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Flexible spaces
- 1. Flexible Learning Spaces Usingyour knowledge and expertise in new ways
- 2. Cells and Bellsv Flexible Spaces Physical space Flexible approach The teacher as expert The teacher as a facilitator
- 3. Physical space: flexibleapproach It’s not what you’ve got, it’s how you use it Moving yourself around the room Student transition to ‘new’ classrooms will be informed by primary school experience
- 4. The Teacher asExpert? Wanting to ‘direct’ student learning is different from... Wanting to ‘assist’ student learning Allowing students time to think & interact
- 5. Getting the mostout of the space The importance of learning goals and clear objectives Individual activities are not as important as achieving learning goals Feeling ‘in control’ Allowing for the different pace of learners Accepting student control of own learning
- 6. Clear objectives Setting learningtasks becomes easier with goals If you can’t articulate what a class is for, neither will students The specific activity is secondary to the outcome
- 7. Controlled vs ‘uncontrolled’classes If students don’t know exactly what they should be achieving, they won’t be ‘on task’ Giving smaller, discrete tasks for students to begin with will be more effective Helping students to organise their time
- 8. “Engaging” students: thefirst step The objective: Establishing what you know, asking you to think about new ideas. Knowledge, beliefs and predictions ‘Answer Garden’ or ‘Flisti’ Adjective grouping Survey of opposites Visual representations
- 9. Knowledge, beliefs, predictions Certain Probable Maybe
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- 12. Adjective Grouping; OppositeSurvey Adjective Grouping Opposites Survey
- 13. Visual Representations Drawing ideas meansstudents process them conceptually
- 14. Revisiting our objectives Rememberthat our objective was : Establishing what you know, asking you to think about new ideas. It does not particularly matter which activity you completed, what matters was that the objective was achieved. In class, students will be interested in completing all of the activities; in different units they will get the opportunity to use different tools differentiation of delivery
- 15. Exploring, elaborating &explaining The Objective: To try a range of different activities that will broaden their understanding of the topic & articulate this understanding
- 16. Exploring, explaining &elaborating Concept charting Popplet Web jogging Tactile links Posters and presentations Translating to different formats Vocabulary activities Graphing knowledge Blogging
- 17. Concept Charting 2 3 1 4
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- 22. Translating to differentformats Teacher Explanation Format Student Explanation Format Read material (textbook, Create Simile handout, web page) Poster summary Watch video Flow Chart Teacher modelling Taboo Look at Visuals Comic Book
- 23. Vocabulary Activities student centred ICT collaborative democratic flexible spaces team teaching learning styles individual facilitator
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- 26. Evaluating Increased interaction withstudents Opportunities for feedback Meaningful tasks to complete Student self-evaluation Reducing your own workload
- 27. Applying your ownexperience Don’t assume that you are doing something entirely new Activities are ‘the same, but different’ Adapting your knowledge to new space