Creating Supportive Learning Environments to Raise Student Achievement:Hobsonville Point Primary...
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Creating Supportive Creating Supportive Learning Environments Learning Environments to Raise Student to Raise Student Achievement Achievement Lisa Squire & Sharyn Afu July 2013 It’s a Learner’s World:Mapping a New Landscape www.hobsonvillepoint.school.nz
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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
Transcript of Creating Supportive Learning Environments to Raise Student Achievement:Hobsonville Point Primary...
Creating Supportive Creating Supportive Learning Environments to Learning Environments to
Raise Student Raise Student AchievementAchievement
Lisa Squire & Sharyn Afu
July 2013
It’s a Learner’s World:Mapping a New Landscape www.hobsonvillepoint.school.nz
‘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?
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)
Who are the special people in your life that you have learnt from?
What made that relationship special
to you?
‘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
Teaching Model
Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Learning Common
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Group of Group of studentsstudents
Multi Year LevelsMulti Year Levels
Teachers have more than
enough time to get everything done in the day
How Time is Wasted33 hours per
year
49 hours per 49 hours per yearyear
49 hours per 49 hours per yearyear
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
Common Language
Relationships
ChildChildChildChild
TeacherTeacherTeacherTeacher FamilyFamilyFamilyFamily
•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
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
Collaboration
Why?
What?How?
Deprivatisation
Shared Spaces
Utilise Space
Reflection Recall a positive and memorable
experience you had at school.
Immersion into ‘The world we don’t know, we Immersion into ‘The world we don’t know, we don’t know’don’t know’
Immersion into ‘The world we don’t know, we Immersion into ‘The world we don’t know, we don’t know’don’t 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 Personalised LearningLearning
Personalised Personalised LearningLearning
Inter-disiplinary Inter-disiplinary approach to the learning approach to the learning
areasareas
Inter-disiplinary Inter-disiplinary approach to the learning approach to the learning
areasareas
Core CompentenciesCore CompentenciesReading, writing & MathematicsReading, writing & Mathematics
Core CompentenciesCore CompentenciesReading, writing & MathematicsReading, writing & Mathematics
Dispositions (Theoretical, thinking, organisational, interpersonal Dispositions (Theoretical, thinking, organisational, interpersonal self)self)
Dispositions (Theoretical, thinking, organisational, interpersonal Dispositions (Theoretical, thinking, organisational, interpersonal self)self)
Our Multi-literacieslearning 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
Reggio InfluenceThe 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.
Junior Tracker of Projects
Junior Student Learning Pathway
Personalised Planning
Collaborative Planning
Daily Email Reflection
Q & A (15 mins)
Links
Hobsonville Point School Facebook
Slideshare
