The changing face of education
Due to the rapid and ever evolving advancements of technology, learning spaces of the 21st century are networks of diverse connections. Learners are no longer being directed along a lineal path for the purposes of finding a career. Because, quite simply, as Ken Robinson (Ted, 2006) points out , the careers of students today have yet to be created. The challenges facing young people as they become adults are more complex and demanding than ever before (Bentley, 2012) Therefore, in order to equip our students to be future global citizens, lets become educational innovators, lets rethink and adapt our pedagogical strategies, make changes to our classroom and school spaces, adopt forgotten, and explore new, cultural approaches, whilst immersing ourselves in e-space connections. We will address the challenges and strengths of: learning in the e-space; personal learning journeys and the influences of the liminal space; learning experiences both in and beyond the classroom; and cooperative and collaborative cultural approaches.
Classrooms and Beyond
The complexity of classrooms
Classrooms are dynamic ecosystems comprising of learners with varied learning styles and abilities, wide ranging perspectives, different family backgrounds and diverse interests. Achieving government mandated outcomes while catering to such a complexity of learners can be challenging, especially if your class has high numbers and little space to house them.
The key is in how you manage, plan and structure your classroom learning experiences. From engaging learning formats, use of technology, and seating plans, to group work structures and behaviour management styles.
Firstly knowing the dynamics of your class can be very useful - what are their preferred learning styles.
Have your students take the multiple intelligence quiz by clicking the button. Use the results to help guide your methods of planning and delivery of classroom content. Do you have a high number of musical learners who would benefit from incorporating song and dance in to their daily routine? Do you have a specific group of logical mathematical learners who would be engaged by numerical data and graphs?
Going beyond the classroom
In catering for diverse learning needs and interests it is essential we look beyond the four walls of the classroom, educational institutions can not do the work alone (Bentley, 2012) With the thoughtful inclusion of excursions and incursions we have the opportunity to:
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Broaden and deepen the learning experiences of students in a meaningful and contextual manner.
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Involve students socially and emotionally in a subject.
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Provide experiential learning experiences that engage a students interest.
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Present knowledge in a fresh and relevant way.
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Involve students in cross-curriculum learning
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Expose students to expert presentations and performances
(Johnson, 2009)
Of course learning beyond the classroom has it's own challenges.
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Risk assessment - consider health risks, avoidance strategies, venue access.
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Public liability of presenter.
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Quality of presenter and educational value.
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Weather considerations
(Johnson, 2009)
However, with correct research and appropriate management strategies in place, the gains far outweigh the challenges.
Classroom members
Teacher
Impacts to consider
Understanding of 21st century learner, enthusiasm for change, experience, rapport with the students, pedagogical approach, digital literacy skills, motivation, allows student ownership of learning.
Students
Impacts to consider
Age of students, learning styles, classroom relationships, learning needs and abilities, family background, digital literacy skills, willing to embrace change, number of students, engaged in learning, takes ownership of learning
Strategies and Approaches
To address complexeties
Generate open ended discussions and questioning techniques, inquiry based learning projects, spaces and time for collaborative and cooperative group work, individual conferencing, promote and reward initiative and self-directed learning tasks, allow for varied representations of work output (give options to suit different learning styles), reward and promote creative and critical thinking, stop and allow incubation time, expert talks, excursions, incursions.
Research and create a list of valuable incursion/excursion learning experiences suitable for you year level. Discuss in year level meetings. Proposals to be presented at staff meeting at a date to be advised.
