13
LEARNING SPACES OLIVIA FOURNIOTIS S00134668 EDFD- Online Adam Staples 4 th YEAR EARLY CHILDHOOD AND PRIMARY EDUCATION Persistence, resilience, self-direction: Which approach would you want your students to take?

E-presentation, EDFD, 2015: Olivia Fourniotis

Embed Size (px)

Citation preview

LEARNING SPACES

LEARNING SPACESOLIVIA FOURNIOTIS

S00134668

EDFD- OnlineAdam Staples

4th YEAR EARLY CHILDHOOD AND PRIMARY EDUCATION

Persistence, resilience, self-direction: Which approach would you want your students to take?

SOMETHING TO THINK ABOUTSpace, whether physical or virtual can have a significant impact on your teaching and your students learning. Take a minute or two to reflect on the learning space you have created in your classroom.

How does your classroom environment promote teaching and learning?Does it reflect a welcoming, learning environment?

What are some of your teaching strategies and techniques used to captivate your students?

How do you cater for the diversity of students in your classroom?

Keep in mind there is ALWAYS room for improvement. As teachers, we are open to new ideas and strategies.

THE CLASSROOM AND THE SCHOOL

What type of environment do your students work best in?

Physical appearance of the classroom is paramount. What visual stimulation have you incorporated to promote student learning?For example: CAF & VCOP diagrams and other stimulants students can refer back to.

Geography of the classroom makes a big difference to teaching.. Students must be arranged and seated to promote learning. This ideally should be based on the characteristics of students. These arrangements should be altered throughout the year to create new interest and dynamic to the classroom.

THE CLASSROOM AND THE SCHOOLThe Classroom and the SchoolIn your classroom, you should be promoting both group learning and individual learning depending on the learning task. Both are equally important. Electronic learning should also be promoted for tasks such as their Inquiry matrix.

Do you implement effective learning experiences where students can achieve the required progression points? Take a minute to think about your last lesson with your students Your teaching must always have a clear learning intention. The learning intention (We Are Learning To.. WALT) must be in relation to the scope and sequence of the curriculum. Do your teaching techniques correspond with your students learning styles?

BEYOND THE CLASSROOM

Through community of practice students engage in joint activities and discussions. They assist each other, learn from each other and build relationships.

You should prepare a range of incursions and excursions as it provides opportunities for both you and your students to learn. The learning process is enhanced when information is presented in context which isnt necessarily a traditional classroom setting (Beyond 4 walls).

Students grow in the presence of others around them (why go beyond the bounds of school).

Ongoing communication with colleagues assists in making the most of an experience.

BEYOND THE CLASSROOMPractical and theoretical components of learning beyond four walls must be made meaningful with a clear learning intention/s. This learning builds hands-on experiences which new knowledge is developed from prior knowledge.

Positives:Allows students to be exposed and informed to things they may not otherwise experience.Brings interest and excitement to learning, offering new learning perspectivesMakes learning fun, exciting and motivating; and allows students to view their world differentlySupports students holistic approach to learningAllows teachers to learn new strategiesIs a step out of routine

Negatives:Might be expensive and unaffordableIt becomes difficult when students misbehaveIf teachers are not prepared the experience is nowhere near as beneficial

THE ELECTRONIC LEARNING SPACE

The electronic learning space is becoming increasingly important. ICT focuses on providing yourselves and your students with the tools to transform teaching and learning. Learning and digital technologies builds on concepts, skills and processes developed in early years (Australian Curriculum Assessment and Reporting Authority, ACAR, 2015).

ICT focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

The electronic learning space is highly recommended throughout the Inquiry unit.

how will you encourage your students to use their devices effectively and efficiently?

THE ELECTRONIC LEARNING SPACE

Through the electronic learning space combined with the group learning space, as demonstrated in this video, students are able to develop basic skills of communication developing a holistic approach to learning (including self-confidence) and develop students ICT knowledge.Positives:Technology transforms teaching and learning. It allows students ad teachers do things they could not otherwise do.It fosters collaboration and group workDevelops key skills for the 21st centuryThings to consider:Just because a particular technology is widespread, doesnt mean it is beneficial for educationWhat happens to those who cannot be trusted using an ICT device?What strategies have you implemented to ensure students safety?Can all software be accessible from all devices including IPads, IPods and laptops? (consider the screen size)

Click for video

THE INDIVIDUAL LEARNING SPACE

Self direction in learning especially in the upper-primary years is important and should be encouraged.

Learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences. This can be easily implemented in their inquiry units

Individuals should take on the initiatives with or without the help of others. Learning goals and implementing appropriate learning strategies is up to the student.

THE INDIVIDUAL LEARNING SPACEThe Individual Learning Space (Things to consider)

Learning environments are more effective when they are sensitive to individual differences.

Learning must be learner-centered, well-designed, personalized, innovative and inclusive laying foundations for life long learning.

Transformative learning allows your students to reflect, therefore generate their own beliefs, opinions and points of view.

The rapid development of ICT has had a profound impact on educational abilities. The use of ICT can be extremely beneficial for the individual learning space. Students should be encouraged to conduct research on these devices

THE GROUP LEARNING SPACE

Consider us as colleagues, we work together to achieve a common objective. 75% of jobs out in the workforce require collaborative work. This statistic clearly indicates the importance of group work.Effective earning is not purely a solo activity, it is a distributive one.Developing group learning environments where learning can flourish are characteristics of new millennium learners.Individual knowledge construction occurs through the process of interaction, negotiation and cooperation.Partner/small group/ class activity = group learningGroups must be structured according to ability, needs and attitudesThey get to know each other better and increases self learning.effective learning is not purely a solo activity but essentially a distributed one. Individual knowledge construction occurs through the process of negotiation, interaction and cooperation (nature of learning).

THE GROUP LEARNING SPACEPositives:Develop relationships with peersOpens/stimulates discussionIt is considered fun by your studentsStudents often encourage each otherImproves social skillsAllows students to think in different perspectives

Negatives:If not grouped correctly, students can misbehaveStudents may get off track' easily depending on the age groupIt can be distracting

Click for videoClick for video

REFERENCESAustralian Curriculum Assessment and Reporting Authority, ACARA. (2015). Technologies (Fact Sheet). Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale

Read, M. (2010). Contemplating design: listening to children's preferences about classroom design. Creative Education. (2) 75 80.

Schratzenstaller, A. (2010). The Classroom of the Past. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 15-39). Netherlands: Sense Publishers.

Cinar, I. (2010). Classroom geography: who sit where in the traditional classrooms? Journal of International Research, 3(10), 200-212.

Johnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher. (198), 18-20.

Slavin, R. (2010). Co-operative learning: what makes group-work work? (pp. 161 - 178). In The Nature of Learning: Using Research to Inspire Practice, OECD Publishing.

UNESCO. (2012). Turning on Mobile Learning: Global Themes. France: United Nations Educational, Scientific and Cultural Organization.

Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not? TechTrends, 55(6), 42-48.

Kop, R., & Fournier, H. (2010). New Dimensions of Sef-Directed Learning in an Open-Networked Learning Environment. International Journal of Self-Directed Learning, 7(2), 1-20.