Engaging learners in flexible learning spaces

1. Engaging learners in flexible learning spaces SMR LOTE Conference

2. Aaron Petersen • Teaching and Learning Coach – Regeneration • Regional Innovation Liaison Officer • Not a LOTE teacher • Guidetoinnovation.ning.com

3. How do flexible learning spaces impact upon you and your job? • QuestionsWhat are you anxious about?What would you like to know?What’s working well?

4. Spaces

5. What on earth is… • A flexible learning centre? • A Library and learning centre? • A Science and language centre?

7. Carwatha College P-12

8. Library and Learning centre – 151-300

9. Library and Learning centre – 301+

10. Library and Learning centre – 301+

11. Language Centre

12. Language Centre

14. Echuca College

16. Mordialloc College

19. How does this information impact upon you and your job? • QuestionsWhat do you like about the spaces you’ve seen?What don’t you like about the spaces you’ve seen?

20. Having quality facilities is important but… “It is what teachers think, what teachers do, and what teachers are, at the level of the classroom that ultimately shapes the kind of learning that young people get.” Andy Hargreaves & Michael Fullan

21. Engaging learners in flexible learning spaces

22. Engage Students …in what?

23. Autonomous learners Life long learners Literate and numerate Deeply proficient in areas of interest Collaborative learners Globally aware Problem solvers Confident with high levels of self esteem Self aware Emotionally intelligent Socially adept What skills do 21st century learners require? Engage students in activities that give them the ability to be: Creativity is the new commodity

24. Engage Students …how?

28. PedagogyHow do teachers teach?

29. 18 Learning Modalities • Independent study • Peer tutoring • Team Collaborative work in small/ mid sized groups • One on one learning with the teacher • Lecture format with teacher at the centre stage • Project based learning • Technology based learning with mobile computers • Distance education • Research via internet with wireless networking • Student presentation • Performance based learning • Seminar style instruction • Hands on projects • Naturalist learning • Social/ emotional/spiritual learning • Art based learning • Story telling • Team teaching

31. How does this information impact upon you and your job? Questions

32. Engaging learners in flexible learning spaces Strategies to use tomorrow

33. Stephen Heppel There is no ‘they’. There is only ‘us’. There is you and me. There is us. We can’t wait for ‘them’ to come along and tell us what 21st century teaching looks like. We know what it looks like.

34. HANDS-ON ACTIVITY BOOK WORK ORAL TASK STUDENT ROTATION MODEL TEACHER

35. TEACHER ROTATION MODEL – Text based work

36. Group listening

37. Matrix-based learning

38. Workshops • Pre-determined learning outcomes • Pre-determined assessment task • Optional workshops for students to learn those elements they are unfamiliar with • Range of workshops for a range of learning outcomes • Offered at multiple times for students who need to complete more than one workshop

39. Translate a webpage

40. Translate a webpage http://translate.google.com.au/ • Choose the website • Nominate the input language • Nominate the output language • Hit ‘translate’

41. Foreign language Comics www.toondoo.com

42. Phrase Book Session • Scenario based learning • Use phrase books and knowledge of language to facilitate discussion • Various stations and hosts • Tasks/information required at each station to successfully complete the task • This activity focuses on building language use and emphasises that it is OK to make mistakes!

43. How does this information impact upon you and your job? • QuestionsWhich of these activities is transferable to your classroom?

44. What have we learnt so far Voices from the field

45. School has three learning houses, which can accommodate up to 4 classes. Up to 2 Italian teachers at a time in each house By working smarter - not harder – the school is managing the spaces to ensure learning is happening “We can do so much more now”. Access to better facilities, e.g. The Italian teachers did cooking. The 2 teachers can plan together The 2 teachers team-teach. The graduate teacher feels she is learning so much from her colleague. The graduate teacher feels really inspired by the other teachers’ ideas. Case Study 1 - Primary School

46. 3 learning neighbourhoods – one each for Years 7-9 2 teachers with 50 classes Up to 7 tasks/activities occurring simultaneously The LOTE teachers plan with other domains. More complex language learning content, such as grammar work, works best in the smaller table group format. The table group format is also best for oral work. The teachers’ offices are in the middle of the space with glass windows. This has helped graduates who feel very supported by this knowledge. They seem to enjoy it and seem happier, after the initial period of adjustment. The neighbourhoods are excellent for interpersonal learning, as students are encouraged by the teachers to mix with different students. Case Study 2 – Secondary College

47. How does this information impact upon you and your job? • QuestionsWhat surprised you from this feedback?What would you do differently?

48. Standards What do we want our children to know?

49. VELS – Level 4 • Students read a wide range of short and/or modified texts for meaning and for use as models in their own writing. • They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter–sound variations in particular contexts. • Writing in paragraphs, they express themselves in a range of contexts and are sensitive to the audience and purpose of the writing. • Using print and electronic resources, they draft, self-correct, access dictionaries, script check and present written product.

50. What is literacy? People are functionally literate if they can engage in activities which are required to participate in their group and community Enabling people to use, reading, writing and calculation for their own and their community’s development. UNESCO, 1978