The following research article, fresh from publication, will be of close interest to Big Picture educators and supporters.
Murdoch University's Kathryn Choules and Barry Down speak of the organisational and pedagogical conditions that are necessary if we are serious about engaging all students in learning, not just those whose learning style aligns with the traditional mainstream model. With portraits of a number of students that serve as personalised case studies, the article explores what personalising pedagogy looks like, as well as its effects. The research undertaken clearly demonstrates that real engagement in learning takes place when students feel they have some degree of ownership and control over what and how they learn. The benefits are wide-ranging across students' life - not just in the classroom. This is not a matter of efficient design or the best model for 'success', it frames education as a right of all young people, and thus an issue of social justice in the community. This research speaks loud and clear about stark changes that students deserve in public education. Working toward framing education in this way is challenging but rewarding, and - we think - doable with passionate students and teachers on our team.
Big Picture's work is inspired and motivated by such research: real world, evidence-based findings that highlight the voices of students.
The research informing this article was funded by the Australian Federal Government as a Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE) project grant (2012–2016) administered by Murdoch University and entitled Murdoch’s Aspirations and Pathways for University (MAP4U) Project.
Download the paper via the link to the left.
Down, B., & Choules, K. (2017). Towards a pedagogy of personalisation: What can we learn from students? Curriculum Perspectives, 37(2), pp. 1-11
