ILE … St Peters Catholic Cambridge … 22 Anzac St … 10/09/2015

James … 027 620 9735

Whitiora SchoolAn Innovative Learning Environment

ILE … is not Open Plan… and it is more than a building

• ILE is quantifiably different• Design of space• Sound proofing materials• Digital learning• Pedagogy • Collaboration

Innovative learning environmentSupporting different learning goals

Innovative learning environmentSupporting different learning styles

Innovative learning environmentSupporting different sized learning groups

Innovative learning environmentSupporting different types of learning

Innovative learning environmentDigitally connected

Innovative learning environmentSpace to be creative

Innovative learning environmentA place where you want to learn

Develop a vision … and hold on tight• Prepare well• Crystal ball gaze • What are we preparing children for? … their future !• What is 21st Century Learning?• What is 21st Century Teaching?• Who do we want to be?

• Involve community – children, parents, teachers

• Gather an innovative team• Visit existing ILE schools• Identify what fits your vision

Invest in people … and keep on investing• Prepare for change • know the challenges of change• create awareness of change processes• - the change curve(s)

Invest in people … and keep on investing• Preparation for change • … know the challenges of change• … create awareness of change process• - the change curve(s)

• … understand the different responses to the change challenge• - who moved my cheese?

Who Moved My Cheese?

… Which of the maze travelers are you most like ?• Sniff – who is the first to identify &

investigate opportunities to change• Scurry – who is an active change agent

& the first to change• Haw – who finds old practices safe & is

slow to start participating in change• Hem – who refuses to change, even

when old practices don’t work any more

Invest in people … and keep on investing• Preparation for change • … know the challenges of change• … create awareness of change process• - the change curve

• … understand the different responses to the change challenge• - who moved my cheese?

• Provide opportunity to question … and listen – the questions will be important• AND keep encouraging and supporting through the change

Invest in people … and keep on investing• Strengthen Teams• Appreciative Appraisal

(David Cooperrider and Gervase Bushe - two proponents of Appreciative Inquiry) (Murray Fletcher a proponent of Appreciative Appraisal)• Appreciative reflection• Points for awareness

• Team skills development• Learning Conversations• Awareness of personality types / communication styles (Mark Bunting … Dotting)

Essentials for teams• Vision• Voice and Listening• Trust• Relationships

When these are present there can be • Establishing of norms of understanding and expectations• Open communication and robust discussion … no elephants in the cupboard• Reflecting daily

Develop your understanding of collaboration … and keep revisiting• collaboration requires significant team planning, coordination, and even

synchronicity of learning activities because of the coordinated interdependence of shared flexible learning spaces

(Blackmore etal, 2010, p.45, 52)• There are different stages of collaboration: • Coordination • Cooperation • Collaboration (Chris Bradbeer)

• Collaborative team teaching is the distribution of responsibility – planning, instruction and evaluation among a team of colleagues - leadership and teachers need to be aware of the different models of co-teaching:

• Supportive teaching • Parallel teaching • Complimentary teaching • Team teaching (York-Barr, Ghere, Sommemess, 2007)

Creating space for teams to exist and thrive• Organisation

• CRT / meeting times• “You need to create time for talk … it is essential for

empowering people to be responsible. You also need organisational flexibility to be maximised … including timetabling

• Be careful not to limit or constrain … When decision-making ask: ‘Is this decision going to extend or limit our flexibility?’... for example: not too many meetings, not too many notices, consciously creating time for teachers”.

All decisions need to supportFlexibility NZ Principal colleague,

• “I am constantly surprised at how much structure and organisation is needed … (and how much you need to consult on structures) … to remain truly flexible.

Jill Blackmore when commenting on flexibility and change,

• “… for our MLE school to maintain flexibility it has to be in ‘a state of serial re-design’ … it is never reaches a finished state, only ‘finished beginnings’

Most importantGive permission to explore …• Use Teaching As Inquiry• Encourage Professional Dialog• Source PLD • own resources• other schools• professional providers

• Develop Networks• other principals• websites

Review Regularly… (Core Ed Matrix)

• Ubiquity• is learning able to happen anywhere, at any time, at any pace and with or through any device within the

MLE?• does the physical environment demonstrate sufficient flexibility and open-ness to allow this to happen?• does the technical environment support ubiquitous access to the internet for all, with and through

his/her own device?• does the design for and facilitation of learning encourage this?

• Agency• do students have ‘the power to act’ in the MLE?• are all learners empowered to make choices and decisions about how, where, what and when they

learn?• are learners a part of their own learning support network within the MLE?• is the design of the MLE adaptive to learner needs and ambitions?•

• Connectedness• is the MLE a part of a network of provision?• do staff value being networked as a part of their own professional learning?• does the activity of the MLE embrace and enable learning at home and other community

facilities?• does the activity of the MLE have global reach?• does the MLE enable and support the learning of the whole community?

Develop your understanding of collaboration … and keep revisiting• collaboration requires significant team planning, coordination, and even synchronicity of

learning activities because of the coordinated interdependence of shared flexible learning spaces (Blackmore etal, 2010, p.45, 52)

• Chris Bradbeer has identified different stages of collaboration: • Coordination – one taking the lead and reporting back; • Cooperation – dividing up a task and then combining when completed; • Collaboration – work is done together.

• Collaborative team teaching is the distribution of responsibility – planning, instruction and evaluation among a team of colleagues - leadership and teachers need to be aware of the different models of co-teaching: • Supportive teaching – where one takes the lead in teaching and the other floats in support; • Parallel teaching – when two or more work with different groups of students at the same

time in different parts of the room; • Complimentary teaching – when co-teachers do something to enhance the teaching of their

colleague; • Team teaching – when two or more teachers take equal share of responsibility, leadership and

accountability in all the aspects of teaching and support tasks (York-Barr, Ghere, Sommemess, 2007)