SlideShare a Scribd company logo

Grey Lynn case study

Grey Lynn case study

1 of 33
Download to read offline
Case Study
Grey Lynn School
Auckland, New Zealand
New Zealand Government Policy
& evidence from Research Project
 The New Zealand Ministry of Education recognises that learning environments
should promote teacher and student collaboration. Teachers who know how to
collaborate in ILE, accelerate their professional learning which is more likely to lead
to improved student learning outcomes.
 NZ MoE has a clear policy direction aimed at developing a high quality
infrastructure and environments that support delivery of future-focused teaching
and learning practices.
 The policy encourages every school embarking on a design process consider how
to realise their organisations vision for learners through a collaborative process with
their school communities and project team.
New Zealand Government Policy
PLS in Practice - supporting the NZ schools design brief
 The education brief determines how you want to deliver education now and, in
the future, and how that vision translates into the design and intended function
of physical spaces.
 To achieve this there needs to be a greater emphasis on translating learning
behaviours and activities into design principles.
 Supporting teachers to meet the challenge.
 Our framework is being used to offer the support to teachers in NZ that they
need.
“learning is not the product of
teaching. Learning is the product of
the activity of learners”
John Holt
Te Rae O Kawharu-Grey Lynn School
Auckland
New Zealand
The Process at Grey Lynn School
2. Context and data gathering
5. Identify areas to enhance
7. Testing the organisational model against the space
1. The rationale for the PLS Design Framework and its approach to identify and support
change
6. Translate learning behaviours and activities into design approaches
4. In-depth analysis of school’s vision, ethos and general day to day practice
3. Identify project focus, participants and timelines.
8. Project Implementation and review
1. The rationale for the PLS Design Framework
and its approach to identify and support change
 “Design solutions must support your vision for learning and
teaching. Although we may facilitate this process, this is your
vision and must be provided by you, working with your teaching
and support staff.”
 “The more time you can put in during the initial stages the better
we can meet your needs.”
 “If you are considering changing your approach or re-developing
your school additional time is needed.”
The PLSiP project is supporting schools with
this stage in the process in order to provide a
structured process meet the challenge of the
design and transition to new learning spaces.

Recommended

Lene Jensby Lange. Autens
Lene Jensby Lange. AutensLene Jensby Lange. Autens
Lene Jensby Lange. AutensGratnells Ltd
 
Planning Learning Spaces in practice overview
Planning Learning Spaces in practice overview Planning Learning Spaces in practice overview
Planning Learning Spaces in practice overview Gratnells Ltd
 
Planning Learning Spaces Introduction. Collaborative design for future-focuss...
Planning Learning Spaces Introduction. Collaborative design for future-focuss...Planning Learning Spaces Introduction. Collaborative design for future-focuss...
Planning Learning Spaces Introduction. Collaborative design for future-focuss...Gratnells Ltd
 
Principalship powerpoint
Principalship powerpointPrincipalship powerpoint
Principalship powerpointDavid Peck
 
Humboldt AIW Teacher Quotes.ppt
Humboldt AIW Teacher Quotes.pptHumboldt AIW Teacher Quotes.ppt
Humboldt AIW Teacher Quotes.ppttjj12377
 
Shaping the future of CPD: Creating a framework for professional learning
Shaping the future of CPD: Creating a framework for professional learningShaping the future of CPD: Creating a framework for professional learning
Shaping the future of CPD: Creating a framework for professional learningKatie Eldridge
 

More Related Content

What's hot

World Association of Lesson Studies International Conference 2012
World Association of Lesson Studies International Conference 2012World Association of Lesson Studies International Conference 2012
World Association of Lesson Studies International Conference 2012Jimmy Keng
 
Josh Round: How to 'gain a strength' in teaching?
Josh Round: How to 'gain a strength' in teaching?Josh Round: How to 'gain a strength' in teaching?
Josh Round: How to 'gain a strength' in teaching?eaquals
 
The Science of Professional Development
The Science of Professional DevelopmentThe Science of Professional Development
The Science of Professional DevelopmentBrent Daigle, Ph.D.
 
Interactive olm and lll slide
Interactive olm and lll slideInteractive olm and lll slide
Interactive olm and lll slidenmitchel
 
Shaping the future of CPD: The Importance of Self-Efficacy
Shaping the future of CPD: The Importance of Self-EfficacyShaping the future of CPD: The Importance of Self-Efficacy
Shaping the future of CPD: The Importance of Self-EfficacyKatie Eldridge
 
AHDS Annual Conference 2016 - Alison Drever
AHDS Annual Conference 2016 - Alison DreverAHDS Annual Conference 2016 - Alison Drever
AHDS Annual Conference 2016 - Alison DreverAHDScotland
 
Professional development for tempus sara bubb 2013
Professional development for tempus   sara bubb 2013Professional development for tempus   sara bubb 2013
Professional development for tempus sara bubb 2013thezorex
 
SLE Presentation - School Improvement JJ
SLE Presentation - School Improvement JJSLE Presentation - School Improvement JJ
SLE Presentation - School Improvement JJjjohnson22
 
Fullan change model
Fullan change modelFullan change model
Fullan change modelCt Hajar
 
Implementing Change at Mitchell
Implementing Change at MitchellImplementing Change at Mitchell
Implementing Change at MitchellArizona K12 Center
 
Teaching Dispositions- EDUC 295
Teaching Dispositions- EDUC 295Teaching Dispositions- EDUC 295
Teaching Dispositions- EDUC 295KimKimdesidesi
 
The Teacher Leader: Supporting School and Student Success
The Teacher Leader: Supporting School and Student SuccessThe Teacher Leader: Supporting School and Student Success
The Teacher Leader: Supporting School and Student SuccessJamie Mitchell
 
2019 education-plan-power point-templates
2019 education-plan-power point-templates2019 education-plan-power point-templates
2019 education-plan-power point-templatesAmbreen khattak
 
Action research as reflective practice
Action research as reflective practiceAction research as reflective practice
Action research as reflective practiceRamakanta Mohalik
 
Ghenet Resume 1.24.2016
Ghenet Resume 1.24.2016Ghenet Resume 1.24.2016
Ghenet Resume 1.24.2016Ghenet LeeYong
 
Shaping the future of CPD 2016 - report summary
Shaping the future of CPD 2016 - report summaryShaping the future of CPD 2016 - report summary
Shaping the future of CPD 2016 - report summaryIRIS Connect
 
So, you want to do work-based learning at your school?
So, you want to do work-based learning at your school?So, you want to do work-based learning at your school?
So, you want to do work-based learning at your school?Andrew Steinman
 
Creating oe pal in btps201`7
Creating oe pal in btps201`7Creating oe pal in btps201`7
Creating oe pal in btps201`7Shafster Meister
 
School leadership that works
School leadership that worksSchool leadership that works
School leadership that worksCiro Viamontes
 
Leadership for Learning
Leadership for LearningLeadership for Learning
Leadership for LearningMegan Parker
 

What's hot (20)

World Association of Lesson Studies International Conference 2012
World Association of Lesson Studies International Conference 2012World Association of Lesson Studies International Conference 2012
World Association of Lesson Studies International Conference 2012
 
Josh Round: How to 'gain a strength' in teaching?
Josh Round: How to 'gain a strength' in teaching?Josh Round: How to 'gain a strength' in teaching?
Josh Round: How to 'gain a strength' in teaching?
 
The Science of Professional Development
The Science of Professional DevelopmentThe Science of Professional Development
The Science of Professional Development
 
Interactive olm and lll slide
Interactive olm and lll slideInteractive olm and lll slide
Interactive olm and lll slide
 
Shaping the future of CPD: The Importance of Self-Efficacy
Shaping the future of CPD: The Importance of Self-EfficacyShaping the future of CPD: The Importance of Self-Efficacy
Shaping the future of CPD: The Importance of Self-Efficacy
 
AHDS Annual Conference 2016 - Alison Drever
AHDS Annual Conference 2016 - Alison DreverAHDS Annual Conference 2016 - Alison Drever
AHDS Annual Conference 2016 - Alison Drever
 
Professional development for tempus sara bubb 2013
Professional development for tempus   sara bubb 2013Professional development for tempus   sara bubb 2013
Professional development for tempus sara bubb 2013
 
SLE Presentation - School Improvement JJ
SLE Presentation - School Improvement JJSLE Presentation - School Improvement JJ
SLE Presentation - School Improvement JJ
 
Fullan change model
Fullan change modelFullan change model
Fullan change model
 
Implementing Change at Mitchell
Implementing Change at MitchellImplementing Change at Mitchell
Implementing Change at Mitchell
 
Teaching Dispositions- EDUC 295
Teaching Dispositions- EDUC 295Teaching Dispositions- EDUC 295
Teaching Dispositions- EDUC 295
 
The Teacher Leader: Supporting School and Student Success
The Teacher Leader: Supporting School and Student SuccessThe Teacher Leader: Supporting School and Student Success
The Teacher Leader: Supporting School and Student Success
 
2019 education-plan-power point-templates
2019 education-plan-power point-templates2019 education-plan-power point-templates
2019 education-plan-power point-templates
 
Action research as reflective practice
Action research as reflective practiceAction research as reflective practice
Action research as reflective practice
 
Ghenet Resume 1.24.2016
Ghenet Resume 1.24.2016Ghenet Resume 1.24.2016
Ghenet Resume 1.24.2016
 
Shaping the future of CPD 2016 - report summary
Shaping the future of CPD 2016 - report summaryShaping the future of CPD 2016 - report summary
Shaping the future of CPD 2016 - report summary
 
So, you want to do work-based learning at your school?
So, you want to do work-based learning at your school?So, you want to do work-based learning at your school?
So, you want to do work-based learning at your school?
 
Creating oe pal in btps201`7
Creating oe pal in btps201`7Creating oe pal in btps201`7
Creating oe pal in btps201`7
 
School leadership that works
School leadership that worksSchool leadership that works
School leadership that works
 
Leadership for Learning
Leadership for LearningLeadership for Learning
Leadership for Learning
 

Similar to Grey Lynn case study

Chapter 9_Programme Teaching and Learning Strategies.pptx
Chapter 9_Programme Teaching and Learning Strategies.pptxChapter 9_Programme Teaching and Learning Strategies.pptx
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
 
Web-based curriculum mapping and personalised learning
Web-based curriculum mapping and personalised learningWeb-based curriculum mapping and personalised learning
Web-based curriculum mapping and personalised learningJohn Pallister
 
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
 
Collaborative curriculum by Sr.Deena George
Collaborative  curriculum by Sr.Deena GeorgeCollaborative  curriculum by Sr.Deena George
Collaborative curriculum by Sr.Deena GeorgeDeenaGeorge2
 
Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
 
Approachest to curriculum design
Approachest to curriculum designApproachest to curriculum design
Approachest to curriculum designLitton John Cruz
 
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptx
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptxLEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptx
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptxMarjoriAnneDelosReye
 
Can remote teaching lead to deep learning?
Can remote teaching lead to deep learning?Can remote teaching lead to deep learning?
Can remote teaching lead to deep learning?Paul Woods
 
Group 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentGroup 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentJohn Ervin
 
Summit final
Summit finalSummit final
Summit finalMtAbu
 
Approaches to curriculum design
Approaches to curriculum designApproaches to curriculum design
Approaches to curriculum designCindy Leah Sorizo
 
Storyboard project
Storyboard projectStoryboard project
Storyboard projectantinene
 
Creativity Learning Through the Arts - An Action Plan for Wales
Creativity Learning Through the Arts - An Action Plan for WalesCreativity Learning Through the Arts - An Action Plan for Wales
Creativity Learning Through the Arts - An Action Plan for WalesEduSkills OECD
 
ModelClassroom_3YearReport FINAL
ModelClassroom_3YearReport FINALModelClassroom_3YearReport FINAL
ModelClassroom_3YearReport FINALBrian H. Burnett
 
Approaches to curriculum design
Approaches to curriculum designApproaches to curriculum design
Approaches to curriculum designRayed Escatron
 
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...EqraBaig
 
Cooperative language learning
Cooperative language learningCooperative language learning
Cooperative language learningDanii Cobain
 
Intasc standards, special interests report
Intasc standards, special interests reportIntasc standards, special interests report
Intasc standards, special interests reportSarah Sell
 

Similar to Grey Lynn case study (20)

Fis Curriculum
Fis CurriculumFis Curriculum
Fis Curriculum
 
Chapter 9_Programme Teaching and Learning Strategies.pptx
Chapter 9_Programme Teaching and Learning Strategies.pptxChapter 9_Programme Teaching and Learning Strategies.pptx
Chapter 9_Programme Teaching and Learning Strategies.pptx
 
Web-based curriculum mapping and personalised learning
Web-based curriculum mapping and personalised learningWeb-based curriculum mapping and personalised learning
Web-based curriculum mapping and personalised learning
 
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...
 
Collaborative curriculum by Sr.Deena George
Collaborative  curriculum by Sr.Deena GeorgeCollaborative  curriculum by Sr.Deena George
Collaborative curriculum by Sr.Deena George
 
Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...
 
Approachest to curriculum design
Approachest to curriculum designApproachest to curriculum design
Approachest to curriculum design
 
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptx
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptxLEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptx
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES REPORT (1).pptx
 
Can remote teaching lead to deep learning?
Can remote teaching lead to deep learning?Can remote teaching lead to deep learning?
Can remote teaching lead to deep learning?
 
Group 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentGroup 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_development
 
Summit final
Summit finalSummit final
Summit final
 
Approaches to curriculum design
Approaches to curriculum designApproaches to curriculum design
Approaches to curriculum design
 
EXPLANATION.pptx
EXPLANATION.pptxEXPLANATION.pptx
EXPLANATION.pptx
 
Storyboard project
Storyboard projectStoryboard project
Storyboard project
 
Creativity Learning Through the Arts - An Action Plan for Wales
Creativity Learning Through the Arts - An Action Plan for WalesCreativity Learning Through the Arts - An Action Plan for Wales
Creativity Learning Through the Arts - An Action Plan for Wales
 
ModelClassroom_3YearReport FINAL
ModelClassroom_3YearReport FINALModelClassroom_3YearReport FINAL
ModelClassroom_3YearReport FINAL
 
Approaches to curriculum design
Approaches to curriculum designApproaches to curriculum design
Approaches to curriculum design
 
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
 
Cooperative language learning
Cooperative language learningCooperative language learning
Cooperative language learning
 
Intasc standards, special interests report
Intasc standards, special interests reportIntasc standards, special interests report
Intasc standards, special interests report
 

More from Gratnells Ltd

Learning Rooms Stem Club. Dr Katherine Forsey, July 2021
Learning Rooms Stem Club.   Dr Katherine Forsey, July 2021Learning Rooms Stem Club.   Dr Katherine Forsey, July 2021
Learning Rooms Stem Club. Dr Katherine Forsey, July 2021Gratnells Ltd
 
Learning Rooms Outdoors. Dr Katherine Forsey, June 2021
Learning Rooms Outdoors.   Dr Katherine Forsey, June 2021Learning Rooms Outdoors.   Dr Katherine Forsey, June 2021
Learning Rooms Outdoors. Dr Katherine Forsey, June 2021Gratnells Ltd
 
Does your classroom help children learn? Dr Katherine Forsey April 2021
Does your classroom help children learn?   Dr Katherine Forsey April 2021Does your classroom help children learn?   Dr Katherine Forsey April 2021
Does your classroom help children learn? Dr Katherine Forsey April 2021Gratnells Ltd
 
The role of technology in enhancing the learning space. Gary Spracklen
The role of technology in enhancing the learning space. Gary SpracklenThe role of technology in enhancing the learning space. Gary Spracklen
The role of technology in enhancing the learning space. Gary SpracklenGratnells Ltd
 
Inhabiting Learning Spaces. James Clarke. Learniture
Inhabiting Learning Spaces. James Clarke. LearnitureInhabiting Learning Spaces. James Clarke. Learniture
Inhabiting Learning Spaces. James Clarke. LearnitureGratnells Ltd
 
Inhabiting Learning Spaces. Shane Cryer. Ecophon
Inhabiting Learning Spaces. Shane Cryer. EcophonInhabiting Learning Spaces. Shane Cryer. Ecophon
Inhabiting Learning Spaces. Shane Cryer. EcophonGratnells Ltd
 
The Learning Journey. Designing for the transition to secondary & beyond. Hay...
The Learning Journey. Designing for the transition to secondary & beyond. Hay...The Learning Journey. Designing for the transition to secondary & beyond. Hay...
The Learning Journey. Designing for the transition to secondary & beyond. Hay...Gratnells Ltd
 
The Learning Journey. Designing a contemporary Primary landscape.
The Learning Journey. Designing a contemporary Primary landscape.The Learning Journey. Designing a contemporary Primary landscape.
The Learning Journey. Designing a contemporary Primary landscape.Gratnells Ltd
 
Partnerships for Innovation and Change. Edunova Space
Partnerships for Innovation and Change. Edunova SpacePartnerships for Innovation and Change. Edunova Space
Partnerships for Innovation and Change. Edunova SpaceGratnells Ltd
 
Gratnells Science Technician of the Year Presentation
Gratnells Science Technician of the Year PresentationGratnells Science Technician of the Year Presentation
Gratnells Science Technician of the Year PresentationGratnells Ltd
 
Gratnells and Unicef together in Africa improving Science education
Gratnells and Unicef together in Africa improving Science education Gratnells and Unicef together in Africa improving Science education
Gratnells and Unicef together in Africa improving Science education Gratnells Ltd
 
School storage trade overview
School storage trade overviewSchool storage trade overview
School storage trade overviewGratnells Ltd
 

More from Gratnells Ltd (12)

Learning Rooms Stem Club. Dr Katherine Forsey, July 2021
Learning Rooms Stem Club.   Dr Katherine Forsey, July 2021Learning Rooms Stem Club.   Dr Katherine Forsey, July 2021
Learning Rooms Stem Club. Dr Katherine Forsey, July 2021
 
Learning Rooms Outdoors. Dr Katherine Forsey, June 2021
Learning Rooms Outdoors.   Dr Katherine Forsey, June 2021Learning Rooms Outdoors.   Dr Katherine Forsey, June 2021
Learning Rooms Outdoors. Dr Katherine Forsey, June 2021
 
Does your classroom help children learn? Dr Katherine Forsey April 2021
Does your classroom help children learn?   Dr Katherine Forsey April 2021Does your classroom help children learn?   Dr Katherine Forsey April 2021
Does your classroom help children learn? Dr Katherine Forsey April 2021
 
The role of technology in enhancing the learning space. Gary Spracklen
The role of technology in enhancing the learning space. Gary SpracklenThe role of technology in enhancing the learning space. Gary Spracklen
The role of technology in enhancing the learning space. Gary Spracklen
 
Inhabiting Learning Spaces. James Clarke. Learniture
Inhabiting Learning Spaces. James Clarke. LearnitureInhabiting Learning Spaces. James Clarke. Learniture
Inhabiting Learning Spaces. James Clarke. Learniture
 
Inhabiting Learning Spaces. Shane Cryer. Ecophon
Inhabiting Learning Spaces. Shane Cryer. EcophonInhabiting Learning Spaces. Shane Cryer. Ecophon
Inhabiting Learning Spaces. Shane Cryer. Ecophon
 
The Learning Journey. Designing for the transition to secondary & beyond. Hay...
The Learning Journey. Designing for the transition to secondary & beyond. Hay...The Learning Journey. Designing for the transition to secondary & beyond. Hay...
The Learning Journey. Designing for the transition to secondary & beyond. Hay...
 
The Learning Journey. Designing a contemporary Primary landscape.
The Learning Journey. Designing a contemporary Primary landscape.The Learning Journey. Designing a contemporary Primary landscape.
The Learning Journey. Designing a contemporary Primary landscape.
 
Partnerships for Innovation and Change. Edunova Space
Partnerships for Innovation and Change. Edunova SpacePartnerships for Innovation and Change. Edunova Space
Partnerships for Innovation and Change. Edunova Space
 
Gratnells Science Technician of the Year Presentation
Gratnells Science Technician of the Year PresentationGratnells Science Technician of the Year Presentation
Gratnells Science Technician of the Year Presentation
 
Gratnells and Unicef together in Africa improving Science education
Gratnells and Unicef together in Africa improving Science education Gratnells and Unicef together in Africa improving Science education
Gratnells and Unicef together in Africa improving Science education
 
School storage trade overview
School storage trade overviewSchool storage trade overview
School storage trade overview
 

Recently uploaded

BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxProf. Kanchan Kumari
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptxMaryPotorti1
 
BTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaBTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaFaheema Hasan
 
Data Modeling - Entity Relationship Diagrams-1.pdf
Data Modeling - Entity Relationship Diagrams-1.pdfData Modeling - Entity Relationship Diagrams-1.pdf
Data Modeling - Entity Relationship Diagrams-1.pdfChristalin Nelson
 
Digital Footprints to Career Pathways - Building a Strong Professional Online...
Digital Footprints to Career Pathways - Building a Strong Professional Online...Digital Footprints to Career Pathways - Building a Strong Professional Online...
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
 
Creative, Technical, and Academic Writing
Creative, Technical, and Academic WritingCreative, Technical, and Academic Writing
Creative, Technical, and Academic WritingMYDA ANGELICA SUAN
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfKonstantina Koutsodimou
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.Florence Dayana
 
2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptxMaryPotorti1
 
Persuasive Speaking and Means of Persuasion
Persuasive Speaking and Means of PersuasionPersuasive Speaking and Means of Persuasion
Persuasive Speaking and Means of PersuasionCorinne Weisgerber
 
Food Web SlideShare for Ecology Notes Quiz in Canvas
Food Web SlideShare for Ecology Notes Quiz in CanvasFood Web SlideShare for Ecology Notes Quiz in Canvas
Food Web SlideShare for Ecology Notes Quiz in CanvasAlexandraSwartzwelde
 
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaDecision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaPrince Armah, PhD
 
Organic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsOrganic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsDr.M.Geethavani
 
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdfAynouraHamidova
 
Group_Presentation_Gun_Island_Amitav_Ghosh.pptx
Group_Presentation_Gun_Island_Amitav_Ghosh.pptxGroup_Presentation_Gun_Island_Amitav_Ghosh.pptx
Group_Presentation_Gun_Island_Amitav_Ghosh.pptxPooja Bhuva
 
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...MohonDas
 

Recently uploaded (20)

BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx
 
BTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaBTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic Leukemia
 
Data Modeling - Entity Relationship Diagrams-1.pdf
Data Modeling - Entity Relationship Diagrams-1.pdfData Modeling - Entity Relationship Diagrams-1.pdf
Data Modeling - Entity Relationship Diagrams-1.pdf
 
Digital Footprints to Career Pathways - Building a Strong Professional Online...
Digital Footprints to Career Pathways - Building a Strong Professional Online...Digital Footprints to Career Pathways - Building a Strong Professional Online...
Digital Footprints to Career Pathways - Building a Strong Professional Online...
 
Creative, Technical, and Academic Writing
Creative, Technical, and Academic WritingCreative, Technical, and Academic Writing
Creative, Technical, and Academic Writing
 
Lipids as Biopolymer
Lipids as Biopolymer Lipids as Biopolymer
Lipids as Biopolymer
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdf
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
 
2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx
 
Persuasive Speaking and Means of Persuasion
Persuasive Speaking and Means of PersuasionPersuasive Speaking and Means of Persuasion
Persuasive Speaking and Means of Persuasion
 
first section physiology laboratory.pptx
first section physiology laboratory.pptxfirst section physiology laboratory.pptx
first section physiology laboratory.pptx
 
Food Web SlideShare for Ecology Notes Quiz in Canvas
Food Web SlideShare for Ecology Notes Quiz in CanvasFood Web SlideShare for Ecology Notes Quiz in Canvas
Food Web SlideShare for Ecology Notes Quiz in Canvas
 
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaDecision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
 
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdfCapter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
 
Organic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsOrganic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional Groups
 
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 2-2023-Aynura-Hamidova.pdf
 
Group_Presentation_Gun_Island_Amitav_Ghosh.pptx
Group_Presentation_Gun_Island_Amitav_Ghosh.pptxGroup_Presentation_Gun_Island_Amitav_Ghosh.pptx
Group_Presentation_Gun_Island_Amitav_Ghosh.pptx
 
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...
BEZA or Bangladesh Economic Zone Authority recruitment exam question solution...
 
ThinkTech 2024 Prelims- U25 BizTech Quiz by Pragya
ThinkTech 2024 Prelims- U25 BizTech Quiz by PragyaThinkTech 2024 Prelims- U25 BizTech Quiz by Pragya
ThinkTech 2024 Prelims- U25 BizTech Quiz by Pragya
 

Grey Lynn case study

  • 1. Case Study Grey Lynn School Auckland, New Zealand New Zealand Government Policy & evidence from Research Project
  • 2.  The New Zealand Ministry of Education recognises that learning environments should promote teacher and student collaboration. Teachers who know how to collaborate in ILE, accelerate their professional learning which is more likely to lead to improved student learning outcomes.  NZ MoE has a clear policy direction aimed at developing a high quality infrastructure and environments that support delivery of future-focused teaching and learning practices.  The policy encourages every school embarking on a design process consider how to realise their organisations vision for learners through a collaborative process with their school communities and project team. New Zealand Government Policy
  • 3. PLS in Practice - supporting the NZ schools design brief  The education brief determines how you want to deliver education now and, in the future, and how that vision translates into the design and intended function of physical spaces.  To achieve this there needs to be a greater emphasis on translating learning behaviours and activities into design principles.  Supporting teachers to meet the challenge.  Our framework is being used to offer the support to teachers in NZ that they need. “learning is not the product of teaching. Learning is the product of the activity of learners” John Holt
  • 4. Te Rae O Kawharu-Grey Lynn School Auckland New Zealand
  • 5. The Process at Grey Lynn School 2. Context and data gathering 5. Identify areas to enhance 7. Testing the organisational model against the space 1. The rationale for the PLS Design Framework and its approach to identify and support change 6. Translate learning behaviours and activities into design approaches 4. In-depth analysis of school’s vision, ethos and general day to day practice 3. Identify project focus, participants and timelines. 8. Project Implementation and review
  • 6. 1. The rationale for the PLS Design Framework and its approach to identify and support change  “Design solutions must support your vision for learning and teaching. Although we may facilitate this process, this is your vision and must be provided by you, working with your teaching and support staff.”  “The more time you can put in during the initial stages the better we can meet your needs.”  “If you are considering changing your approach or re-developing your school additional time is needed.” The PLSiP project is supporting schools with this stage in the process in order to provide a structured process meet the challenge of the design and transition to new learning spaces.
  • 7. Location: Te Rae o Kawharu - Grey Lynn School - is a medium sized primary school located to the west of the city centre of Auckland City, New Zealand. It is in a high socio economic area that has experienced recent gentrification and housing intensification. The school serves a community which has high educational expectations for its children, and which is actively involved in the range of opportunities the school organises to share student learning. School Size: The school has a roll of approximately 300 students. Most students are NZ European, with some Māori, Pasifika and Asian students from different nationalities who also attend the school. The school has 13 classroom teachers, principal and two deputy principal positions. 2.Context and data gathering:
  • 8.  Grey Lynn has benefited from the New Zealand Design Strategy of developing the relationship between pedagogy and space through the implementation of Innovative Learning Environments.  The new buildings were designed primarily with consultation between the Architect, Ministry of Education, the previous principal and the governing Board of the time. There was some consultation with some staff and community at the time of design.  The staff and students have moved from single cell, teacher directed group organisation into open collaborative spaces .  The school and stakeholders were not involved deeply enough in the front end design.  In order to effectively work collaboratively in the new spaces and ensure that all learners and staff benefit from the intended learning gains of the new design a transition strategy to demonstrate the links between pedagogy and space and design needed to be established. The context of Grey Lynn
  • 9. Grey Lynn School focus on Learning Zones  The new building at Grey Lynn, spreads across a three-storey block, consisting of large shared zones with smaller break out spaces leading off. Each main zone on each floor is linked to another by a connecting area of tiered seating.  The staff and students have moved from single cell, teacher directed group organisation into open collaborative spaces  This has left the new principal, Alicia Whata, with the challenge of transitioning staff and learners from their existing practices to working in the “design” intended new spaces and learning zones.  In order to effectively work collaboratively in the new spaces and ensure that all learners and staff benefit from the learning gains of the new design, the review process that should have developed pre the design of the spaces now needs to be re-engineered. 3. Identify project focus
  • 10. 4. In-depth analysis of school’s vision, ethos and general day to day practice  Learning- Create purposeful learning opportunities where students work to seek answers.  Collaboration - Students work either individually ,in pairs or groups working together sharing learning within the larger world.  Future Focused - Challenge students with real world problems to be solved. There is no formula –they are encouraged to use their critical/divergent thinking skills
  • 11. Learning  Provide integrated learning opportunities –explore, be challenged, collaborate be creative.  Facilitate and promote student voice and empower through student agency.  Using formative assessment to inform next steps and progress for the learning needs of individual students.  Promoting variety and diversity with teachers working collaboratively across wide ranging groups of students from the full cohort of learners in the learning zone.  Teachers and students sharing passions and expertise.
  • 12. Collaboration  Everyone has a part in learning, communicating between students ,teachers and the community.  Developing a shared language.  Promoting time within the day for teachers to collectively review individual, group and cohort progress to ensure all individual needs are met.  Modelling collaborative behaviour and sharing power with students.  Students able to work across a variety of settings and making choices of where, when and how to learn.  Reciprocal nature of learning- tuakana-teina.
  • 13. Future focus  Supporting learners to develop an understanding of their next steps.  Developing students with the skills and personal qualities for a future not yet realised.  Teachers as life-long learners promoting a culture of professional learning.  Learning in action connected to the real world.  Engaged in co-researching–exploring concept making of the natural and social world.  Developing, local, national and global understanding.
  • 14. 5. Identify areas to enhance- original use of space on floor plan
  • 15. Scale model of floor two at Grey Lynn
  • 16. 5. Identify areas to enhance- Collaborative learning activities defined for next practice.
  • 17. International workshop in action via zoom link 6. Translate learning behaviours and activities into design approaches
  • 18. Interactive workshops at Grey Lynn  Opportunities to co-construct clarity around shifting from current state to future practice.  Reviewed the relationship between school vision and current practice.  Developed a common language for learning and teaching for staff, students and community.  Defined the intended organizational model needed to work effectively in the design and development of the new collaborative learning spaces.  Co-constructed a strategy for change and professional learning to implement and support transition into the new the learning hubs.  Developed a more appropriate interior design to meet the full range of learning activities.
  • 19. Scale models of floor two and new ground floor at Grey Lynn Reflection and re-thinking the next practice in these new spaces is facilitated through a systematic and integrated process. Investment in time and practice to define and evolve approach to alignment of space and learning organisation. 7. Testing the organisational model against the space
  • 21. The process undertaken at Grey Lynn Staff have;  Explored the Grey Lynn School vision and values and how they translate into the day-to- day observable behaviors for learning and teaching.  Reviewed their current and intended next practice for learning and teaching in line with the PLS framework headings.  Translated these outcomes into learning activities and behaviors for learning to inform the design approach.  Reimagine the interior design of the collaborative learning zones within the school.  Developed and tested the new organizational model needed to collaboratively deliver the required learning and teaching experience.  Developed a strategy for change to develop and transition into the new learning spaces.  Review and evaluated the use of spaces.
  • 22. The process allowed the staff to identify the range of needed activity spaces in the collaborative zones • Large group gathering • Presentation areas • Individual learning • Paired Groups • Learning in groups • Alcoves • Low sensory area • Creative / maker spaces • Studio Spaces • Project Spaces • Wet Areas • Caves and Raised areas • Active physical area • Intervention Spaces or Group Rooms • Staff Hub • Storage of equipment, resources and student bags
  • 26. Collaboration through the framework identified these next steps:  Strengthen integrated curriculum  Work towards more student choice/independence  Workshops for learning led by students needs within the learning zone.  Learning sessions to be a longer length to accommodate more extended learning activities.  Student-designed timetables developing more agency.  Individual learning programmes in place to respond to personal learning needs of all students. (tinkering, grappling - ignite passions)  Access to specialist facilities, staff and technology enabled within space.  Develop a team-teaching, collaborative delivery model
  • 28. Sandra Jenkins Doug Crutch As a former principal, I have witnessed how engaged and empowered staff have been throughout the PLS process. It has created an opportunity for staff to reflect upon their current and next practice at Grey Lynn school. Staff have been able to define the learning activities and behaviours that will ultimately shape the planning of their new learning spaces. I have enjoyed the high levels of engagement and collaborative working that have developed with all staff through the project. The process has enabled me to work with teachers to help them think about their current and future use of space and to co-create innovative space within their new learning zones at Grey Lynn.
  • 29. Terry White Bhavini Pandya As a former teacher myself, I understand the importance of taking teachers through a process, especially if it revolves around change. Some teachers can be reluctant to try new things or take risks, but with our framework and guidance we demonstrate to all stakeholders that the changes they make, will be impactful to the teaching and learning and the environments in which they take place. As the Director of our project, I have reflected on our process which has reinforced the critical importance of fully engaged stakeholders engaging in the design of all aspects of their intended new learning spaces. We have observed the importance of ensuring a strong focus on the relationship between pedagogy and space especially as the staff and students of Grey Lynn are moving from single cell classrooms into shared and collaborative learning spaces. Confidence has grown over the design process as effective models of transition have been developed with all involved.
  • 30. Alicia Whata The approach has been “pivotal” in helping the school examine its own values and develop a whole new way of working in the open-plan spaces. The process around the organisational model has been hugely significant, its like being allowed to play in a sand pit, reflecting on our existing teaching and learning practices and how they can be developed to maximise the benefits of the new spaces.
  • 31. Staff reflections: The process challenged us to re-think our current models of teaching and learning and how to develop inclusive strategies to ensure that we are fully supportive of the learning needs and outcomes of all our students. The key questions within the workshop allowed us to reflect on how effective our learning space design and organisational models were in day-to-day practice. The approach allowed us to collaborate around the learning agenda for our students and how to enhance the design and use of our learning zones.
  • 32. Further Resources and links: Grey Lynn School- http://www.greylynn.school.nz/ Planning Learning Spaces - https://planninglearningspaces.com/ Gratnells Learning Rooms - https://learning-rooms.com/ Time lapse video of school build- https://www.dropbox.com/s/hkybavv8do6tu2o/Grey_Lynn%20update%202019%20May.m p4?dl=0 NZ Govt ‘Designing Schools’ - https://www.education.govt.nz/school/property-and- transport/projects-and-design/design/ Video from Headteacher, Alicia Whata- https://youtu.be/EeW_nhn6-Pk
  • 33. Contact Information: For more information about the Planning Learning Spaces projects taking place in New Zealand, please contact us. Email: nzprojects@planninglearningspaces.com