LEARNING AND TEACHING

Learning and Teaching

Teaching and Learning

Introduction

This paper aims at providing the beliefs that I have inside in terms of making people learn and they came out of my experiences of learning in life as a student. I remember my learning experience as if it were yesterday. I think personalised leaning and thinking skills are those which have been very prominent in my life as a student and I will tend to focus over them through out my life as teacher. I would also focus over identifying different issues of students as participants, personalised learning, and thinking skills, specifically regarding teamwork and the curriculum within pedagogical activities as this is my genre(David, 2010, 90-178).

Personalised learning was always there in my life and I considered it as a 'package'. A pertinent question is: when presented with this language, which implies that the policy is already 'wrapped-up', do educationalists feel they have any discretion in the matter? This question leads to further questioning of the ability of schools to implement government directives such as personalised learning (Bauer, 2010, 98-109).

Contextually, Curriculums might be regarded as a challenge to personalised learning as a 'package'. However, this refinement is problematic because I suggest that various skills (team work and problem-solving) are boxed together and presented to students as a single unit. As I noted this as a student, the image is one in which no interaction or creativity within learning exists. Moreover, it is also reductionist because it limits personalised learning to 'formal knowledge' and a formal curriculum. Moreover, this package ignores the continuous process of growth that students experience as they develop the relevant skills through interaction with the school community, which suggests a contradiction because personalised learning emphasises the learner. (William, 2010, 87-145)

A possible cause of this ambivalence toward the student as learner is that, traditionally, personalised learning did not prioritise curriculum coverage. In this era, when schools are judged on achievements and are expected to produce quantitative evidence, this accountability constitutes a source of tension. By placing the learner at the centre of pedagogical practices, and emphasising the curriculum's collaborative nature rather than its outcome, the tension between personalised learning and achievement could be challenged. The emphasis is on what happens in lessons, especially the interaction between the individuals involved, and with regard to planning and assessment. (Atwell, 2009, 55-60)

Considering the literature on political interests, one has to question whether personalised learning is just another illusion created to muffle the critics who continue to advocate that schools protect state interests rather than autonomy and individual flexibility. Disappointingly, in political analysis, the learner appears to be passive and unable to comprehend or intervene in his/her own pathway through education. This passivity is a perception that I kept on challenging and a proposition that is rejected in my life. In fact, a lot of my colleagues support the foundations of this research by suggesting “setting up a learner's curriculum taskforce to work alongside staff on curriculum ...