The Modern Classroom - Strategic Insights For School Leaders

THE MODERNCLASSROOMStrategic insights for school leaders

2

Our traditional system of education is rooted in a model first developed in the Industrial Age It assumes that knowledge is transferred from an external source ndash teachers books and schools ndash to a studenthellip learning that takes place outside class does not count for credit nor is it even formally recognized This long-held model is struggling to engage a new generation of students for whom learning is happening all the time ndash online off-line in classrooms as well as after school in libraries and at museums The connected learner can access tutorials lessons and entire courses online while participating in afterschool programs such as code academies and maker labs

The Aspen Institute 1

1 httpcsreportsaspeninstituteorgTask-Force-on-Learning-and-the-Internet2014reportdetails0046Task-Force-Introduction-and-Challenges

3

CONTENTS

4 WHAT THIS EBOOK IS ABOUT

5 WHAT MAKES A CLASSROOM lsquoMODERNrsquo

7 THE 4 CATALYSTS FOR LEARNING

8 THE 6 CrsquoS TO ACHIEVING DEEP LEARNING

9 USING SPACE

12 USING PEDAGOGY

14 USING TECHNOLOGY

17 UNDERSTANDING THE BARRIERS

18 MANAGING POLICY

19 RE-IMAGINING YOUR CLASSROOM

24 CASE STUDIES

29 LEARN MORE

30 ABOUT PROMETHEAN

31 ABOUT THE AUTHOR

4

Educators are required to do so much more than teach They must also manage the many factors which affect the impact and sustainability of teaching and learning A substantial proportion of these factors are concerned with the function of the classroom

What happens in the classroom

What is the role of the teacher

How much teaching is directive and how much do students explore for themselves

How is technology used and whose hands is it in

How is the classroom laid out equipped and furnished

Do the classroomrsquos four walls constrict or enable the way learning happens

The concept of the lsquomodern classroomrsquo understands that new answers to these questions will lead to a transformation of everything we know about teaching The classroom of today is already unrecognisable from 20 years ago so what will the classroom of tomorrow look like And how can schools get there in the least painful most cost-effective and most impactful way

The challenges for educatorsFor educators key considerations will include

Where to invest in order to reap the greatest rewards

How to avoid short-term low-impact lsquofadsrsquo

Adapting best practice for their own local context

How to manage change with minimal disruption

The growing evidence baseFortunately research is helping to provide some answers to these challenges The flagship four year iTEC (Innovative Technologies for an Engaging Classroom) pan European project across 2000 classrooms focussed on designing and trialling learning scenarios which exploited the new pedagogies and boundaries of the modern classroom enabled by technologies The FCL (Future Classroom Lab) in Brussels is another project led by European Schoolnet a network of 31 European ministries of education which is working with schools teachers researchers and industry partners including Promethean to explore what the modern classroom might be The lab invites educators to explore new digital pedagogies and the concept has been replicated in many education institutions particularly across Portugal

Space technology and pedagogyInformed by iTEC FCL current research and Prometheanrsquos own direct experience this ebook looks at 3 key aspects of the modern classroom (the learning space the technology and the pedagogy) and how these can be adapted to support the 4 catalysts which motivate students to learn

WHAT IS THIS EBOOK ABOUT

The world is changing fast and education systems need to modernise and adapt to new ways of teaching and learning and embrace the new opportunities that exist

ErasmusplusEC 2

2 Retrieved from the Erasmusamp EC report Changing Lives Opening Minds httpeceuropaeuprogrammeserasmus-plusdocumentserasmus-plus-leaflet_enpdf

5

WHAT MAKES A CLASSROOM lsquoMODERNrsquo

A new mindset of teaching through technology must emerge which depends on a vital shift in teacher student roles 3

Creating a modern classroom isnrsquot as simple as making a change once and for all Instead the classroom is continually optimised to facilitate learning

Itrsquos a flexible approach which takes into account factors such as The latest research and best practice

The culture and context of the school

The subject matter in question

The demands of curricula and assessment

Advances in equipment and technology

Because schools are dealing individually with these and other variables our goal with this ebook is not to be prescriptive Instead we are

Sharing what we know and believe

Raising important issues for educators to consider

Pointing to research

Highlighting good practice

Asking questions

3 httpswwwnaesporgsitesdefaultfilesBlair_JF12pdf

Technology

Space Pedagogy

ModernClassroom

1 3

2

6

What the modern classroom offers Motivation for students to own their learning and continually improve

Skills students will need for work higher study and life in general

Real relevant and purposeful activities which engage students

Improved standards of education and behaviour

Improved efficiency within the school including more time available for teaching

Competitive advantage

Professional development for teachers and the senior management team

Keeping pace with regional national and international education standards

The 3 elements of the modern classroomThe modern classroom is created when three key elements come together in harmony

1 Pedagogy

2 Technology

3 Space

Each of the three elements has an important contribution to make and deserves significant attention For example the diagram below highlights what can happen when attention is only paid to two of the factors rather than all three

1 When you disregard pedagogy you get lsquosame oldrsquo ndash without a pedagogical model which takes advantage of space and technology the class will continue to do the same thing and will be unlikely to achieve improved results

2 When you disregard technology you get lsquoextra teacher workloadrsquo ndash the teacher must operate without the efficiencies which technology can bring

3 When you disregard space you get lsquoconstrained activityrsquo ndash this may be the least problematic scenario but constraints will arise in the use of collaborative and active approaches (for example if students are forced to sit in rows facing the front)

Wherever you see this symbol in the text wersquoll be referring back to this diagram

7

Promethean has identified the following 4 catalysts for studentsrsquo motivation to learn and itrsquos essential that any work done to create a modern classroom is designed to maximise the effectiveness of these catalysts

Catalyst 1 Engagement What does it look like Teachers and students are actively engaged in developing knowledge

and students demonstrate attention curiosity interest and optimism during learning

What is the range Engagement is on a continuum from rebellion to purposeful learning

Catalyst 2 Personalisation What does it look like Students are engaged in informal independent learning and self-

reflection Activities are customised according to individual learning preferences and educational needs

What is the range Personalisation is on a continuum from uniform to fully individualised activity

Catalyst 3 Collaboration What does it look like Individuals are involved in activities which demand interdependence

in order to produce successful outcomes and there is shared responsibility for decision-making

What is the range Collaboration is on a continuum from no interdependence to completely interdependent

Catalyst 4 Feedback What does it look like Feedback is used to alter the gap between current performance and

the ideal and students have tools and skills for giving and receiving feedback on their own and othersrsquo work It includes real-time instantaneous feedback from effective questioning and tasks promoting important classroom dialogue and the planning of next steps in learning

What is the range Feedback is on a continuum from no feedback to information flowing seamlessly between students teachers parents and leaders

The following sections look at how space pedagogy and technology can help to support these catalysts So wherever you see this symbol in the text wersquoll be referring back to these 4 catalysts

THE 4 CATALYSTS FOR LEARNING

All learners and educators need a sufficient degree of digital age literacy where media digital and social-emotional literacies are present to be able to use these learning resources to learn through multiple media confidently effectively and safely Every student must have a chance to learn these vital skills4

4 httpcsreportsaspeninstituteorgdocumentsAspenReportFinalPagesRevpdf

Technology

SpaceLearning

environmentsLearning partnerships

Pedagogical practices

Leveragingdigital

Pedagogy

ModernClassroom

8

According to New Pedagogies for Deep Learning (a global partnership of researchers families teachers school leaders and policy-makers) every student needs 6 core skill sets to achieve lsquodeep learningrsquo so that they are prepared to excel in todayrsquos complex world

Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication

This deep learning is achieved through a balance of Learning partnerships ndash cultivated between and among students teachers families and the

wider environment

Learning environments ndash fostering 247 interaction in trusted environments where students take responsibility for their own learning

Leveraging digital ndash accelerating student-driven access to knowledge beyond the classroom

Pedagogical practices ndash for designing monitoring and assessing learning

These four factors are easily mapped to the Promethean model of the modern classroom

In the next sections we look more closely at the modern classroomrsquos 3 essential elements of space technology and pedagogy In particular we explore how for each element attention can be paid to promoting the 4 essential catalysts for learning

THE 6 CrsquoS TO ACHIEVING DEEP LEARNING

9

USING SPACE

A schoolrsquos physical design can improve or worsen childrenrsquos academic performance by as much as 25 percent in early years

University of SalfordNightingale Associates 5

lsquoSpacersquo is a broad term and educators interested in creating modern classrooms will need to consider

Layout aspects ndash such as how the space is divided and used where equipment and furnishings are placed and how flexible the arrangements are

Human aspects ndash such as the spatial relationship of the teacher to their students (is the teacher at the front do they have a desk) whether students can move around and how students are positioned for activities

Physical aspects ndash such as the state of repair of the room and the age and quality of its furnishings and teaching equipment

Environmental aspects ndash such as air quality noise pollution light quality and temperature

When space is well planned well used and well cared for students are more engaged activities can be more easily personalised collaboration is facilitated and feedback is more effective

Space as one of the 3 elements In relation to technology ndash According to Gina Sansivero director of educational sales at

FSR Inc in the USA the way space is used is critical to the effectiveness of technology

ldquoTechnology in the classroom is only as effective and useful as the environment allows it to be Limiting the potential for interaction engagement and collaboration will reduce or eliminate the advantage of having a technology-rich classroom The unfortunate feedback to the administration will be that the technology doesnrsquot seem to help all that much and that the equipment software required maintenance and training is cumbersomerdquo6

In relation to pedagogy ndash A study of new learning spaces at the University of Minnesota found that changing the pedagogy to suit the space meant that students outperformed their final grade expectations

ldquoWhen instructors adapted their pedagogical approach to the new space by intentionally incorporating more active student-centred teaching techniques student learning improvedrdquo7

5 httpwwwhuffingtonpostcom20130103school-design-student-grades_n_2404289html

6 httpwwwfsreducationdesigning-modern-classrooms-step-1-transforming-the-traditional-classroom-into-an-engaging-learning-environment

7 httpereducauseeduarticles201112pedagogy-and-space-empirical-research-on-new-learning-environments

10

A traditional space constrains the effectiveness of more student-centered approaches Learning that is active participatory experiential and cooperative requires a flexible space In this way physical space is viewed as an agent of change8

Applying the 4 catalystshellipWhat good space looks likeCatalyst 1

Engagement Space encourages students to discover things for themselves and facilitates active research

Opportunities to research across a variety of media for example textbooks audio images websites blogs webinars reports and data

Students can investigate by reading observing conducting experiments and surveys and using coding and robots

Catalyst 2

Personalisation The informal space is more relaxed and less monitored

Learners are encouraged to self-reflect

There is space for teachers to support personalised learning

There is space for learners to develop their interests

The learning space can include alternative school settings community settings and home

Catalyst 3

Collaboration The layout is flexible and no longer based on a traditional layout

Fast easy rearrangement means students can be positioned differently for different contexts

There are connections with the outside world

Catalyst 4

Feedback Results can be shared in a dedicated area for interactive presentations

Interaction and feedback are encouraged

There is interaction with a wider audience

There is feedback from peers and teachers

8 httpdigitalcommonscalpolyeducgiviewcontentcgiarticle=1022ampcontext=mkt_fac

11

Rather than systematically accumulating static lsquostocksrsquo of knowledge students now need to learn how to actively participate in lsquoflowsrsquo of knowledge by engaging with others in the construction of new knowledgehellip curiosity and creativity become critical skills (or dispositions) that motivate students to seek answers to the questions that most interest them ndash an ability that will serve them well throughout the rest of their lives9


12

USING PEDAGOGYThe modern classroom unlocks new ways of learning some through design some through technology New pedagogies are increasingly being shaped by the learners themselves these lsquoneo-millennialsrsquo are already engaging with useful enjoyable technology in other aspects of their lives so therersquos every advantage in capturing that engagement and enjoyment and extending it to the classroom

Understanding the neo-millennial learnerNeo-millennial learners are fluent in multimedia and competent with technology

All learning is interactive

They engage with vast amounts of media-rich interactive digital content from multiple sources

They consume and produce content and are able to provide evidence of learning

They are comfortable with being connected and collaborative

They are connected to teachers through various personal computing platforms

They enjoy a progressive educational experience (collaboration blendedhybrid learning flipped classroom projects and inquiry-based tasks)

They edit and contribute to lsquofront of classrsquo materials

Pedagogy as one of the 3 elements In relation to space ndash As teaching methods continually develop the learning space must

support the teacherrsquos objectives Stern Neill and Rebecca Etheridge of Cal Poly State University

ldquoPedagogical innovation demands a space that enables exploration by both teacher and student To be effective this space should allow for multiple modes of instruction and learningrdquo10


13

In relation to technology ndash Futurelab11 proposed a framework of digital pedagogy in which a range of activity types can be selected andor blended to promote enhanced learning Educators can map current teaching and learning methods across to these activities to deliver the same targeted learning outcomes ndash but with a potentially greater chance of success Activities can be

Behaviourist ndash promoting learning as a change in learnersrsquo observable actions

Constructivist ndash in which learners actively construct new ideas or concepts based on both their previous and current knowledge

Situated ndash promoting learning within an authentic context and culture

Collaborative ndash promoting learning through social interaction

Informal and lifelong ndash supporting learning outside a dedicated learning environment and formal curriculum

Learning and teaching support ndash assisting in the coordination of learners and resources for learning activities

Applying the 4 catalystshellipWhat good pedagogy looks likeCatalyst 1

Engagement Students are engaged in ways which are relevant to them

Students are actively involved in creating their own content

Real and authentic projects can be aimed at improving the school or the community (digital leaders might support younger learners in the same space parts of the school might be redesigned to be more inclusive)

Catalyst 2

Personalisation Teachers tailor content to suit each individual

Students are set goals or challenges to resolve developing their problem-solving skills

Challenges can be set by the student (around their strengths target areas and interests)

Students can work independently at their own pace

Catalyst 3

Collaboration Student-to-student collaboration is a valuable life skill

Collaboration encourages inclusion

Teachers and students can choose to investigate real-life challenges and data

Strategies for problem-solving can be shared

Catalyst 4

Feedback Teachers plan lessons which allow students to add a communicative dimension to their work

Students develop skills in listening peer review and constructive feedback

Teachers can use the feedback to adapt lessons in real time

11 httparchivefuturelaborgukresourcesdocumentslit_reviewsMobile_Reviewpdf

14

USING TECHNOLOGY

Over the past 20 years UK schools have seen an extraordinary transition from the precious single desktop computer to a proliferation of high-tech teaching aids plus handheld devices for students to work on ndash both provided by the school and admitted under Bring Your Own Device (BYOD) policies According to the British Educational Suppliers Association (BESA) UK schools spend around pound900m every year on technology they have bought over 13m desktop computers and 840000 laptops13 and around 721000 tablets14

Technology is essentialhellip Students expect it Mark Chambers CEO of Naace claims that students regard curricula

which donrsquot integrate technology as lsquoirrelevantrsquo15

It delivers a fast easy route to learning ICT is the lsquoonly way to dramatically expand access to knowledgersquo according to Andreas Schleicher OECDrsquos director for education and skills16

It provides effective preparation for life Students will be in contact with technology throughout their lives including furtherhigher education and employment so they must learn core ICT skills at school17

hellipand yet technology produces disheartening resultsIf educators have expected to see a dramatic increase in achievement as a result of all their investment in ICT they have largely been disappointed BESA claims that 22 of the technology in our schools is lsquoineffectiversquo18 A major report published by OECD in September 2015 Students Computers and Learning making the connection highlighted

ldquoA weak or sometimes negative association between the use of ICT in education and performance in mathematics and readinghellip other activities such as using drilling and practice software for mathematics or languages show a clear negative relationship with performancehellip The most rigorous impact studies also show no effects of investments in computers on studentsrsquo non-digital performancerdquo

12 Students Computers and Learning Making The Connection September 2015 page 190 httpdxdoiorg1017879789264239555-en

13 httpwwwreadybusinessbritaincoukdigital-learning-for-the-future14 httpswwwtescomnewsschool-newsbreaking-newsuse-tablet-

computers-schools-continues-grow15 httpagent4changenetpolicyict-provision2409-computers-and-

learning-making-the-connectionhtml16 httpwwwoecdorgeducationnew-approach-needed-to-deliver-on-

technologys-potential-in-schoolshtm17 httpwwwcomputingatschoolorgukdatauploads

CASPrimaryComputingpdf 18 httpwwwbbccouknewsbusiness-34174796

Schools and education systems are on average not ready to leverage the potential of technology

Andreas Schleicher OECD September 2015 12

15

As important and credible as the OECD report is it was widely misreported Headlines such as lsquoDonrsquot bother buying computers for schoolsrsquo19 interpreted the report as suggesting that technology is a waste of money whereas the authorsrsquo intention was to highlight the fact that technology alone is not enough it must be deployed in the context of a well-informed digital pedagogy In other words itrsquos not having technology that matters itrsquos how you use it

How students see technology The US report Creating Our Future Students Speak Up about their Vision for 21st Century Learning took into account studentsrsquo own ideas on leveraging technology within learning and reported three preferences

Social-based learning ndash students want to use emerging communications and collaboration tools to create and personalise networks of experts to inform their education process

Un-tethered learning ndash students envision technology-enabled learning experiences which transcend the classroom walls and are not limited by resource constraints traditional funding streams geography community assets or even teacher knowledge or skills

Digitally-rich learning ndash students see the use of relevancy-based digital tools content and resources as a key to driving learning productivity not just about engaging students in learning20

Technology as one of the 3 elements In relation to space ndash The conventional classroom may be able to house new technology

but thatrsquos not the same thing as enabling that technology to have its desired impact ndash so the return on investment can be severely limited

ldquoWearable devices and universal wireless coverage mean that access information and computational power will no longer be tied to physical space Students will distribute many activities across space and time so institutions will not need to tailor space to particular purposes Virtual simulations will complement equipment-based science labsrdquo21

In relation to pedagogy ndash While creating an effective space is essential so too is choosing the teaching styles and this needs to be done as part of the earliest planning process

ldquoTodayrsquos technology installations arenrsquot effective if the idea of traditional teaching isnrsquot re-imaginedhellipthe re-evaluation of these existing or new spaces should likely start prior to the room design by understanding the teaching style most likely to be used in that roomrdquo22

19 httpwwwtheregistercouk20150915dont_bother_buying_computers_for_schools_says_oecd_reportmt=1442290050253

20 httpwwwtomorroworgspeakuppdfssu09NationalFindingsStudentsampParentspdf

21 httpereducauseeduarticles20051planning-for-neomillennial-learning-styles


16

Applying the 4 catalystshellipWhat good technology looks likeCatalyst 1

Engagement Technology encourages engagement through interacting with learning content eg using the interactive display with media-rich content and student-response systems

Offers different ways for students to design create and disseminate their content

Fit-for-purpose technology provides real-life data and tools to examine and analyse data

Catalyst 2

Personalisation Technology provides opportunities for students to be active within their own learning styles

Accessible platforms which move away from lsquoone size fits allrsquo teaching materials

11 computer programs for more personalised learning

Supports students in preparing personal learning portfolios

Supports teachers in recognising learning

Catalyst 3

Collaboration Technology facilitates collaborative learning (eg pupils solving a problem at an interactive display)

Provides new ways to collaborate and communicate

Allows students to get involved through hands-on learning

Not limited by face-to-face and in-school learning

Accommodates online learning and out-of-school learning

Catalyst 4

Feedback In-the-moment feedback for formative assessment and classroom dialogue

Automated feedback for diagnosing misconceptions

Periodic feedback for recording progress against standards

23 httpsneteducauseeduirlibrarypdfNLI0447pdf

Learning spaces should be designed to support multiple modes of learning (discussion experiential learning reflectionhellip) Few spaces are used for a single type of class hence the need to support multiple modes Because active collaborative learning is important space should support authentic project-based activities23

17

In order to participate fully in the hyper-connected digitised societies of the 21st century schools should be aware of certain challenges when it comes to introducing technology into the modern classroom

InfrastructureSchools must ensure that connectivity and bandwidth both into the school and within the school are optimised and can support the schoolrsquos modern learning objectives

Digital literacy Teachers ndash Schools will need to commit to recruitment and development policies which

emphasise digital pedagogy skills among teachers The European Commissionrsquos Opening Up Education communication in 2013 noted that 6 out of 10 teachers had never had any training on how to use ICT in the classroom

Students ndash The Horizon 2014 report which looked at technologyrsquos potential impact on teaching and learning over the next 5 years noted studentsrsquo low digital competence Despite their familiarity with a range of technologies students need to learn to use technology in a way which enables learning and which delivers skills for employment andor further study

Getting the basics right firstThat said the OECD report Students Computers and Learning Making the connection reminds us that students also need basic literacy and numeracy skills before they can use technology effectively for learning

Purchasing amp implementing technologyIn order to exploit technology within their schools educators will need to be well-informed as to the latest equipment available and its pros and cons low-quality software and courseware can impede rather than advance learning and will frustrate students and teachers alike Educators need to track best practice review whatrsquos available seek third-party opinions and understand how to install and use the technology This may be time-consuming but the alternative is considerably more painful

Awareness of the risksEducators need to be aware of the potential risk of learner addiction to handheld devices and understand that learners need to be protected and know how to protect themselves online However with proper implementation the advantages far outweigh the risks

UNDERSTANDING THE BARRIERS

24 httpeceuropaeusmart-regulationimpactplanned_iadocs2013_eac_003_opening_up_education_enpdf

Todayrsquos educators are not properly trained to embed ICT in their pedagogical practices in order to increase personalisation and collaboration

European Commission 2013 24

18

Vision ndash While there may be planning infrastructure training and budgetary issues the most significant consideration is whether or not the schoolrsquos senior management team has the vision to understand and adopt the modern classroom For example the modern classroom cannot be achieved with inflexible space rigid pedagogies and unexploited technology

Leadership ndash Above all else there must be strong leadership The modern classroom can deliver better educational outcomes for students and a competitive advantage to the school ndash but it requires commitment across every aspect of the school and careful management A hybrid between a modern and traditional classroom will simply be an ineffective and confusing compromise

Engagement ndash The success of the modern classroom depends on a number of stakeholders including teachers parents students governors and third-party suppliers Engagement with these stakeholders will be critically important Continually communicating the objectives and the process will be essential ndash not only for taking everyone on the journey but also ensuring that theyrsquore tolerant of the mistakes which will inevitably be made (or cynicism and frustration will take over)

Attitude ndash The modern classroom takes a different approach to control Teachers must be not only willing but keen to share the production presentation and assessment of content and to be learning even as they teach They must be willing to see themselves as facilitators of learning rather than as teachers in the traditional sense Not all teachers may be comfortable with this

Contextualising ndash There is no blueprint for the modern classroom simply an approach which schools can adapt Therefore schools must be open to ideas from all stakeholders as to how to contextualise and improve the approach for their own setting

Accessibility ndash All learning spaces physical and virtual must be able to accommodate and support persons with disabilities

Acceptable use ndash Clear policies must be communicated around the acceptability of lsquobringing your own devicersquo how devices are used how students are protected online and exposure to offensive materials

Testing and failure ndash Testing and trialling will be necessary There must be a willingness to accept that some efforts may falter but that these wonrsquot undermine the greater plan Flexibility and agility will enable the school to adapt to its own learnings

Recruitment training and development ndash Teachers will need support in understanding how to blend new approaches to space pedagogy and technology and how the success of each depends on its relationship to the other two Gauging teachersrsquo flexibility and attitudes will be an important part of the selection process

Good leaders take responsibility and itrsquos time for the national leadership to work with its own school leaders and relevant organisations to meet the challenge set out by Andreas Schleicher [in the OECD report] 25

25 httpagent4changenetpolicyict-provision2409-computers-and-learning-making-the-connectionhtml

MANAGING POLICY

Whole Class Teaching

Small Group Work

Out of Classroomamp Anytime Anywhere

Independent Working

Team Collaboration

19

As the shift from traditional teaching pedagogy continues to transform to active learning schools will find it necessary to invest in evolved classrooms26

RE-IMAGINING YOUR CLASSROOM

In the classroom

Ensure that the space and technology are in place to support the different types of pedagogical activity most likely to deliver the required outcomes of the modern classroom The Future Classroom lab (FCL)27 identifies specific aspects of learning and teaching to help reimagine physical space resources the changing roles of student and teacher and how to support different learning styles


27 httpfcleunorglearning-zones

20

Consider how to implement a combination of the following

Consider how to support a variety of pedagogical practices including learning that is

The aspects of learning

CREATE (imagine explore)

EXCHANGE (support

encourage)

PRESENT (share listen)

INTERACT (discuss question)

INVESTIGATE (research discover)

DEVELOP (plan examine)

Team Collaboration

Whole - class teaching

Independent working

Out of classroom learning

Small group work

Inquiry based

Flipped

Design based

Collaborative and Cooperative

Questioning and feedback based

Active

Student led

21

Beyond the classroomThe modern lsquoclassroomrsquo can be anywhere and everywhere ndash it accepts that learning can be just as relevant and valuable outside of the traditional classroom environment Students have instant access to information from a near infinite number of sources so they should have the opportunity to contribute their lsquoanytime learningrsquo and to have it recognised Educators might consider

Different environments ndash such as libraries museums schools after-school programmes and the home

Online opportunities ndash including search engines blogs wikis journals podcasts videos social networks massive open online courses (MOOCs) and open educational resources

Infrastructure ndash broadband connections can be wired and wireless with access devices ranging from desktops to mobile (smartphones and tablets)

People ndash both online and off-line teachers parents employers industry experts and other educational stakeholders can actively inspire guide validate and protect students

Designing the modern classroomIn developing a modern classroom for their own context educators will benefit from

Creating a design brief which takes equal account of space pedagogy and technology ndash and the relationships between them

Engaging all stakeholders (pupils staff parents governors partners and suppliers) in understanding and supporting the design brief

Providing additional staff training in technology and how to use it in teaching and learning

Considering the relative roles of the teacher and students whorsquos producing the content whorsquos presenting it who is feeding back on it

Considering the relative positions of the teacher and students who is at the front How are the students seated and arranged for different activities

Introducing different methods within the classroom collaborative learning social learning flipped learning design-based learning feedback-based learning and enquiry-based learning

Exploring how lsquoconnectedrsquo learning (outside the classroom) can be encouraged captured recognised and shared

22

Promethean Modern Classroom Professional Development and Consultancy ServicesIn order to develop a systemic plan of action and change including strategies and a comprehensive professional development plan to increase the technology integration of teachers in the modern classroom Promethean consultants can lead and support schools and educational systems reimaging the classroom through two customised toolkits

The Promethean Future Classroom Toolkit This toolkit has been adapted from our work in iTEC FCL and Erasmus+ projects and provides a series of activities processes resources tools and guidance for the creation of an educational vision It helps educators to innovate through the exploitation of technology at the level of the classroom or wider system The toolkit is divided into the 5 sections

Toolset 1 Identifying Stakeholders and Trends ndash web-based tools for identifying trends locally nationally and globally

Toolset 2 Self-Review Maturity Model ndash Self-review question sets for teachers and school leaders helping to identify current practice against the learning objectives and assessment including the roles of the teacher and student plus management of change

Toolset 3 Creating a Future Classroom Scenario and Learning Story ndash A resource bank of stories and scenarios adapted by teachers in real classrooms for trialling by other teachers

Toolset 4 Designing Learning Activities and Tools ndash A resource bank exemplifying learner activity and how technology will enhance the learning

Toolset 5 Evaluating Innovation ndash An education community for sharing and validating the tools and process through teacherstudent reviews blogs webinars and forums

The Promethean Technology Integration ToolkitThe Technology Integration Matrix (TIM) and the Technology Uses and Perception Survey (TUPS) tools were developed by the Florida Centre for Instructional Technology in the College of Education at the University of South Florida The tools are research-based and statistically validated

Toolset 1 The Technology Integration Matrix (TIM)

Provides a framework for defining and evaluating technology integration

Sets a clear vision for effective teaching with technology

Gives teachers and school leaders a common language for setting goals

Helps target professional development resources effectively

Toolset 2 Technology Uses and Perception Survey (TUPS)

Provides valuable data to guide school and across school level decision making

Helps identify technology professional development topics that teachers want and need

Helps to identify how well prepared teachers are to integrate technology in meaningful ways

23

The TIM tool consists of classroom observations completed by a well-trained team The TUPS tool consists of an online survey that teachers will complete Prometheanrsquos consultancy team will work with school leaders to analyse the results of the TUPS and the TIM tool to provide recommendations Based on the reports the Promethean team will work with the school andor educational system to develop a systemic plan of action and change including strategies and a comprehensive professional development plan to increase the technology integration of teachers in the modern classroom The Professional Development Plan will consist of customised modules that will guide teachers and school leaders through the courses while allowing for exploration modelling and guided practice The goal is to support the movement of the teachers along a continuum in their utilisation and integration of technology

Inquire about either of these consultancy services consultingprometheanworldcom

Traditionally students have composed their work for an audience of one ndash the teacher By using technological resources to establish authentic audiences for student work we tell students that their work is worth seeing worth reading and worth doing28

28 httpfcleunorgfuture-teacher-education-lab

httpswwwnaesporgsitesdefaultfilesBlair_JF12pdf

24

CASE STUDIESThe ldquoSala De Aula Do Futurordquo Dom Manuel Martins school Setuacutebal Portugal

This Modern Classroom began with a vision to build in Portugal a classroom that resembles the European Schoolnet (EUN) Future Classroom Lab (FCL) located in Brussels Over two years Carlos Cunha Microsoft Innovative Expert and FCL classroom lead supported by his networks investment and a lot of perseverance realised his dream

The ultimate aim is to improve the educational attainment in all three years of middle school using inquiry-based learning methodologies in order to increase the motivation of students

ldquoWe were facing a problem with the results of our studentsrdquo Cunha explains rdquobecause regular teaching wasnrsquot giving the right answers We really needed a space (that is) different from the regular classroom with rows of table and chairs facing the blackboard The Future Classroom is an open space divided into five different zones where the students face different problems different equipment and different technologies in order to answer a question posed by the teacher Itrsquos like project based learning but shorter its inquiry based learningrdquo

As well as reporting more engaged and excited students the school has witnessed teachers more willing to collaborate with each other The space supports cross curricula professional development where for example mathematics and science teachers come together to explore and develop their own understanding of key concepts such as speed distance and time Seeing the connection between a theoretical model and a practical application using data loggers and sensors allows teachers to reflect on their own pedagogical approaches and to plan their lesson content to enable the development of a truly integrated and interdisciplinary experience

The Sala de Aula do Futuro supports the national goals of the DGE (Directorate General Education) whose sees effective pedagogical teacher training particularly in the STEAM field of great importance for the successful retention and outcomes of students in school

Promethean is proud to be one of the industry partners in this Modern Classroom

For more information or even to arrange a visit httpcunhacjwixcomsaf-setubal

25

Lrsquoaula del futuro - 30 Modern Classrooms in Italy

In Italy there is a national initiative PON to promote innovation in Italian schools It is just the beginning of this initiative yet we are already seeing results in these early adopters of 30 modern classrooms such as the Liceo Scientifico Scacchi in Bari scuola secondaria di primo grado Piero Calamandrei and the Instituto Avogadro in Turin The Ministry of Education expects the PON initiative to bring this Modern Classroom innovation to many more Italian schools

One of the aims of the Avogadro ldquoAula del Futurordquo project is to enable local partnerships and multi-dimensional networks that have been created between schools universities businesses educators Government European Schoolnet to equip classrooms so they can support training and research across educational institutions

The Classroom 30 in Avogadro Turin provides the space technology and pedagogical support for educationalists to reflect on their practice The University of Turin and Genoa have designed a programme that enables teachers to take part in action research to compare and test different pedagogies supported by an expert researcher The teachers will be encouraged to think the new roles of the classroom the teacher the student the space that go beyond the traditional model The classroom can actually change according to requirements to facilitate group work presentations and research The Avogadro Classroom 30 will move the classroom from not just a place where knowledge will be transferred but to a place where knowledge will be created The project aims to extend its findings to a network of other universities and schools across Italy

More on how Promethean supports PON initiativehttpbitlyPrometheanPON

26

Coleacutegio Monte Flor Learning Lab Lisbon Portugal

Monte Flor Learning Lab is a learning Lab for differentiated learning where the aim is that students work in a PBL dynamic (Project Based Learning) where students are the producers and are able to develop skills that will allow them to learn grow and live in a increasing technological collaborative interactive and global world The space is divided in different areas each one corresponding to a scenario with a designated learning activity

Dream In this space students work as a group discuss ideas debate working proposals and start to decide some of the aspect of the task

(organisation calendar role in the group final product typology and target audience)

Explore In this area students can investigate discover share ideas and use computers interactive surfaces lab work with microscopes

etc Here they use an interactive digital surface for search and information collection

27

Watch a video and hear from Coleacutegio Monte Flor teacher Rui LimahttpbitlyMonteFlorVideo

Show Here students use an interactive whiteboard in a presentation area that facilitates and promotes

skills on communication and the ability to speak to their peers and in front of an audience In this

area students present their work and show the projectrsquos final results

Create The lab does not have a specific space to create final products although the lab has computers

photographic and video cameras Lego robots and several collaboration spaces that allow students to create different resources depending on their

choices The creation process implicates a previous planning and allows creation of conceptual maps

that will allow students to structure ideas and organise their collaborative work

Play This is an area that introduces students to the gamification concept A zone where the games allow students to develop skills in

problem solving logic and critical thinking

28

Future Teacher Education (FTE) Lab Project ndash University of Lisbon Portugal

Itrsquos well documented that teacher competences are at the heart of an effective education system and yet the European Commissionrsquos Opening Up Education communication in 2013 highlights that six teachers out of ten have not received any training on how to use ICT in the classroom The ECrsquos major Survey for Schools ICT in Education (2013) recommends that ICT training should be made a compulsory part of all ITE programmes

The Future Teacher Education Lab project at the University of Lisbon is leading the way on researching and implementing strategies for initial teacher ICT education that can induce innovation in classroom practice

The key problem underlying the FTE project is to find an answer to the following question How does technology in learning spaces offer opportunities to provide innovative ways of designing teacher education for the future

The hypothesis Web environments and digital technologies facilitate the creation of new types of physical and virtual learning spaces providing opportunities for a more effective personalised and sustainable learning They will be built upon the premise that the future will blur the boundaries between living learning and working and this will result in the creation of flexible multiuse spaces that can accommodate different activities and serve different learning purposes Therefore it will be necessary to rethink educational spaces and pedagogical approaches involving a wide range of stakeholders in the process

This project by allowing experimentation analysis and development in initial teacher education courses placing a strong emphasis on digital pedagogies will build upon work already carried out by the Universityrsquos research team on teachersrsquo 21st century skills

The Project defines the following research questions

What is distinctive about teacher education in technology enhanced learning spaces and how might it change teachersrsquo views about the future of schooling

What key competences should be part of teacherrsquos repertoire for the future school

How can technology enhanced teacher education improve the quality of Initial Teacher Education programs

The project assumes that student teachersrsquo engagement in experimentation in technology enriched and flexible spaces provides a context for reflection and discussion that is at the core of preparation of teachers for the future learning spaces

The FTE consortium led by the Institute of Education of the University of Lisbon (IEUL) includes a group of 5 educational technology partners including Promethean acting as key participants in the design and setup of the FTE Lab and the implementation of the dissemination and mainstreaming strategies The Lab is part of the European Schoolnet inspired network of FCLs29 and is also partnered by the Portuguese Ministry of Education

For more information about the FTE lab contact Neuza Pedro (IEUL) nspedroieulisboapt


29

LEARN MORETo read

Students Computers and Learning Making the connection ndash OECD httpwwwoecdorgeducationstudents-computers-and-learning-9789264239555-enhtm

10 Schools for the 21st Century ndash Innovation Unit httpwwwinnovationunitorgsitesdefaultfiles1020Schools20for20the2021st20Century_0pdf

10 ideas for 21st Century Education ndash Innovation Unit httpwwwinnovationunitorgsitesdefaultfiles1020Ideas20for2021st20Century20Educationpdf

Recommendations for optimising learning and innovation ndash The Aspen Institute httpcsreportsaspeninstituteorgTask-Force-on-Learning-and-the-Internet2014reportdetails0043Task-Force-Executive-Summary-English

Designing the Future Classroom ndash European Schoolnet magazine httpfcleunorgdocuments1018016159FCL_magazine_No_2_2014_ENpdf485d930e-1b1d-40c1-86a5-2a6567857a10

Learner at the Center of a Networked World ndash The Aspen Institute httpcsreportsaspeninstituteorgdocumentsAspenReportFinalPagesRevpdf

Designing Schools That Work Organizing resources strategically for student success ndash Education Resource Strategies httpwwwerstrategiesorgcmsfiles2422-designing-schools-that-workpdf

To watch Interactive classroom Cloud learning in a flexible classroom ndash European Schoolnet (5 minutes)

httpswwwyoutubecomwatchv=HLwDN636wYo

Rethinking Learning The 21st Century Learner ndash MacArthur Foundation (4 minutes) httpswwwyoutubecomwatchv=c0xa98cy-Rw

What 60 Schools Can Tell Us About Teaching 21st-Century Skills ndash Grant Lichtman (TEDx Talk) (15 mins) httpswwwyoutubecomwatchv=UZEZTyxSl3g

To browse iTEC- Designing the Future Classroom

httpwwwprometheanplanetcomen-gbprofessional-developmentbest-practiceitec

Future Classroom Lab httpfcleunorg

Building your Roadmap for 21st-Centry Learning Environments httpwwwroadmap21org

30

ABOUT PROMETHEANPromethean is a global education company which motivates students to learn by developing integrating and implementing innovative 21st-century learning environments making everyone more engaged empowered and successful

Teachers and students in todayrsquos connected classroom have access to limitless learning and teaching resources Together with over 2 million teachers around the world Prometheanrsquos mission is to improve education by partnering with teachers to create dynamic learning environments which motivate students to learn

Promethean believes that education technology solutions must enhance four critical capabilities for schools teachers and students

1 Increase student engagement by creating active learners who are intellectually curious

2 Provide learning feedback by providing teachers with real-time insight into student learning progress empowering them to adjust their lesson content and delivery approach to ensure a higher level of student understanding

3 Personalise instruction by customising activities based on learning style learning preference and level of mastery giving students a stake in the lesson and their learning

4 Foster collaboration ndash by enabling a full range of collaborative instruction and learning models including whole-class individual small-team and multi-team settings

31

ABOUT THE AUTHORGill LeahySenior International Education Consultant PrometheanGillrsquos research interest is in exploring and facilitating technologyrsquos role in realising more effective educational systems through the themes of curriculum development teacher effectiveness and assessment She leads the design and implementation of the modern classroom toolkits Gill is the Promethean lead on several EU projects including Erasmus+ EUN and iTEC She is part of the global consulting team She is an ex-mathematics faculty head and an advanced skills teacher She was also part of the UK governmentrsquos national strategy team which developed Assessment for Learning (AfL) and Assessing Pupilrsquos Progress (APP) materials which are used by schools throughout the country

If you found this guide useful why not take further steps

Read our ebook about collaboration in the classroom

Talk to one of our education strategy consultants

Talk to us about technology for the modern classroom

Call +44 (0) 870 241 3194Email LearnPrometheanWorldcomVisit wwwPrometheanWorldcomFollow PrometheanUKI Promethean House Lower Philips Road Blackburn Lancashire BB1 5TH UK

2

Our traditional system of education is rooted in a model first developed in the Industrial Age It assumes that knowledge is transferred from an external source ndash teachers books and schools ndash to a studenthellip learning that takes place outside class does not count for credit nor is it even formally recognized This long-held model is struggling to engage a new generation of students for whom learning is happening all the time ndash online off-line in classrooms as well as after school in libraries and at museums The connected learner can access tutorials lessons and entire courses online while participating in afterschool programs such as code academies and maker labs

The Aspen Institute 1

1 httpcsreportsaspeninstituteorgTask-Force-on-Learning-and-the-Internet2014reportdetails0046Task-Force-Introduction-and-Challenges

3

CONTENTS





9 USING SPACE

12 USING PEDAGOGY

14 USING TECHNOLOGY


18 MANAGING POLICY


24 CASE STUDIES

29 LEARN MORE

30 ABOUT PROMETHEAN

31 ABOUT THE AUTHOR

4


















ErasmusplusEC 2


5














Asking questions


Technology

Space Pedagogy

ModernClassroom

1 3

2

6










1 Pedagogy

2 Technology

3 Space






7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







3

CONTENTS





9 USING SPACE

12 USING PEDAGOGY

14 USING TECHNOLOGY


18 MANAGING POLICY


24 CASE STUDIES

29 LEARN MORE

30 ABOUT PROMETHEAN

31 ABOUT THE AUTHOR

4


















ErasmusplusEC 2


5














Asking questions


Technology

Space Pedagogy

ModernClassroom

1 3

2

6










1 Pedagogy

2 Technology

3 Space






7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







4


















ErasmusplusEC 2


5














Asking questions


Technology

Space Pedagogy

ModernClassroom

1 3

2

6










1 Pedagogy

2 Technology

3 Space






7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







5














Asking questions


Technology

Space Pedagogy

ModernClassroom

1 3

2

6










1 Pedagogy

2 Technology

3 Space






7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







Technology

Space Pedagogy

ModernClassroom

1 3

2

6










1 Pedagogy

2 Technology

3 Space






7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







7


















Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







Technology

SpaceLearning



Leveragingdigital

Pedagogy

ModernClassroom

8


Collaboration

Creativity

Critical thinking

Citizenship

Character

Communication


wider environment







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







9

USING SPACE

















10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







10






Catalyst 2






Catalyst 3




Catalyst 4






11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







11



12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







12














13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







13












Catalyst 2





Catalyst 3





Catalyst 4





14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







14

USING TECHNOLOGY
















15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







15















16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







16





Catalyst 2






Catalyst 3






Catalyst 4






17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







17













18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31







18












MANAGING POLICY


Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








31








Small Group Work


Independent Working

Team Collaboration

19



In the classroom




20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






26







27











28















29

LEARN MORETo read
















30








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20





EXCHANGE (support

encourage)





Team Collaboration


Independent working


Small group work

Inquiry based

Flipped

Design based



Active

Student led

21














22


















23






24









25






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27











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29

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27











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LEARN MORETo read
















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The Modern Classroom - Strategic Insights For School Leaders

Documents

Transcript of The Modern Classroom - Strategic Insights For School Leaders