Mass-scale individualisation: Achieving Gonski 2.0’s first recommendation

Mass-scale individualisation: Achieving Gonski 2.0’s first recommendation

Too many Australian children are failing to reach their potential at school because of the restrictive nature of year-level progression.

At least that’s the message derived from the recently published Review to Achieve Educational Excellence in Australian Schools; the 158-page report better known as Gonski 2.0.

Among a myriad of findings which, together, paint a disturbing portrait of our education system’s flagrant inadequacy, the report recommends a paradigm shift from year-based curriculum to learning progressions independent of year or age.

Echoing the sentiments of famed education change agent, Professor John Hattie, the report states that Australia needs to “embed a focus on individual student achievement, with the expectation that each student should achieve at least one year’s growth throughout each year of schooling.”

The concept of tailored education, also known as differentiated or personalised learning, isn’t new. In fact, it was explored in detail as far back as 1953, when the ASCD-backed Educational Leadership publication delved into the theme of ‘individualised difference’ at length in its December edition.

Even back then, it acknowledged that a one-size-fits-all system wasn’t conducive to student growth.

“Our system of grading schools was developed when we assumed that all children could learn the same things at the same chronological age if they tried hard enough,” the text states.

In response to a wide spectrum of academic ability within each class and age-group, the text concluded that “it is absurd (…) to insist on continuing to ignore the four-year range in maturity of the children in any grade and expect to resolve our problem.”

The merits of personalised learning, which have since been substantially elaborated upon by modern-day champions such as Carol Ann Tomlinson, are widely acknowledged within the education community.

The question we now face isn’t so much as ‘why should we implement differentiation’, but rather ‘how can we sustainably manage it for all students in all classrooms?’

Ironically, the solution to this complex question, could be surprisingly simple.

myEdOnline, a revolutionary learning software created right here in Australia, successfully addresses the issue of unsustainable individualisation by enabling teachers to quickly create engaging digital lessons and distribute them to their students’ individual learning pathways.

Through a single interface, teachers can view the individual progress of each student within their class and immediately identify those who need support, and those who are ready for additional challenges.

It’s clean, easy and most importantly, doesn’t create any extra work for teachers.

myEdOnline Chief Executive Officer and former teacher, Daniel Wolf-Clark, says the platform provides schools with a simple solution to a historically complex problem.

“When people see myEdOnline in action, they’re always surprised at how easy it is,” he said.

“Authentic differentiation in the classroom is looked at as a bit of a myth, so naturally, people expect the solution to be complicated.”

“The fact that we’ve built a way for teachers to personalise learning in such an easy and efficient way is something we’re really proud of and excited to share with the world.”

With the Turnbull Government publicly backing Gonski 2.0’s call for reforms to student learning, myEdOnline is a tool which schools can implement immediately to meet the recommendation.

In tandem with SEQTA Software, myEdOnline’s partner under the Education Horizons Group arrangement, schools have an opportunity to benefit from an all-in-one system that could help them address the majority of the 23-recommendations handed down in the report.

According to SEQTA Software founder and Chief Executive Officer, Grant Grosser, myEdOnline is a breakthrough product that, for the first time ever, allows teachers to achieve the holy grail of individualised learning in a sustainable way.

“When I was running challenge-based courses in my own teaching, the aim was for individualised learning; however, it was so chaotic, stressful and taxing to run without a tool like myEdOnline” he said.

Coupled together, the SEQTA Suite and myEdOnline are an amazingly powerful combination.

“They integrate seamlessly, which allows teachers to create and deliver lessons through myEdOnline’s elegant individualisation engine, while organically pushing information back into SEQTA’s teaching and learning management system to give teachers an holistic view of every student.”

“The result is an immersive, interactive education ecosystem which allows students to thrive, and brings parents, teachers and administrators together within the student’s education journey, so they can facilitate and offer support every step of the way.”

Amid roaring debate surrounding the feasibility and perceivably high-level nature of Gonski 2.0’s findings, practical real-world solutions such as myEdOnline are important.

If schools are serious about taking on the recommendations uncovered from the arduous bipartisan review process, inquiry into systems such as those offered by myEdOnline, should be high on the priority list.

 


 

Daniel Wolf-Clark
Chief Executive Officer – myEdOnline

Having grown up in a family of passionate educators, it was a natural progression that led Daniel to continue on to a range of leadership roles in both Primary and Secondary School settings. Now, as an educational consultant and CEO of the award winning company myEdOnline, he works with schools across Australia and internationally to plan and implement strategies that empower educators to better utilise technology to differentiate, individualise and personalise learning, with the ultimate goal of creating greater opportunities for students to become more self driven in their learning.

Grant Grosser
Chief Executive Officer – SEQTA Software

Grant is a qualified secondary school teacher with more than 14-years’ experience in classroom teaching, and 10-years in management positions such as Year Coordinator; Head of Learning Area; and Deputy Principal. Grant’s extensive experience in successfully developing and implementing innovative information system administrative solutions in the schools in which he has worked has earned him considerable respect within the education community. Since founding SEQTA Software in 2006, Grant has directed the product development and managed the product implementation and monitoring in the pilot schools so that he could see first-hand where optimisation of the product was