November, 2014 Newsletter for www.learningspacesandlearningstyles.com
There have been MANY new contact entry forms submitted over the past few months. Welcome to all newcomers to this online network.
Where do the 4Ps fit in to your planning?
P= protocols P= purpose P= personalised learning P= pedagogy
Welcome to the newsletter for learning spaces and learning styles. I wonder what brought you here - learning spaces or learning styles or how they fit together?
When I first started this research I was cautioned against discussing learning styles as “they” were passé and old fashioned. Since returning to the classroom this year I would like to support and challenge these cautions. I am teaching in the Northern Hemisphere from January to December which means I have two classes: a Gr 4/5 and a Gr 3. I certainly have students who prefer to learn visually, those who are kinesthetic; those who prefer to learn by listening; those who need quiet, those who like to chatter, those who like to have the lights on/off. I need to cater for these learning styles/modes. However, it is not that simple. Twenty first century [21C] learners want and need to learn in a 21C learning environment. Provision for social interactions, technology, movement, collaboration, choice, short tasks, change, and so much more mean a strong focus on the individual.
We do still need to be mindful of student and teacher learning styles/modes to build respect and understanding for learning: it is important for a student to be learning within their realm of relevance and retention. Once you understand HOW your students are learning, it’s important to design and/or redesign the learning space to maximise learning. Personalised learning is key to using learning spaces effectively and why the learning styles discussion still needs to be in the education agenda.
My research came about due to the movement of many Australian primary classes into new buildings and new classrooms designed for 21C pedagogy. Collaboration with 2 schools and further research led to origin of the 4Ps –purpose; personalised learning; protocols; pedagogy.
Since completing the Acton research, I have observed the use of learning spaces in different environments. The most successful was when all 4Ps were used integrally. The least successful were situations where one or two of the 4Ps were evident. For example, a situation where protocols were lacking and purpose was not evident. I have noted an emphasis on using different learning spaces and creating learning spaces based on personalised learning. "That group of students work more collaboratively when they can spread out!” I see teachers more and more exploring ways to strengthen student relationships working together in open learning spaces.
A lack of shared protocols can impact on effective use of learning spaces. An example may be when one teacher allows loudness that another teacher finds annoying, when resources are not returned adequately, when shared spaces are timetabled in an ad hoc manner. Protocol agreements are essential for harmony and best practices for shared use of space. Sorting protocols on the run can lead to compromise rather than consensus.
Planning to use space for a specific purpose and sharing that purpose with all users, including students, provides accountability and links closely with protocols, personalised learning and pedagogy. Sending students to work at a table or in the corridor or in the reading lounge or at the learning table simply because it's their turn is the weakest purpose. Planning with 21C pedagogy in mind, learning spaces need to have a purpose of creating learning environments for individual and group work.
Designing learning spaces: I'm still surprised to see brand new schools designed with classrooms from the 1960s, or earlier, with a wet area added as the only concession to 21C. A recent Edutopia blog http://www.edutopia.org/blog/8-tips-and-tricks-redesign-your-classroom?utm_source=facebook&utm_medium=post&utm_campaign=blog-remake-repost2 looked at creating learning spaces… whilst the purpose was for improved collaboration for older students, the blog has some good ideas and the resources are useful for anyone planning to recreate their space. I love adding different learning spaces created by others to my Pinterest learning spaces board.
What others are doing:
· Alastair Blyth has some great ideas for rearranging learning spaces. His blog http://alastair-blyth.com/ also links to his twitter account.
· Scholastic offer some ideas for open seating in learning spaces: http://www.scholastic.com/teachers/top-teaching/2014/08/tips-and-suggestions-open-seating-plans?eml=Teachers/smd/20140816/Facebook///SMO/Teachers/TopTeaching/KrisciaCabral/
· In LEARNing Landscapes | Vol. 6, No. 2, Spring 2013, Michael Fullan’s provides commentary in his article “The New Pedagogy: Students and Teachers as Learning Partners”. He explores the concept of the new pedagogy. Michael Fullan’s base is the University of Toronto, Ontario, Canada. As I am also teaching in Greater Toronto, Ontario, Canada this year, I have seen some of this article come to life. My Canadian school now has full time Junior and Senior Kindergarten classes and an emphasis on the 6Cs: critical thinking and problem solving; communication; collaboration; creative thinking and imagination; character education; and citizenship. The 6Cs are becoming embedded in Ontario Curriculum as an endeavour to create 21C learning environments. Michael Fullan is now working with other partners in the New Pedagogies for Deeper Learning project. http://www.newpedagogies.info/
· Barbara Bray explores personalised learning and the difference between personalised learning; differentiation and individualised learning. http://barbarabray.net/
· Mark Phillips’ blog http://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark-phillips?utm_source=facebook&utm_medium=post&utm_campaign=blog-the-physical-environment-of-classrooms-link discusses purpose for learning spaces – that learning environments should match your objectives, both in terms of human interaction and your instructional approach [pedagogy].
· Todd Finley http://www.edutopia.org/blog/creating-wow-worthy-learning-spaces-todd-finley?utm_source=facebook&utm_medium=post&utm_campaign=blog-creating-wow-worthy-learning-spaces-link research based considerations for planning learning spaces. Includes videos on classrooms from kinder through to senior school.
· http://m.dailytelegraph.com.au/news/nsw/deskfree-strategy-turns-classrooms-into-creative-learning-hubs-that-see-student-engagement-soar/story-fni0cx12-1227010727049?nk=6f43c635fdd2fe6abd5fb56407e85f37 schools around Sydney redesigning spaces based on Stephen Heppel’s research.
· Scholastic model some classrooms with innovative learning spaces: http://www.scholastic.com/teachers/article/how-organize-your-classroom?eml=Teachers/smd/20140727/Facebook/TeachersPage/INST/2100/how-organize-classroom
· Kriscia Cabral - one teacher’s innovation to increase personalised learning. http://www.scholastic.com/teachers/top-teaching/2013/08/setting-students-mind?eml=Teachers/smd/20140714/Facebook///SMO/Teachers/TopTeaching/KrisciaCabral/
· Silverton Primary School – this school was highlighted in the very first issue of www.learningspacesandlearningstyles.com and Greg Whitby revisits the school in a recent blog: http://bluyonder.wordpress.com/2014/04/07/silvertons-silver-lining/
· Lennie Scott-Webber: - https://www.scup.org/page/resources/books/is-ebrdls explores Environments for Delivering Knowledge; Environments for Applying Knowledge; Environments for Creating Knowledge; Environments for Communication Knowledge; and Environments for Decision Making. Whilst more for older learners, the concepts are still relevant for all ages and all learning spaces.
· Journeying Together: Understanding the Process of Teacher Change and the Impacts on Student Learning: Jake Madden, Judith Wilks, Maria Maione, Naomi Loader and Ngaire Robinson
Abstract: This paper explores the journey teachers from a systemic Catholic primary school in regional northern New South Wales, Australia, undertook in the implementation of a new school curriculum framework, underpinned by 21st-century teaching and learning theory, policy and practice. With the swift and sweeping implementation of the Australian federal government’s economic stimulus package ‘Building the Education Revolution’ [BER] in 2009, schools were afforded the opportunity to rethink school and classroom design to support the 21st-century learner and their needs. This programme expedited the creation of a flexible learning environment at the case study school, aligned with innovations in teaching and learning practices and school structures. Extending teachers’ professional learning and deepening staff knowledge were important first steps in fostering a consistent understanding across the school of not only the ‘how’ of change but also the ‘why’ of change. The study’s findings should resonate with other schools wishing to engage in whole of school change. Jake Madden can be found on twitter at @jakemaddencoffs. Blog is found at http://www.jakemaddencoffs.blogspot.com.au/ and well worth the visit.
· Around the World: I’ll leave you with some very interesting learning spaces for all sorts of purposes J http://www.theguardian.com/teacher-network/zurich-school-competition/gallery/innovative-learning-spaces-gallery?index=1
Thanks for your ongoing interest in www.learningspacesandlearningstyles.com
Mary Moore
Healesville, Australia.
There have been MANY new contact entry forms submitted over the past few months. Welcome to all newcomers to this online network.
Where do the 4Ps fit in to your planning?
P= protocols P= purpose P= personalised learning P= pedagogy
Welcome to the newsletter for learning spaces and learning styles. I wonder what brought you here - learning spaces or learning styles or how they fit together?
When I first started this research I was cautioned against discussing learning styles as “they” were passé and old fashioned. Since returning to the classroom this year I would like to support and challenge these cautions. I am teaching in the Northern Hemisphere from January to December which means I have two classes: a Gr 4/5 and a Gr 3. I certainly have students who prefer to learn visually, those who are kinesthetic; those who prefer to learn by listening; those who need quiet, those who like to chatter, those who like to have the lights on/off. I need to cater for these learning styles/modes. However, it is not that simple. Twenty first century [21C] learners want and need to learn in a 21C learning environment. Provision for social interactions, technology, movement, collaboration, choice, short tasks, change, and so much more mean a strong focus on the individual.
We do still need to be mindful of student and teacher learning styles/modes to build respect and understanding for learning: it is important for a student to be learning within their realm of relevance and retention. Once you understand HOW your students are learning, it’s important to design and/or redesign the learning space to maximise learning. Personalised learning is key to using learning spaces effectively and why the learning styles discussion still needs to be in the education agenda.
My research came about due to the movement of many Australian primary classes into new buildings and new classrooms designed for 21C pedagogy. Collaboration with 2 schools and further research led to origin of the 4Ps –purpose; personalised learning; protocols; pedagogy.
Since completing the Acton research, I have observed the use of learning spaces in different environments. The most successful was when all 4Ps were used integrally. The least successful were situations where one or two of the 4Ps were evident. For example, a situation where protocols were lacking and purpose was not evident. I have noted an emphasis on using different learning spaces and creating learning spaces based on personalised learning. "That group of students work more collaboratively when they can spread out!” I see teachers more and more exploring ways to strengthen student relationships working together in open learning spaces.
A lack of shared protocols can impact on effective use of learning spaces. An example may be when one teacher allows loudness that another teacher finds annoying, when resources are not returned adequately, when shared spaces are timetabled in an ad hoc manner. Protocol agreements are essential for harmony and best practices for shared use of space. Sorting protocols on the run can lead to compromise rather than consensus.
Planning to use space for a specific purpose and sharing that purpose with all users, including students, provides accountability and links closely with protocols, personalised learning and pedagogy. Sending students to work at a table or in the corridor or in the reading lounge or at the learning table simply because it's their turn is the weakest purpose. Planning with 21C pedagogy in mind, learning spaces need to have a purpose of creating learning environments for individual and group work.
Designing learning spaces: I'm still surprised to see brand new schools designed with classrooms from the 1960s, or earlier, with a wet area added as the only concession to 21C. A recent Edutopia blog http://www.edutopia.org/blog/8-tips-and-tricks-redesign-your-classroom?utm_source=facebook&utm_medium=post&utm_campaign=blog-remake-repost2 looked at creating learning spaces… whilst the purpose was for improved collaboration for older students, the blog has some good ideas and the resources are useful for anyone planning to recreate their space. I love adding different learning spaces created by others to my Pinterest learning spaces board.
What others are doing:
· Alastair Blyth has some great ideas for rearranging learning spaces. His blog http://alastair-blyth.com/ also links to his twitter account.
· Scholastic offer some ideas for open seating in learning spaces: http://www.scholastic.com/teachers/top-teaching/2014/08/tips-and-suggestions-open-seating-plans?eml=Teachers/smd/20140816/Facebook///SMO/Teachers/TopTeaching/KrisciaCabral/
· In LEARNing Landscapes | Vol. 6, No. 2, Spring 2013, Michael Fullan’s provides commentary in his article “The New Pedagogy: Students and Teachers as Learning Partners”. He explores the concept of the new pedagogy. Michael Fullan’s base is the University of Toronto, Ontario, Canada. As I am also teaching in Greater Toronto, Ontario, Canada this year, I have seen some of this article come to life. My Canadian school now has full time Junior and Senior Kindergarten classes and an emphasis on the 6Cs: critical thinking and problem solving; communication; collaboration; creative thinking and imagination; character education; and citizenship. The 6Cs are becoming embedded in Ontario Curriculum as an endeavour to create 21C learning environments. Michael Fullan is now working with other partners in the New Pedagogies for Deeper Learning project. http://www.newpedagogies.info/
· Barbara Bray explores personalised learning and the difference between personalised learning; differentiation and individualised learning. http://barbarabray.net/
· Mark Phillips’ blog http://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark-phillips?utm_source=facebook&utm_medium=post&utm_campaign=blog-the-physical-environment-of-classrooms-link discusses purpose for learning spaces – that learning environments should match your objectives, both in terms of human interaction and your instructional approach [pedagogy].
· Todd Finley http://www.edutopia.org/blog/creating-wow-worthy-learning-spaces-todd-finley?utm_source=facebook&utm_medium=post&utm_campaign=blog-creating-wow-worthy-learning-spaces-link research based considerations for planning learning spaces. Includes videos on classrooms from kinder through to senior school.
· http://m.dailytelegraph.com.au/news/nsw/deskfree-strategy-turns-classrooms-into-creative-learning-hubs-that-see-student-engagement-soar/story-fni0cx12-1227010727049?nk=6f43c635fdd2fe6abd5fb56407e85f37 schools around Sydney redesigning spaces based on Stephen Heppel’s research.
· Scholastic model some classrooms with innovative learning spaces: http://www.scholastic.com/teachers/article/how-organize-your-classroom?eml=Teachers/smd/20140727/Facebook/TeachersPage/INST/2100/how-organize-classroom
· Kriscia Cabral - one teacher’s innovation to increase personalised learning. http://www.scholastic.com/teachers/top-teaching/2013/08/setting-students-mind?eml=Teachers/smd/20140714/Facebook///SMO/Teachers/TopTeaching/KrisciaCabral/
· Silverton Primary School – this school was highlighted in the very first issue of www.learningspacesandlearningstyles.com and Greg Whitby revisits the school in a recent blog: http://bluyonder.wordpress.com/2014/04/07/silvertons-silver-lining/
· Lennie Scott-Webber: - https://www.scup.org/page/resources/books/is-ebrdls explores Environments for Delivering Knowledge; Environments for Applying Knowledge; Environments for Creating Knowledge; Environments for Communication Knowledge; and Environments for Decision Making. Whilst more for older learners, the concepts are still relevant for all ages and all learning spaces.
· Journeying Together: Understanding the Process of Teacher Change and the Impacts on Student Learning: Jake Madden, Judith Wilks, Maria Maione, Naomi Loader and Ngaire Robinson
Abstract: This paper explores the journey teachers from a systemic Catholic primary school in regional northern New South Wales, Australia, undertook in the implementation of a new school curriculum framework, underpinned by 21st-century teaching and learning theory, policy and practice. With the swift and sweeping implementation of the Australian federal government’s economic stimulus package ‘Building the Education Revolution’ [BER] in 2009, schools were afforded the opportunity to rethink school and classroom design to support the 21st-century learner and their needs. This programme expedited the creation of a flexible learning environment at the case study school, aligned with innovations in teaching and learning practices and school structures. Extending teachers’ professional learning and deepening staff knowledge were important first steps in fostering a consistent understanding across the school of not only the ‘how’ of change but also the ‘why’ of change. The study’s findings should resonate with other schools wishing to engage in whole of school change. Jake Madden can be found on twitter at @jakemaddencoffs. Blog is found at http://www.jakemaddencoffs.blogspot.com.au/ and well worth the visit.
· Around the World: I’ll leave you with some very interesting learning spaces for all sorts of purposes J http://www.theguardian.com/teacher-network/zurich-school-competition/gallery/innovative-learning-spaces-gallery?index=1
Thanks for your ongoing interest in www.learningspacesandlearningstyles.com
Mary Moore
Healesville, Australia.
