ACTION RESEARCH PLAN:

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Learning Spaces take on a whole new meaning at Kande Beach Public School in Malawi, Africa. With one book and pencil [if lucky], 175 students were learning in this Gr. 4 class. (2010)
HOW CAN TEACHERS USE FLEXIBLE LEARNING SPACES TO CATER FOR DIFFERENT LEARNING STYLES?

To:   purposefully plan for the use of flexible learning spaces when designing 21st pedagogy to match the needs of students’ learning styles and increase engagement

In a way that:
  • Teachers have a greater understanding of students’ learning styles when planning curriculum.
  • Teachers enhance their understanding of 21st century pedagogy reform.
  • Teams include the use of flexible learning spaces in their learning cycle planning
  • Teams develop protocols for the use of flexible learning spaces.
  • Students are involved in the decisions for using flexible learning spaces.
  • Teachers have a greater understanding of their own learning style profile.
So that:
  • Students  become aware of their own learning style profiles and use those to improve their learning outcomes
  • Teachers can  match student learning styles with learning environments to improve student learning outcomes
  • Flexible Learning Spaces are used effectively for a range of purposes and needs.
Initial data gathering for the Action Research Project was multi-modal: quantitative data – Student Attitude to School data for School A (DEECD, 2011); qualitative data – observations, informal discussions, tours, photos and general insights and perceptions gathered from staff from School A and School B.

1. INTRODUCTION:

The context of this Action Research Project takes place across two schools that are part of an Australian wide building revolution and educational reform. In Australia, Primary Schools for the 21st Century (P21) funding was approved for 10,475 projects in 7920 schools providing schools with new libraries, multipurpose halls, classrooms and the refurbishment of existing facilities.(DEECD 2011) Both School A and School B have the same building template of additional classrooms as their P21 funding allocation– School A has 5 new Level 4 [Gr. 5 &Gr. 6] classrooms, 2 staff offices, a Chaplain’s room and a Languages Other Than English [LOTE] Specialist classroom.  School B has 4 Level 1 and Level 2 [Gr. Preps – Gr. 2] classrooms with the central space being used as a fifth classroom, 1 office for the Teacher and Learning Coach, and a  Reading Recovery room. Both School A and School B have recently moved into their new Building the Education Revolution [BER] buildings. The BER involves around 24,000 projects currently being delivered in every community across Australia, with the aim to “modernise schools with a focus on 21st century facilities for 21st century learning and teaching.”  
School A:

PROGRESS TO DATE:

  • Approval from Principal
  • Dialogue with Leadership Team
  • Whole Staff information session
  • Invitation to submit to web page forums
  • Attendance at Level Team Meetings
  • Initial questioning of data
  • Observations the use of Flexible Learning Spaces
  • Inclusion of Specialist Team
  • Distribution List created – monthly newsletter distributed about learning spaces and learning styles
  • Established participants group – level 4 teaching team; student population, sample group of Level 4 students; Specialist teacher team.


PLANS FOR NEXT STAGE:

  • Establish sample group of students not in Level 4. [Permission has already been sought and approved from parents] to determine learning styles.
  • Provide Professional Learning opportunities for understanding Learning Styles
  • Provide Professional Learning opportunities for using flexible learning spaces based on Pedagogy and Space (DEECD, 2009)
  • Attend Level 4 team meetings regularly
  • Further observations
  • Collection of qualitative data via informal and structured interviews.
  • Develop and implement Action Plan with key stakeholders
School B:

PROGRESS TO DATE:

  • Approval from Principal
  • Dialogue with Principal
  • Informal conversation with staff using BER flexible learning spaces
  • Invitation to submit to web page forums
  • Observations of using Flexible Learning Spaces
  • Distribution List created – monthly newsletter distributed about learning spaces and learning styles







PLANS FOR NEXT STAGE:

  • Provide Professional Learning opportunities for understanding Learning Styles
  • Provide Professional Learning opportunities for using flexible learning spaces based on Pedagogy and Space (DEECD, 2009)
  • Attend School B on Monday afternoons to build relationship and trust and cultural knowledge [Stringer, 2008)]
  • Further observations
  • Collection of qualitative data via informal and structured interviews.
  • Develop and implement Action Plan with key stakeholders