Visiting the Catholic Education Melbourne website I noticed a section about Learning spaces.
The website discusses how schools should develop their physical landscape and how to direct learning. They aim to create learning spaces that are open, flexible, environmentally sustainable, including ICT and furniture. It states that areas should include collaborative learning, individual learning, small group and support services. These are some of the learning spaces that I have looked at in my blog.
Wow! To think that 12 weeks ago I considered myself in level 1 of Salmon’s stages of online learning – setting up, welcoming, and experiencing the online learning space for the first time. This was definitely a change to attending lectures and tutorials at university. Who would have thought that I’d be able to start a blog of my own and keep it running consistently for 12 weeks straight. No doubt – it has been enjoyable and refreshing compared to essays and exams.
Looking at this image, I think I have certainly stepped up those stairs during the past weeks but I believe that this is only the beginning. There is always more for me to learn and I hope to continue by adding to this blog throughout my teaching career. In the future, I hope to gain a teacher’s point of view of these learning spaces discussed and experience how it feels to be the developer instead of the learner. The community formed on my PLN isn’t extensive at the moment, but maybe one day it may form a community of interested bloggers who enjoy reading my posts/tweets.
Even though I am completing my online unit, I still look forward to building on my knowledge and blogging all about my teaching practices. Continue to read “SUZY’S LEARNING SPACE” and visit my educational scenario page.
I have created a Prezi to explain the different types of learning spaces:
~ the classroom and the school
~ beyond the classroom
~ the electronic learning space
~ the individual learning space
~ the group learning space
~ learning in the 21st century
It is a learning space where the Aboriginal ways of knowing interconnects with the Western ways of knowing. It aims to learn about Aboriginal and Torres Strait Islander histories and perspectives within schools to change ways of thinking and build reconciliation for the future.
Teachers and students alike hold their own personal views which include individual beliefs, values and cultural understandings. As teachers, the third cultural space is important for students to learn about because it related to our past and future. Our Australian history is unique and building respect for each other is vital to understand different view points.
By incorporating the 8 Aboriginal ways of learning in the class then there may form a change in cultural thinking. Thus, this third cultural space can begin to develop.
Tell a story.
Make a plan.
Think and do.
Take it outside.
Try a new way.
Watch first, then do.
Share it with others.
8 Aboriginal ways of learning is a framework that allows teachings to include Aboriginal perspective through these learning techniques. These links are:
~ Story sharing: connect through narratives that are shared.
~ Learning maps: visuals are used to map out learning processes to follow.
~ Non-verbal: without using words learning is applied through seeing, thinking, acting.
~ Symbols and images: use images to gain knowledge with art, land and objects.
~ Land links: Context changes to local land/place and linked to learning.
~ Non-linear: Build different ideas and perspectives to gain deeper understanding.
~ Deconstruct/Reconstruct: Working with wholes then breaking down into parts.
~ Community links: Connecting with real-life community and learning from local views.
I thought I might post my drawing of Scorpionum: antiquis creaturae pulcritudinem.
The scorpion I drew in science was a Urodacus elongates (I think). The opportunity to observe a real-life scorpion was a fantastic experience and one that is very effective in the classroom. It reminds me of the zoo/wildlife incursions organised at schools these days. Seeing animals and creatures in real-life can be so enriching and it brings to life everything that you have been learning about.
The learning space while drawing these scorpions was individual but also grouped because you were able to discuss features of the scorpions with peers nearby. The lesson was student-centred where plenty of questions were raised about the specific features found on this magnificent creature. It was amazing to notice the perspectives of everyone in the class… some drew the main outline of the scorpion and others noticed the tiniest details.
In my drawings, I tried to draw the scorpion from both the top view and bottom view. One of the drawings are incomplete (as you can see) but I enjoyed the lesson nonetheless.
A recent tweet by GOOD put a very interesting idea out there: “Why Every School Needs an ‘Innovation Day”, which I believe should go further and towards having an innovation session/slam, every week, in every school, so that the practice becomes a habit. 7 years ago with my team in The Netherlands we used to have weekly “That’s my Theory” sessions, which were of the most impact full and interesting sessions I have participated in. The issue with innovation is this: if you ask a room of people “who of you considers him/herself innovative?” then, my theory is, that only a few people will raise their arms. Whereas, if you ask “Which one of you has a theory or an idea of how things could be done differently?” then, I am sure the result will be different; many arms in the air and many nodding heads. Now, I understand…