ISPL in BBSS:
A Work-In-Progress
- The only constant is change…
A sharing session by:
Ms Dianah, Mr Abdulatiff,
Mdm Yaw LT & Mr Danny Cha
How did it all begin?
Back in 2003…
 The Individualised Self-Paced Learning (ISPL) model was first
introduced by Dr J Lloyd Trump in his book, “A School for
Everyone”.
 Dr. Trump’s work evolved into the Model Schools Project in 1971 at
which time Bishop Carroll High School in Calgary became one of
the schools in the project. Since then this learning program has
been utilized very successfully for over 28 years at Bishop Carroll.
 In the past few years, a number of Canadian schools have adopted
this program. They have come together to form the Canadian
Coalition of Self-Directed Learning (founded in 1996) and they meet
regularly to share ideas and concerns, problem solve, initiate staff
exchanges and to develop common curriculums.
ISPL in BBSS
Our Objectives:
 Students to take ownership of their own
learning.
 ISPL supports independent study where
learning is viewed as an active process not
a passive one.
 Students have to self-manage & self
monitor.
ISPL in BBSS
In 2004…
BBSS adapted and piloted a variation of ISPL with our Secondary 3
Express students during post SA1.
ISPL Stages:
 Pre ISPL: Briefing of students on rationale, objectives and benefits of ISPL
Touch on the mindset & skills required for ISPL
Distribution of ISPL packages
Briefing & setting of expectations of individual package by STs
 Wk 1: Students plan their study timetable
Students go through the notes in the packages
Students attempt the exercises set out in the packages
 Wk 2: Consultation Period
Students can consult teachers or consult one another.
 Post ISPL: Assessment – Common Tests
Feedback & Review ISPL processes
ISPL in BBSS
The Role of Teachers
 As consultant, motivator, mentor and
coach.
Teachers’ role is significant & crucial.
Teachers must “let go” and trust that
students are capable of some form of
independent learning.
ISPL in BBSS
In 2005…
ISPL implemented for BOTH Sec 3 Exp
and Sec 4 Exp students
from T1W10 – T2W1 (incl. Mar Hols).
A few problems…
- SYF year – heavy CCA involvement
- Sec 3 less in favour of timing than Sec 4
ISPL in BBSS
In 2006…
Modifications:
 Sec 4 ISPL: T1W10 – T2W1 (incl. Mar Hols)
 Sec 3 ISPL: T2W10 – T3W1 (incl. Jun Hols)
 Subject teachers take more ownership of lesson
packages – vetting & critique during Focus Group
Discussions
 Differentiated ISPL:
3E1, E2, E3: 1st tier ISPL for all subjects
3E4 & E5: - 1st tier ISPL for MT and Lit
- 2nd tier ISPL for other subjects
ISPL Consultation Week Snapshots
ISPL Consultation Week Snapshots
ISPL in BBSS
In 2007…
Further Refinements:
 Sec 4 ISPL: T4W8 ’06 – T1W1 ’07 (incl. Dec
Hols)
 Sec 3 ISPL: T2W10 – T3W1 (incl. Jun Hols)
 Introduced ‘Soft-Skills Self-Assessment Rubrics’
- Focus on Self-Directed Learning Skills
In 2008…
Fine-tuning:
 ISPL Cycle 1: Jun Hols
 ISPL Cycle 2: Nov/Dec Hols
 Pre-ISPL Cycle 1 Study Skills Workshop
(Mar-Apr) for Students, Subject
Teachers & Parents (mid-yr PTM)
 Completed Assignments Log-Sheet
2008 Fine-tuning (cont’d)
 Pre & Post ISPL Self-Directed Learning
Self-Assessment
 My HeArt of ISPL Experience –
Integrates Aesthetics Programme into
Self-directed Learning
 My ISPL Journal – Reflect on PROCESS
 Survey Results – Cohort-based
ISPL in BBSS
Pre-requisite for ISPL to work
 Students and Teachers must have the
right mindset and attitude.
Not Subject Mastery BUT rather
Mastery of Skills
Other benefits:
 Good opportunity for students to
infuse Habits Of Mind
 One approach to take in line with TLLM
ISPL in BBSS
What’s next in 2009?
 More engaging lesson packages
 Differentiated lesson packages
– to cater to different learning abilities
In Summary…
ISPL is one of the many approaches the
school can take to instil in students the
importance and need to be independent
and self-directed learners.
ISPL in BBSS
Focus Group Discussions Time
- Humanities – Mr Danny Cha
- EL Lang. & Lit. – Mr Abdulatiff
- Science – Mdm Yaw Lai Theng
Q & A:
Contact us!
 [email protected]
 [email protected]
 [email protected]
 [email protected]