{Please scroll down to the ladder if you wish to skip the following explanation}
Link to the other aspects by clicking the appropriate letter  E  O  R  D  E  R

All goals require resources of some description, even if it just your time.  Which IT resources, human resources and materials will be needed for the team goals or whole school goals you are considering?  How will the resources be distributed and used effectively to maximise the value gained from them and help you achieve your goals?

Most changes need to be achieved through existing resources and so it is critical to develop realistic goals that are not dependent on new resource or at the very least have a ‘Plan B’ should resources not become available.

How is continuity of resources and refreshing of resources built into the long term planning?  How is cost-benefit analysis used?

If you are personalising your school then the following ladder will help you gauge progress and set next targets.  In terms of REORDER this is about personalising “What resources learners have available”

Level 1 – One size fits all – The whole group use the same resource for any given activity

  • Teacher provides a single stream of information either through writing notes on a board, using the same sequence of pages in the textbook with al learners, directing all learners to the same set of single-mode web pages (such as textbooks online) or using the same photocopied sheets.
Level 3 – Choice –  Learners have choice of text book, device or websites within an activity

  • One to one laptops may be provided on the basis that they give learners more choice but this is not structured.
  • Activities may be used in which learners can choose from a range of resources such as books in a library or searches on the web.  No evaluation is done to verify that providing such choice improved outcomes.  For example, it may be possible to be successful in the task simply by copying sources or including non-relevant or unreliable sources.

The obvious first step here is to find a way to allow learners to use their mobile phone in your class.  This can be restricted by school policy so may require a discussion beforehand but often even the simplest phones contain calculators and cameras which can genuinely support learners especially if there is internet connectivity and search.

The easiest first step is to provide a licence to each learner which is made up of two cards both signed by the teacher.  If the student remembers to bring this licence and presents it to the teacher then the teacher keeps one half and places the other half on the desk.  The student is then allowed to have their phone out on the desk, face up, on silent and resting on the other half of the licence.  At the first occasion that the phone disrupts learning, the teacher takes the licence and asks the student to put away their phone.

Level 5 – Personalised ‘For’ Groups – Teachers select particular resources for particular purposes

  • Teachers may provide extension worksheets, differentiated resources or resources based on prior test results
  • Teachers may team up to provide withdrawal groups or match particular specialist teachers to perceived needs
  • ICT devices and access are used intelligently and in targeted ways.  E.g.  Particular websites for particular outcomes
  • Projects may use writing frames or checklists to help structure the process
Level 7 – Teacher Strategy – Teacher researches what choices of resource lead to better outcomes

  • Teacher is conducting their own research and evaluating what resources work best for progressing particular skills in particular learners.  They include feedback from the learners to help them evaluate the impact of such choices.
  • ICT is seen as an efficient way to have a range of strategies available when needed.  Use is informed by impact.
  • In activities that use a wide range of resources the teacher provides enough structure to allow the learners themselves to demonstrate their choices of resource was useful.
Level 9 – Personalised ‘By’ the learner ? – All resources have the flexibility to be used when needed

  • Each learner has access to the web and multimedia capture devices whenever they wish to use them at home and school.  Where this is not possible, ICT and non-ICT based resources are arranged in a central location with access.
  • Teachers have the tools at their disposal to allow them to analyse the impact of learners choice of resource and share this with learners so that informed learners can take an active role in deciding which resources to use for particular goals.

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