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How can i maximise learning spaces for self directed, personalised, developmental learning? (Mount Evelyn Primary School)
We have discovered at our school that we have a need for students to become more self-directed in their learning, and that learning needs to be more personalised to better meet the individual learning needs. We have found that our learning spaces are not as effective as they can be in terms of these needs.
  • Phase 1
    Student Learning Needs
  • Phase 2
    Teacher Learning Needs
  • Phase 3
    Deepening Professional Knowledge
  • Phase 4
    Changing Classroom Practice
  • Phase 5
    Evaluating Impact on Student Learning
Phase 1
Student Learning Needs
What is the specific student need you have identified as a focus for your inquiry?
*Students are limited in self-directed learning
*Current learning spaces aren't effective (for engagement, ICT and self-directedness)
*Students personal learning needs are not being met by areas set up for this specific purpose
What evidence do you have related to that need?
*Anecdotal
*Video of a class during the specific sessions we are following (Investigations within a developmental learning approach)
*Survey of staff and some students on current ICT use, needs and abilities
*Photos of current learning spaces
*Notes on children's specific individual learning needs and notes on where they choose to learn each day in terms of whether it addresses their needs or not.
*Filming of a discussion of recognised learning needs
*BLOG
How are the students performing currently? What do they already know and understand? What are they able to do?
*Students in the lower year levels of school struggle to be self-directed and follow through with the learning in their chosen area.
*Students tend be engaged in their learning yet we have recognised ICT increases the level of engagement still.
*Students avoid the area/work (determined by the teacher) of greatest need due to fear of failure, engagement and authenticity of activity.
What would you hope students are able to do/know as a result of your inquiry work to address their identified need?
*Be self-directed in their learning (particularly in terms of ICT) and to be able to elaborate on their learning with the use of ICT.
*To be enthralled with all areas of their learning through the use of ICT.
*For ICT to be built authentically into all learning spaces of their developmental learning so children can elaborate more easily and all learning needs will be able to be focused on in these areas.
In what ways can the school leadership support your identification and analysis of student learning needs? What will be the involvement of leadership in your inquiry?
*Allow change of space and be open to trialling new things.
*Supporting PD opportunities that will help us to learn more to feed back to staff.
*Be flexible with the days/set-up of TPL days so that we can attend other PD opportunities and larger projects can be completed in one sitting.
Supporting Evidence
Comments
"Thank you for trialling the resource and publishing your inquiry. We look forward to following the inquiry and providing feedback as you continue to document the phases."
by ACEP Team.
23/7/2012
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Phase 2
Teacher Learning Needs
What do you need to learn and do in your teaching to close the gap between where your students are and where you'd like them to be?
* research best practices in ICt usage and designed spaces.
* observe what was preventing children from following through to extend learning.
* research available programs and make decisions on what was appropriate for the children's needs and our school philosophy.
* research current ICT continuum and future changes.
* explicitly teach new ICT tools and applications.
How do you know these are relevant growth areas for you in your own teaching?
We observed and surveyed Students to gain an understanding of their knowledge and where we needed to further their understandings.  We surveyed ourselves and other staff to look at needs across the whole school and found that ICT skills were lacking. We also filmed, using the e5 as a guide, our own class practice and reflected on this with colleagues.
What are you currently doing in your practice related to this student need?
*Once weekly, explicit teaching of ICT skills
*Integrated use of ICT during Investigations which is authentic and NOT game based
*Scaffolding children's learning through ICT based applications
*Researching i-pads and apps and the benefits of these in schools
What do you hope you are able to do or know as a result of your work on this inquiry?
We hope to become 'experts' in authentic use of ICT to scaffold learning and encourage self-directedness from a young age. We also hope to be able to support other staff in incorporating ICT into their own teaching for the same purposes. We aim to develop a 'bank' of ICT tools and apps to use for a variety of purposes.
In what ways can the school leadership help with the identification of your learning needs?
*Be open to change
*Engage in educational conversations regarding the best practise of ICT
*Embrace the school's flexible learning spaces in terms of change
*Be open to budgeting needs based on our research
Supporting Evidence
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Phase 5
Evaluating Impact on Student Learning
To what extent have you met your goals and targets for student learning?
What evidence indicates whether the gap between where students were and where you wanted them to be has closed?
How effective has what you have learned and done been in addressing the area(s) of identified student need?
Where can you make further improvement? What areas still need focussing on?
How will you share the impact of your inquiry with school leadership and others?
Supporting Evidence
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Phase 4
Changing Classroom Practice
Describe your new practices and how well they’re working.
It is still early days for looking at change for us. We have instigated learning spaces for our classrooms and experimented with their use. All teachers now have and i-pad and are using them to support individual student learning. We have developed a school scope and sequence for ICT and all staff have contributed and are aware of the explicit learning that is required at each level.
What evidence indicates if and how well students are responding to changes in your practice?
How are the changes you are making influencing your thinking about your practice?
What do you need to learn and do next? Why?
In what ways can the school leadership support you in adopting new practices?
Supporting Evidence
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Phase 3
Deepening Professional Knowledge
How are you learning the new practices?
Research, research research! We also have had professional discussions about best practise and the need for change. We have visited other schools and documented what has and hasn't worked for them. We are trialling new things in our classrooms and evaluating their purpose and benefits.
What indicates that this way of learning will best meet your needs?
Our students are naturally engaged in ICT based lessons. We see real change in the way our students are identifying their learning needs and adapting to it. Other questions are asking us questions about what is happening in our classrooms. Research showed us ICT builds higher order thinking so therefore, the ability to extend learning.
Who or what is helping with your learning?
TPL team is supporting. one another. Other staff members including leadership who have been eager to be involved have largely helped us with our learning. The time given and opportunities to visit other schools and research best practise has been invaluable.
How is your learning progressing?
Very well.
In what ways could the school leadership support your learning further?
Same as previously.
Supporting Evidence
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