Personalising learning in english and mathematics for low SES students

Personalising learning is broadly understood as the process whereby teachers provide an engaging curriculum that (a) addresses learners' individual needs and capabilities and (b) also offers opportunities for students to develop independence as learners. In reviewing this literature and in drawing on relevant research on differentiation of the curriculum, self-regulated learning, and "relational agency" we proposed a framework for conceptualising and enacting this approach to learning that focuses on mutual responsibility between teachers and students in goal-setting, classroom practices, and learning outcomes. In this paper we aimed to identify influences and outcomes in implementing a personalised approach to learning in four regional low SES Years 7-10 secondary schools in Australia (2011-13) in the subjects of English and mathematics.Research Methods Our research used a case study approach, incorporating analyses of quantitative and qualitative data, entailing analyses of (a) three surveys of the whole student cohort, and (b) the application of a personalised learning approach in the subjects of mathematics and English. The survey (Personalised Learning Environment Questionnaire, PLEQ) was developed to evaluate students' perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised, and to relate these to academic efficacy, academic achievement, and student well-being.Quantitative and qualitative data were collected on the curricular design and implementation of the two school subjects, incorporating analysis of student mathematical and English achievement over the three years of the study, 2 one-hour interviews with two principals, and 2 30-minute interviews with 10 teachers. Student perspectives were also identified through surveys and focus group interviews with students at each year level (two groups of five students per 7-10 level). Analysis of the interviews focused on identification of patterns in participant responses leading to the development of themes in the light of relevant literature. FindingsThe quantitative and qualitative data in the case studies of mathematics and English indicated that teachers working in teams to design, implement and evaluate a robust differentiated curriculum that explicitly focused on opportunities for students to customise how they demonstrated learning had positive effects. These included (a) academic attainment gains in national testing data that were above state average gains, (b), teacher perception of a more coherent curriculum across year levels, and (c) increased student motivation and expressed pride in their achievement gains.