Hi Justin,
Thank you so much for watching this clip and taking the time to
comment. I would love to share a deeper
glimpse of how things looked in my daily class programme.
A great place to start would be looking at our class blog. A range of our learning was accessed and
shared through our blog.
A day in class was generally broken into three chunks: literacy,
numeracy and inquiry learning, but learning happened across the day and week
when leaners chose. The timetable for the day was set the previous day by us all,
and learners would add in how that learning would look on their devices. We had a full BYOB – bring your own browser
programme, where learners could bring any internet capable device to
school. We operated a ‘high-trust’
model, where learners used Andrew Churchs’ model ‘respect and protect’.
Although my literacy and numeracy workshops ran at set times,
learners had choice over what they were working on during the day with their
own record of must dos and can dos. They
opted into workshops that were on according to their needs, and some were
opting in according to my request. I
used a Daily Five approach
to my literacy programme and learners were given choice over their reading
materials. We buddied with a number of
classes and used peer tutoring approaches to support our learners.
Learners were also a huge part of planning the sessions for
learning. They were empowered to look at
what they already knew, and challenged and supported to move into the unknown. A lot of our learning was passion based with
learners having great choice. Our
sessions on identifying our own Personal Learning
Environments and Networks were a great opportunity for personalisation.
I have recently found this photo from a presentation
which shows some of the recording of the learning wall, so all learners were a
part of setting and meeting expectations. (Both teacher and self imposed
expectations.) Slide five shares some of the links that informed my thinking at
the time.
As you have seen in the video we used spaces to meet needs. In the blog there are interesting clips of
the learners sharing why certain learning
spaces work better for certain tasks.
2012 was an incredible learning journey with a wonderfully reflective,
engaged learning group. I think the
power of the journey was the ownership by the learners of their journey. This extended to their families,
as they were hugely involved in the journey throughout. Families were involved in setting goals and
working to achieve these.
Flexible learning spaces suit any learning style and are
particularly well suited to learning on portable devices.
It was an incredible privilege for me, to celebrate a year of
learning, really exploring the potential of digital devices, with personalised learning
for students. I think it was essential
for us to have the students lead the journey and be such an incredible part of
the way things evolved.
Since the beginning of 2013 I have been working as a facilitator
with CORE Education, with the Learning with Digital Technologies team. We work in schools to maximize opportunities
for learning with digital technologies, especially for priority learners. It is an incredible privilege to a part of
the transformative journey of education in New Zealand. We are increasingly moving to Modern Learning
Practice with Ubiquity, Agency and Connectedness. I do miss the class, but thoroughly enjoy the
role of supporting others on their journey.
Resources that support and shape our Modern Learning Practice
journey that might be useful to you are:
I would love to hear more about your journey.
You are very welcome to contact me on anne.kenneally@core-ed.org, or a
skype session or Google hangout would be great to discuss this further.
