Embedding PLTS in everyday learning

20 November 2008

Drew Rowlands, Deputy Headteacher at Halewood College, shares his practice on embedding personal, learning and thinking skills (PLTS) in everyday learning.

 
We have found that the best way of embedding PLTS in everyday learning is through basic classroom learning routines. If a new routine is to become habitual, we know that repetition is key to creating a new neural pathway.
One tip would be to break down your routine into small chunks and aim at adapting it bit by bit – for example by carrying out a ‘pair and share’ activity
at the start of every session.

Developing PLTS within learning is primarily about empowering students to be independent learners. Central to teaching, therefore, must be activities and opportunities that require students to:

• think for themselves
• make their own decisions
• make connections between a wide range of contexts
• work as a member of a team
• reflect on their actions
• create new solutions and ideas
• organise themselves.

In other words, practitioners need to teach less and let learners learn for themselves, with guidance. Teaching becomes less about being the font of all knowledge, and more about being a facilitator or project manager. Do not underestimate the challenge that this offers! As a profession, we should be looking to the professionals in these fields to help us to do this.

Skills development is not about knowledge, so content can be holistic. Projects that have relevance to the students' environment and context enable this to happen. However, they need to have 'real' outcomes.

In terms of assessment, or measuring progress of PLTS, it is vital that any process reinforces the purpose. Therefore, students must have complete ownership over their progress. They should have responsibility for gathering evidence that reflects their development in different aspects of the skills. Through a process of self-assessment, they can then gauge their evidence against different stages of development.

We have developed a measure based upon 'PACES':

• When you begin to develop a skill, you have to practise it.
• Through this practice you then begin to acquire the skill...
• ...eventually becoming competent.
• When you are in a position to experiment with the skill, you develop as an expert.
• Eventually you can support others in developing the skill.

The footstep metaphor also reinforces the 'journey' aspect of skills development. Once the self-assessment has been completed, it can be submitted to the teacher for verification and target setting for further progression.

We have found this approach valuable – hopefully you will be able to adapt aspects of it into your own practice.