Creating Supportive Learning Environments to Raise Student Achievement:Hobsonville Point Primary School
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Presentation for Learning Network New Zealand - Conference July 2013 with Sharyn Afu It's a Learner's World: mapping a New Landscape
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Creating Supportive Learning Environments to Raise Student Achievement:Hobsonville Point Primary School
- 1. Creating Supportive LearningCreating Supportive Learning Environments to Raise StudentEnvironments to Raise Student AchievementAchievement Lisa Squire & Sharyn Afu July 2013 It’s a Learner’s World:Mapping a New Landscape www.hobsonvillepoint.school.nz
- 2. ‘I don’t think I would get on very well in my ideal school because I am too used to being told what to do.’ (Frances, fifteeen) What is the point of school? Guy Claxton, What’s the point of school?
- 4. Themes • Relationships • Authentic Learning • Personalised Learning • Modern Learning Environments ‘The school I’d like would be one whose primary aim was to teach me how to live...Today, academic knowledge has become the sole interest of many schools, and few (teachers) are daring enough to abandon the exam rat-race for the job of creating thinking, adult individuals (Christine, sixteen years)
- 7. Who are the special people in your life that you have learnt from?
- 8. What made that relationship special to you?
- 9. ‘It is also true that our greatest source of pride in self generally comes from achievements inspired from within and encouraged and supported by others who expect and demand that we would give our best.’ - Dr Julia Atkin
- 11. Teaching Model Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Group of studentsGroup of students Multi Year LevelsMulti Year Levels Group of studentsGroup of students Multi Year LevelsMulti Year Levels Learning Common Group of studentsGroup of students Multi Year LevelsMulti Year Levels Group of studentsGroup of students Multi Year LevelsMulti Year Levels Group of studentsGroup of students Multi Year LevelsMulti Year Levels Group of studentsGroup of students Multi Year LevelsMulti Year Levels
- 12. Teachers have more than enough time to get everything done in the day
- 13. How Time is Wasted 33 hours per year 49 hours per year49 hours per year49 hours per year49 hours per year If you spent 10 minutes each day lining up = If you spent 15 minutes each day waiting for silence and order in the classroom = If you spent 20 minutes each day taking the roll = 66 hours per year66 hours per year
- 15. Common Language
- 17. • Enrol the family • Key Learning Advisor for longer than a year. Collaborative teaching team • First names • Not age grouped/multi levels • Regular communication with parents • Allow students to work in traditional teacher spaces • Humanist/restorative approach to discipline • Reduce incentive based extrinsic reward • Model risk-taking and resilience
- 18. Quality teaching is responsive to student learning processes - Alton Lee They: Adopt a problem solving stance •Anticipate, plan and improvise as required •Have a complex perception of classrooms •More adept at monitoring and providing relevant feedback •Test hypotheses about learning problems •Have high respect for students •Are passionate about learning and teaching •Develop students’ self regulation and esteem •Provide appropriate challenge •Enhance deep learning Role of the Teacher
- 21. Deprivatisation
- 22. Shared Spaces
- 23. Utilise Space
- 25. Reflection Recall a positive and memorable experience you had at school. Recall a positive and memorable experience you had at school.
- 26. Immersion into ‘The world we don’t know, we don’tImmersion into ‘The world we don’t know, we don’t know’know’ Immersion into ‘The world we don’t know, we don’tImmersion into ‘The world we don’t know, we don’t know’know’ Multi-literaciesMulti-literacies - Inventive Thinking- Inventive Thinking - Digital Age Literacies- Digital Age Literacies - Effective Communication- Effective Communication (NCREL Research)(NCREL Research) Multi-literaciesMulti-literacies - Inventive Thinking- Inventive Thinking - Digital Age Literacies- Digital Age Literacies - Effective Communication- Effective Communication (NCREL Research)(NCREL Research) Personalised LearningPersonalised LearningPersonalised LearningPersonalised Learning Inter-disiplinary approach toInter-disiplinary approach to the learning areasthe learning areas Inter-disiplinary approach toInter-disiplinary approach to the learning areasthe learning areas Core CompentenciesCore Compentencies Reading, writing & MathematicsReading, writing & Mathematics Core CompentenciesCore Compentencies Reading, writing & MathematicsReading, writing & Mathematics Dispositions (Theoretical, thinking, organisational, interpersonal self)Dispositions (Theoretical, thinking, organisational, interpersonal self)Dispositions (Theoretical, thinking, organisational, interpersonal self)Dispositions (Theoretical, thinking, organisational, interpersonal self)
- 27. learning through different contexts a similar concept allows for deeper understanding learning through different contexts a similar concept allows for deeper understanding Digital Age Literacies- social sciences, the arts Inventive Thinking- technology, science, the arts Effective Communication- health, the arts, languages Literacy and Numeracy flow through these multi-literacies
- 32. Reggio Influence The Reggio Emilia philosophy is based upon the following set of principles: •Children must have some control over the direction of their learning; •Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; •Children have a relationship with other children and with material items in the world that children must be allowed to explore and •Children must have endless ways and opportunities to express themselves. The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.
- 33. Junior Tracker of Projects
- 34. Junior Student Learning Pathway
- 43. Q & A (15 mins) Links Hobsonville Point School Facebook Twitter Slideshare
Notes de l'éditeur
- Lead into HPP model Fantastic question to start asking yourself...lead into explaining what Sharyn & I have been doing in starting up a new school
- Background on Hobsonville Point Schools & intro us New schools, writing a curriculum that is relevant and purposeful Heart is the values - not just paying lip service but living it Key is relationships.
- Themes to explore Talk briefly about the HPP curriculum Driven by KC’s/learner dispositions Not a subject silo, blended learning yet still a focus on developing key competencies
- What skills, qualities, dispositions and expertise must students have to enable them to participate in today’s world?
- Student Voice The Learner Profile captures progress of the KC’s/dispositions Assessment - main goal is to capture the development of the indivdual (whole self) x4 Individual Education meetings a year Set goals for reading, writing and mathematics however goals are interlinked Assessment data from standardised tests support Philosophy - no surprises for the parents
- Relationships Note down up to three special people in your life who have had a positive influence on you Teachers can be coaches, family members, mentors, Dad’s boss etc
- Relationships Identify the key characteristics of what made that relationship special e.g. trust, high expectations of you, belief in you Share within a table and feedback
- Relationships - tell story of official opening. Individual expression. See ourselves as critical friends/coach. Encourage and challenge Use various strategies to breakdown the barriers. Use first names, allow for an optional uniform. Goal is to create a special relationship and foster that with the family. Also to develop intrinsic motivation. The journey is celebrated not just the end product. We openly discuss our processes and learnings. Share Eduignite story. Think about what we reinforce in schools. Tell story of ‘racecar’ and ‘can spell at home but not at school.’ Extrinsic motivation work for mundane short term goals but not long term. read Daniel Pink’s Drive.
- Think about the freedoms that you can create in your environment Create an environment where mistakes are not punished, where you don’t have winners and losers. We know that students develop at different rates then why do we group them according to age? Think about needs based groupings across the years.
- Collaboration in teaching teams - requires a lot of communication - deprivatisation of practice which leads to improved performance - role of lead teacher, supporting teacher and observer (flexibility) - share planning with students and families online
- How does the organisation of the help to facilitate learning? How the the clock impede learning and what can you do about it
- If you think about the amount of time you waste then why do it? Where is the educational value in these things? What if kids were self managing? Work smart
- When applying new learning or changing expect a dip. Key be patient. Tell story - supported, self managing, self directed model. Talk about senior students and inability to think for themselves at the beginning of the year. How they now come in a plan . Allow opportunity for ‘failure’
- Developing a common language across the school & having that model helps to support students in their learning
- Relationships Involve all stakeholders. Involve the family from the start. Talk about enrolment process. Initial IEM.
- Relationships Expand on points Everybody is a learner & teacher including teachers and parents Students can teach each other younger to older etc
- Relationships Link each bullet point to practices at HPP
- Relationships Collaboration - living the values Collaboration happens across groups of students e.g. seniors & juniors working togethers, working on shared projects, connecting with experts, secondary teachers working with students Also in our teaching model
- Building relationships -tell story of Develop self-esteem Share expertise Everybody can be a learner
- Deprivatisation of spaces leads to greater collaboration/increased ownership Use of google sites, wiki and blogs to share planning, organisation facebook - inform parents, share celebrations, involve stakeholders twitter - share links to educational readings LC blog to communicate with parents regular emails home
- See students in the staffroom, in traditional ‘teacher’ spaces Kids feel like they own the space If you want student autonomy/self-managers allow them to make choices about where they work, who they sit with
- Build experiences run workshops on developing life skills ‘ How to pitch a tent’ Grow a herb Negotiate a better price Construct an email
- Mobile library, devices, open access, no front of room, no interactive whotboards, mobile apple TVs Research shows that even with systems in place the same amount of books go missing regardless/easy access High trust - Maraki for ipads, push out apps and trace through GPS
- Authentic Learning Lead into personalisation. Talk to a neighbour, share...discuss common elements e.g. hands on, real life learning, visual, ‘informal’ learning, doing what you love, discovering something new, technology
- Big Picture of curriculum School wide planning informs personalised planning - talk about world the kids don’t know they don’t yet know. Create new learning experiences. What to do with kids to broaden horizons. Work across Allows us to collaborate and be clever about how we use our time
- Multi-literacies are not an inquiry model, stages they help to put a focus on specific learning areas to allow for deeper understanding & explicit teaching
- Research enGuage 21st century Skills The enGauge 21st Century Skills were developed through a process that included literature reviews, research on emerging characteristics of the Net Generation, a review of current reports on workforce trends from business and industry, analysis of nationally recognized skill sets, input from educators, data from educator surveys, and reactions from constituent groups. Many of these important works, in particular the nationally recognized skill sets, are cross-matched to the enGauge 21st Century Skills.
- Research Showing the skills being broken down into sub-skills and dispositions Reflects the move from content to
- Behind personalisation are a set of structures where kids are not just learning what they want and when they want - deliberate experiences being planned for to provoke interest and exposure to new learning
- Personalisation In the junior area of the school
- Sharyn to expand on this. Mention notes available.
- How the juniors track personalisation
- Example of Year 3 student
- Authentic Learning Plan experiences that allow development of the learning dispositions that we wish to develop and are fun. Homework is a natural flow on from the day. not compulsory. Set goals during IEMs such as ‘learn to touch type’ Focus is on developing deep and powerful learning experiences. John Holt’s World
- Authentic Learning/Personalisation Tell story of students passion. Online. Available for parents. Conference with 3 L.A’s Individual Learning Pathway Every student has one - group according to natural links across projects Conference with learning advisiors/negotiate learning Often dispositions don’t happen in schools as we don’t provide opportunities real opportunities for our kids to develop them. Sometimes we need to create artificial situations however ideally they should be happening as a natural part of the day.
- Kids arrive to school and plan their day - supported, self managing & self directed Deprivatised - can do at home, with parents - transparent Must Do’s Can Do’s Mention see this work with large numbers of students in Aussie at Silverton etc
- Example of collaborative planning Lead Tch but can have supporting roles, observer etc Available to parents and students in real-time as updated
- Use of technology like google cal so students can access anytime, anywhere Invite students to workshops, use gmail chat, email Some students still paper and pen Some need extra support to plan others arrive and start working
- Initial snapshot Daily reflections on learning emailed to L.S’s and parents beginning to be copied in Increases self awareness/measuring development of key competencies
- Development of quality of reflection. opportunity for L.A to give specific feedback.