Explain The Key Features Of A Personalised Learning Environment

A short essay exploring key feature of a personalised learning environment commenting on different aspects that may improve a pupils levels of achievment

For this assignment I will be discussing the concept personalised learning, analysing and commenting on aspects and key features of the personalised learning environment that I have devised for pupils in key stage 3 and 4. Addressing how the learning needs of the pupis will be met, including reference to reading, I have chosen to focus my classroom design on a maths classroom as I feel this is the subject most relevant to the pupils that I currently work with.

The concept of personalised learning can mean different things to different people (see work based task 3), however, it
In an attempt to introduce the concept of personalised learning, Leadbetter (2003) argued that. Personalisation could become a powerful logic for re-shaping public sector services and saw the application of personalisation to education. “There would be a common scropt (the basic curriculum) but that script could branch out in many different ways, to have many different styles and endings. Personalised learning allows individual interpretations of the goals and values of education”. Leadbetter (2003).
In a paper aimed at removing barriers to achievement, DfES (2004) suggests, Personalisation is about putting citizens at the heart of public services and enabling them to have a say in the design and improvement of the organisations that serve them. In education this can be understood as personalised learning - the drive to tailor education to individual need, interest and aptitude so as to fulfill every young persons
Research into how light affects behaviour and learning has brought about many schools changing the quality of their lighting (Jensen 2000).
In a 1988 study on lighting, unknown to the pupils, lighting was changed in some classrooms, resulting with those pupils affected having 65% less time off than those of the classrooms that had not had the lighting changed.
According to London (1988), fluorescent lighting has already been shown to raise the cortisol level in the blood, this is also likely to suppress the immune system. Therefore, children in the vitalite rooms were in a ‘healthier’ learning environment.
Although this study suggest lighting can have a positive effect on health, a critical view is that this study took place using only 3 classes of students and was maybe not widely tested enough to bank the figures as fact.
The results from a wider range of research shows that, soft lighting can have a calming effect on pupil whereas fluorescent lighting can cause fidgeting and restlessness.
Harmon (1991) studied 160,000 school children to find out what influence environmental factors had on learning. Changes were made to the lighting of the learning environments of these pupils, with the same pupils being studied again 6 months