Caine & Caine (1997) explain the interconnectedness of the brain:
Caine, R. & Caine, G. (1997). Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. pp. 6-7.
Michael Fullan and Geoff Scott suggest that a feature of the new pedagogies for deep learning is of teachers and college professors becoming:
1 Fullan, M. & Scott, G. (2014). Education Plus. Seattle, WA: Collaborative Impact SPC. p.7.
Fullan (2015) describes leadership from the middle as:
Fullan, M. (2015). Leadership from the middle: A system strategy. In Education Canada (55)(4). pp. 22-26. Canadian Education Association.
The following is a list of readings that we found useful when formulating our philosophy:
Key to personalised learning is the changing nature of assessment. No longer simply a performance measurement, assessment is used gather information that will help to identify student learning patterns, strengths and weaknesses, in order to further customise learning.
To power personalized learning, assessments should encompass a broader range of measures beyond performance on academic tests, including information on a student’s learning style preferences, previously successful experiences, interests, and other factors in a learner’s life. 1
During a U.S. Summer Seminar in 2012, Richard Culatta defined personalizing learning as a way if individualizing learning for each student in the room by adjusting the pace, adjusting the approach, and leveraging students’ individual interests and motivations.2 His examples of personalised learning included:
1 Wolf, M.A. (2010). Innovate to Educate: System [Re]Design for Personalized Learning. A Report from the 2010 Symposium. Edited by Partoyan, E., Schneiderman, & Seltz, J. ACSD. p.25. Retrieved from https://siia.net/pli/presentations/PerLearnPaper.pdf
The increasing availability of digital technologies is rapidly changing the nature of learning:
“Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools. Digital technologies can excite and engage educators, students, their whānau and communities in learning."1
An OECD report, 'Skills for a Digital World', provides new evidence on the effects of digital technologies on the demand for skills and discusses key policies to foster skills development for the digital economy:
“In addition to digital literacies and ICT-specific skills, the identification of the skills relevant for the digital economy and of the strategies to develop them is entrenched with the notions of higher order thinking, communication and social skills.” 2
In John Hattie's recent work, 'What works best in education: the politics of collaborative expertise', he argues that
"...the greatest influence on student progression in learning is having highly expert, inspired and passionate teachers and school leaders working together to maximise the effect of their teaching on all students in their care." 1
In order for this to be accomplished, Hattie proposes that more emphasis needs to be placed on reducing the' variability among teachers in the effect they have on student learning' by collectively raising the standard:
“…we need to recognise effectiveness among teachers and build a profession that allows all to join the successful." 2
He believes this variablity can be reduced by creating
"...a system where leaders know their high-impact teachers so that they may create a coalition of the successful who can work together on reducing within-school variability." 3