Abstract
Enacting personalised learning involves developing students’ self-reflection on their cognitive, metacognitive and affective attributes as learners (Meyer, Haywood, Sachdev, & Faraday, 2008). In the same way that a personal understanding of selfhood can inform decision-making and problem-solving in a social context, a robust appreciation of the self as learner can inform choices made about curriculum topics, learning processes, engagement and how to become more self-directed/independent in learning.
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Keeffe, M. (2015). Developing Student Agency in a Teacher Advisor Program. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_11
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