Putting students at the centre
Personalising education to better meet the needs of individual students has been a key focus for the department during the past year. Education that responds to different ways of learning and a student’s personal interests encourages greater engagement and ensures that each student is learning to the best of their ability. This is true inclusive practice; addressing the learning needs of every student so that they can fully participate in education.
To assist teachers and schools in the delivery of education programs that are personalised, support was provided through professional learning, resource materials, action learning projects and information, and communications technology resources.
Many teachers undertook professional learning in the area of personalising learning in order to further develop their ability to plan and cater for the diverse learning needs of their students. Programs such as Differentiating the Curriculum, Gifted Education and Personalising Learning from an English as a Second Language (ESL) Perspective were offered across the state. Programs for teacher aides including Building Inclusive Practice were also conducted statewide.
The Institute for Inclusive Learning offered a range of courses to support teachers and support staff in catering for a diversity of student needs.
The teaching and learning resource Essential Learnings for All was developed to assist schools in understanding how every student’s learning can be supported, regardless of their personal circumstances or learning needs. The resource was made available to schools and includes the Inclusive Practice Professional Teaching Standards. It also contains information and ideas to assist teachers run workshops in their schools providing video examples of personalising learning in Tasmanian schools.
An action research project examined how students with disabilities could undertake learning in the same areas as their peers. The project investigated ways to meaningfully include students with disabilities in learning activities while providing them with learning outcomes specific to their needs.
To encourage more students to continue their education and training after Year 10, colleges were given the flexibility to develop programs based on student outcomes. The colleges also worked with TAFE Tasmania to investigate how to better meet the learning needs of the 16 to 19 year-old age group.
Information and communications technology has been used to further improve and support personalised student learning. Assistive technologies and software were introduced to support learners with special needs, while specialist software is now used for diagnostic and intervention purposes. Online programs have continued to be developed and updated for gifted and highly able learners, isolated and distance learners, and to provide flexible options for all students attending schools.
The majority of teachers have been provided with a laptop computer resulting in increased access to digital resources and online communication. Collaboration tools have been provided through the eCentre for Teachers helping teachers to plan their teaching in ways that differentiates learning programs for students.
Behaviour support has also been addressed to ensure that all students are able to achieve at school and benefit from the increased focus on personalising learning. Sixty-nine schools are involved in the Positive Behaviour Support program which provides a whole of school approach to supporting all students in participating successfully in their education.
Personalised learning strategies adopted by the department have already had positive outcomes. This momentum will be maintained in the coming years as government schools seek to refine and develop new ways to deliver effective learning programs to all students.
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