Personalised Learning




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Activity 9: Evaluations of the cultural responsiveness in practice

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Views on Indigenous Knowledge and Culturally Responsive Pedagogy. When reflecting on Indigenous Knowledge and Culturally Responsive Pedagogy, I decided to create a mindmap that shows all the things that I consider when working with students, though I am not always conscious  of doing so.  As a teacher I don't initially sit back and look at the members of my class and categorise them according to their cultural and indigenous backgrounds. This is due to the fact that I feel anyone can achieve highly regardless of their make-up. I generally look at them according to their abilities first. This is initially based on assessment data and previous school or class records, and then followed by observing the child within the first week of being at school. While assessment data isn't necessarily the most accurate measure of a students ability or need, it does give me a starting point that allows for lots of movement. As behaviours and habits start showing (generally within
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The Futures of Learning - Evaluation and Summary

Learning is about the process of developing sufficient surface knowledge and then move to deeper understanding such that one can appropriately transfer this learning to new tasks and situations. (Hattie Conference 2018 Brisbane) Personalised learning is about meeting the needs of individuals and their interests. Learners are more successful at becoming efficient with tasks when they build strong metacognitive abilities, reflect on new ideas learned, and integrate that information with their existing or prior knowledge and skills. The process they use to adopt the new knowledge will support all further learning. When the new learning becomes second nature, this will provide further creativity and originality. The awareness and understanding of ones own thought processes - Metacognition, is nurtured through learning that fosters participation, is personalised and customised, is focussed on problem-based learning, and contains activities that require peer collaboration. These
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Building and Sustaining Relational Trust

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What is relational trust and how is it developed? Each party in a relationship maintains an understanding of his or her role's obligations and holds some expectations about the obligations of the other parties. For a school community to work well, it must achieve agreement in each role relationship in terms of the understandings held about these personal obligations and expectations of others. An interrelated set of mutual dependencies are embedded within the social exchanges in any school community. Regardless of how much formal power any given role has in a school community, all participants remain dependent on others to achieve desired outcomes and feel empowered by their efforts. As individuals interact with one another around the work of schooling, they are constantly discerning the intentions embedded in the actions of others. They consider how others' efforts advance their own interests or impinge on their own self-esteem. They ask whether others' behavior refl
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