Week 1: Learning Environments

​Essentially involves the following:
  • Create a learning environment that is interactive and student centered
  • Use a range of tools and processes to assess student interests, talents and academic needs 
  • Build a climate and culture for learning anytime/anywhere with any learner 
  • Intentionally build collaborative work processes and social skills 
  • Use student voice as a driver for learning design and improvement 
  • Use strategies to engage and motivate students to accelerate and deepen learning 
  • Use strategies to build partnerships with students and families
There are 2 parts to this element:
  1. Cultures of Learning- to create cultures of learning that cultivate energy, creativity, curiosity and innovation, then we need to create learning spaces where students feel safe in taking risks.
  2. Physical and Virtual Environments- If we want our students to be curious, connected collaborators, then we need to provide multidimensional spaces that offer flexibility for all the different ways they will learn.
Watch the following videos and consider what Dr Atkin is saying about the physical environments we are working in. What does she challenge you to do in the Part 2 video? How will you do this?

Week 2: Learning Environments

How did you go with surveying students about their ideal learning environments at home and school? Thanks for the reflections on Dr Aitkin’s videos too.

This week we are going to look at the second part of this element- a CULTURE for learning.

The characteristics of cultures moving toward deep learning looks like:

  • Students asking the questions- They have skills and language to pursue inquiry and are not passively taking in the answers from teachers.
  • Questions valued above answers- The process of learning, discovering, and conveying is as important as the end result.
  • Varied models for learning- Selection of pedagogical models is matched to the student needs and interests. Students are supported in reaching for the next challenge.
  • Explicit connections to real-world application- Learning designs are not left to chance but are scaffolded and built on relevance and meaning.
  • Collaboration- Students possess skills to collaborate within the classroom and beyond.
  • Assessment of learning that is embedded, transparent, and authentic- Students define personal goals, monitor progress towards success criteria, and engage in feedback with peers and others. 

Reading and Task

What aspects of a culture for learning are discussed in this reading? What is one thing you could look to do with a class to improve in this area this week? How will you do this?

WEEK 3 Learning Environments

Week 3- Learning Environments

‘A climate and culture for learning- interactive learning environments where students are deeply engaged and motivated.’- This is our aim for Deep Learning and our particular element of Learning Environments.

“ The crucial challenge at hand is to change the culture of schooling. Those running school systems will need to move away from notions of command, control, and ordered change from above and, instead, work to create emergent systems that support teachers and students owning their learning and taking it in new directions. Students, teachers, principals, parents, and districts must push from the bottom to the middle.” Taken from ‘Deep Learning: Engage the world, Change the world.’

Collaboration is at the heart of Deep Learning and assists in creating a climate and culture for learning. 

Watch the following video and then answer the reflection questions in Google Classroom.

Video and Task

How did Christchurch Girls High School staff through their collaborative inquiry use student agency?What was the impact of this?

What is one way that you could use student voice to enhance the learning culture in a class this week? Or, do you have an example of how you have used/are using this.