment workshops to support young people with mental health and wellbeing and STEM topics.

Visit our store to see the full range and purchase ‘classroom ready’ resources.

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