1. MODERN LEARNING ENVIRONMENTS @WS Hokowhitu Staff Meeting Term 2 2014

2. OUr students will need to learn to -deal with massive amounts of data - self direct/self motivate/self start/self regulate - organise/collaborate/plan/reflect/asse ss -have multi level relationships - sustain their learning 3. OUr students will need to develop - self motivation - self discipline - perseverance /commitment - balance/sustainable -coachable -self managing - courage, tenacity and drive - social confidence - high self esteem 4. Why? There has been a shift in thinking about education over the last 10 years. In the 21st century knowledge has a new meaning - is a process, not a thing - does things, has an impact - happens in teams, not in individual experts - happens in the real world - should be just in time learning, not just in time 5. New approaches are needed if our young people are to develop the dispositions (to knowledge, thinking, learning and work) needed to productively engage in the 21st century world. There has been a change of how we think of knowledge. Why? 6. Awatea Team 7. NZ Curriculum 8. Why? Our NZ Curriculum states we want Young people who will be confident, connected, actively involved lifelong learners (p. 7). Learning to learn is a key point Personalising Learning is a key philosophy behind effective teacher pedagogy and our NZ Curriculum document. What does personalising learning mean to you? What does it look like? 9. Why? Personalising learning means students: understand how they learn own and drive their learning are co-designers of the curriculum and their learning environment 10. Why? Using effective teacher pedagogy means that student learning needs, interests, and capability determine the pace of learning. In a personalised learning environment the learning objectives, content, method, and pace may all vary. It is learner centred - not teacher centred. 11. Our Journey We started with building our vision around what we wanted as a team and a school We wanted our kids to: Be self directed learners Personalise their learner - work with the best teacher that suits the individual need. Develop relationships with a range of adults and peers Work with/beside a wider range of peers Be more prepared - be in the right workshop, with the right equipment, at the right time. Know what you are learning and why and where you need to be in order to achieve your goals. Coaching/teaching and learning off each other 12. Our Journey We want our kids to be part of this fast paced, technological world and be prepared for the challenges that they will face on their learning journey. Our students learn differently now - the Centre recognises this and we do everything we can to : empower, engage, enhance and awaken our kids 13. Our Journey So how was this going to look for us? What were some key features of our set up? What results did we have? 14. Our JourneySo Big Picture Kids run the programme, timetabling themselves and collaborating with each other. Kids choose the best thing for themselves to learn,where to learn, and the best approach for them, to opt into workshops, to run our curriculum. Teachers to work collaboratively. Power taken away from the teachers and put on the students. We want to empower, engage, enable and awaken. 15. Our JourneySo how did we start? -Traditional classroom programme - all did writing/maths/reading together with ability grouping - This got us used to the spaces we had and how we could use them -This also allowed the students time to get to know us as 3 teachers, and for us to begin to put other things in place - Each teacher has a homeroom, whom they report on to parents 16. Our Journey Then what? - Ran literacy/numeracy times as normal - Ran workshops around needs we were seeing, within our guided time in maths - students opted into those (so choice slowly introduced) - Starting doing the same thing for our guided reading time. - Target groups were taken at whole group times i.e. when we had the entire group for a sharing time, a target group was taken for reading or maths 17. Our Journey Then what? - We got rid of ability grouping for maths and reading - Students opted into books of their interest based around our inquiry and one teacher took that group - Maths - a maths board developed and kids began to opt into their maths group around a particular area 18. Our Journey - Got rid of the set times for all ares - Students timetable themselves for the day - Teachers offered workshops all day - Really engaging independent tasks given for the time students were away from the teacher 19. Our JourneyToday Kids opt into all workshops (literacy/maths/inquiry) Kids complete their own timetables Kids track their activities (must do/can dos) Kids work with any teacher at any given time Kids collaborate a lot, teach each other Kids use technology to assist in their learning (things such as prior learning) to a workshop Kids are engaged, empowered, awakened and enabled 20. Our JourneyTeachers: Plan together using Google docs Share the load - teaching and learning Make judgements about kids all the time Plan day - to - day Long Term Plan - there is a Key Concept only Work collaboratively - professional talk is huge Model for each other Learn off each other Constantly refine and adjust what we are doing, depending on the type of kids and what we see 21. Navigator Centre voice Year 8 Key Words: One family, big home, connected Trust/Collaborative/Confident/Social Self Managing/Change/Timetable/Needs Responsibility/ Freedom/Decision making 22. Navigator Centre voice Year 6 Key Words: Interesting/Choices/Making decisions Mixing with older students Self Managing/ Casual/Choice Timetable / NOT TEACHER DIRECTED Bigger space/different space Working with different teachers - you can expand yourself more Accountability Creative 23. Navigator Centre Data 24. Navigator Centre Data 25. Assessment Different types Collaboratively Tracking Accountability Purposeful, on the go, feedback 26. Reflection? Constantly evolving Staff risk take, work collaboratively Staff learn off each other Students self manage Students engaged, motivated 27. Reflection? Are you doing these things well? Are you empowering our kids to learn or just to do? Do you believe you have a student centred classroom, or are developing one, with high levels of student direction? Are your kids actively involved?