Pedagogy and Space Transforming Learning through Innovation Published by the Leading Practice and Design Innovation & Next Practice Division Department of Education and Early Childhood Development

Melbourne February 2009

© State of Victoria (Department of Education and Early Childhood Development) 2009

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This document is also available on the internet at www.education.vic.gov.au/researchinnovation/ innovation.htm Introduction 1 Educational design considerations of 21st century learning spaces 15 Contents Steps connecting student centred learning, leading teacher practice and Pedagogy connected with space 16 innovative learning spaces 2 Innovative flexible space and Step 1: Data – know the learning furniture 16 needs of students 2 Multipurpose spaces 16 Step 2: Invest in the knowledge, Specialist focal points 16 understanding, skills and practice of teachers 3 Home bases, learning communities and neighbourhoods 17 Step 3: Determine the function and design of learning spaces 4 Community orientation 17

Student centred teaching 6 Accessible resources including ICT 17

Formative assessment 8 Indoor/Outdoor learning 18

Inquiry project based learning 8 Welcoming entry and display 19

Explicit instruction and one-on-one Brentwood Secondary College 20 learning 9 Shepparton High School 22 Focus on higher order thinking and students as researchers 9 Timboon P – 12 College 24

Immersion and rotation in diverse Ballarat High School 26 learning activities 10 Korumburra Secondary College 28

Integrated curriculum and student Brimbank College 30 presentation 11 Taylors Lakes Secondary College 32 Routine creative use and application of ICT 11 Lowanna College 34

Scaffolded learning 12

Constructivist learning 12

Individualised learning 13

Strong and practical team work 13

The educational impact of the design, quality and adequacy of facilities 14

Pedagogy and Space iii

Introduction

Awareness of the relationship between the educational and architectural design features and principles when planning new learning environments in Victoria has escalated in the last five years. Not only should school buildings be durable and aesthetically pleasing, but they also need to be functional and fit for purpose. These trends are underpinned by a body of unique research. The research, associated with 162 schools since 2003, focuses on the way in which schools have used resources for time, space and information communication technologies (ICT) to change teacher practice.

This publication explores the leading practices that have been adopted by schools and teachers in their quest to improve student learning outcomes and to more effectively identify and respond to student learning needs. Leading practice is proven, sustainable and adaptable practice leading to improved outcomes, ‘The quality of an validated by research. education system cannot exceed the quality of its The design of new learning environments should enable teachers to work together differently, to learn and practise new skills together, and to readily access resources teachers.’ to support the teaching and learning relationship. How the World’s Best-Performing School Systems Come Out on Top, McKinsey & The design of school environments allows schools to use a mix of media and Company, 2007 locations, flexible student and teacher groupings, and improved access to resources. The capabilities and confidence of teachers and students are central considerations when dealing with technological and cultural change. Therefore, school design must incorporate ICT as key learning and teaching tools. The action research indicates that schools have moved beyond engaging in isolated ICT professional learning activities for staff and moved to the model of professional learning in teams with a focus on student-centred learning approaches.

Pedagogy and Space 1 Steps connecting student centred learning, leading teacher practice and innovative learning spaces

Step 1: Data – know

the learning needs Attendance Thinking skills of students

Literacy Numeracy

Student skills, attributes and Post-compulsory learning needs Personalised learning performance skills

Retention Engagement

Improved learner qualities

2 Pedagogy and Space Step 2: Invest in the knowledge, Effective Strong and and explicit practical understanding, coaching teamwork skills and practice Scaffolded Explicit instruction of teachers constructivist and one-on-one individualised learning learning

Focus on higher order Routine creative use thinking and on students Student skills, and application of ICT as researchers attributes and resources learning needs Integrated curriculum and Active learning and student presentation positive relationships

Immersion and Professional rotation in diverse learning in the learning activities learning space

Inquiry project- Formative based learning assessment

Pedagogy and Space 3 Step 3: Determine the function and design of learning spaces

Indoor and outdoor learning environments

Scaffolded constructivist individualised learning

Focus on higher order thinking and on students as researchers

Welcoming entry and displays

Integrated curriculum and student presentation

Immersion and rotation in diverse learning activities

Specialist focal points

Multipurpose spaces 4 Pedagogy and Space Community orientation

Effective and Strong and practical explicit coaching teamwork

Scaffolded constructivist Explicit instruction and individualised learning one-on-one learning

Focus on higher order thinking Routine creative use and Innovative flexible space and furniture and on students as researchers Student skills, application of ICT resources attributes and learning needs Integrated curriculum and Active learning and positive student presentation relationships

Immersion and rotation in Professional learning in diverse learning activities the learning space

Home bases, learning neighbourhoods and communities Inquiry project- Formative based learning assessment

Accessible information technologies Pedagogy and Space 5 Student centred teaching

2 1 Formative assessment 1 2 Inquiry project based learning

3 Explicit instruction and one-on-one learning

4 Focus on higher order thinking and students as researchers

6 5 Immersion and rotation in diverse 5 learning activities

6 Professional learning in the learning space

7 Active learning and positive relationships

8 Integrated curriculum and student presentation

9 Routine creative use and application of ICT

11 10 12

evaluation synthesis analysis application comprehension knowledge

6 Pedagogy and Space 4 3

8 9 7

10 Scaffolded learning 13 11 Constructivist learning

12 Individualised learning

13 Strong and practical team work

Pedagogy and Space 7 The use of Assessment for Learning Formative (AfL) approaches take a more holistic Inquiry project assessment account of addressing individual based learning Formative assessment involves the use student learning needs along a learning Solving problems using inquiry methods of data to inform teaching and learning continuum. These approaches describe to ask questions, investigate a topic, ahead of the establishment of the more specifically the relationship and using a variety of resources to teaching and learning relationship. It between evidence and learning. find solutions and answers involves underpins student centred learning by Successful practices involve the higher order thinking, exploration providing teachers with evidence about provision of disciplined teacher and and scaffolded learning. Successful student skills, attributes and learning peer feedback to the student during inquiry learning approaches are needs. the learning process and assessment of student understanding using: challenging, fun, interesting, relevant and purposeful. A continuous process of gathering qualitative and quantitative evidence • one on one or group discussion, enables teachers to plan learning • open ended questioning, programs effectively and to manage the learning needs and goals of individual • pre-testing, students. It provides clarity regarding • checklists, the way in which the curriculum must • presentation of project work, be adapted to address student diversity. Sound and timely formative assessment • role plays, or practices guides the identification • thinking tools. of resources which can best support optimal student progress.

8 Pedagogy and Space Students need to be supported to move Explicit instruction Focus on higher beyond the lower-order cognitive skills and one-on-one order thinking of recall and comprehension to the learning and students as development of higher-order processes required for creative problem solving, Explicit instruction is used when researchers decision making and conceptualising. students need to learn content and In addition, they need to develop the In problem-based learning the focus is theory in order to have the skills to solve capacity for metacognition; the capacity on higher order thinking. The problem a problem. Teachers can decide to use to reflect on and manage their own or task can be developed into a learning explicit instruction spontaneously or in a thinking. goal which may take one of several pre-determined arrangement ahead of a forms, from least to most complex: learning activity for different size groups This requires clear understanding that of students depending upon learning learning is continuous, cumulative and • Question or issue needs. accessible to all students. • Case study

Explicit instruction requires direct • Long-term project interaction between teachers and • Problem (multiple cases and projects students to address an individual or integrated at the curriculum level). collective need. The learning needs of some students may attract one-on-one learning support.

Pedagogy and Space 9 Immersion and Professional Active learning rotation in diverse learning in the and positive learning activities learning space relationships

Quick rotation and immersion in A culture of learning supports and Active learning leads to agile thinking. interrelated learning activities enhances enables learning relationships to When the learning experience moves engagement and caters for learning flourish between students and teachers, along a continuum from knowledge and diversity. Activities are structured students and students, and teachers understanding to skills and practice, around students’ learning needs, are and teachers. The practice of shared then enjoyment of learning is enhanced organised thematically and involve teaching enables practitioners to learn and student engagement is more likely. co-constructing knowledge, skills and from and with each other through understanding. The learning program coaching, modelling, and train the Active learning involves the student in is characterised by versatility, a blend trainer approaches. Team work enables doing, thinking and interacting. In this of passive and active experiences and teachers to provide each other with way learning is focused on building creative use of resources. Enhanced feedback on new and emerging skills student capabilities through knowledge opportunities to engage with the and practices, with the collective effort of how to do something, the experience community lend authenticity to leading to consistency of approaches of doing it successfully, and knowing the learning experience. Learning and building of a shared culture. why it was important and what the next environments can readily expand steps are. beyond the classroom.

Positive relationships between students and teachers and students with each other are more likely to flourish through active learning experiences that are fun and purposeful.

10 Pedagogy and Space Students and teachers can then use Integrated Routine creative use information and communications curriculum and application of technology tools and techniques to plan, and student ICT research, develop and communicate ideas. presentation Ready access to resources including ICT enables teachers and students to Sound ICT knowledge, skills and Integrated curriculum provides students experiment with new learning tools, behaviours enable students and with the opportunity to access skills engage in joint learning experiences teachers to access, process, manage and knowledge across several learning and to diversify the demonstration of and present information, model domains. Organising learning programs learning. and control events, construct new in an integrated way enables students understandings and communicate with to more readily identify the connections Ready access to resources means others. between skills and knowledge and apply that teachers and students need the them to different areas of learning. knowledge and skills to use them for Creative demonstration of learning can Evidence of student learning in student teaching and learning. Recognition involve presentation using a variety of work involves a number of dimensions, of individual capacity and methodical media, including performance. including presentation. The outward development of capacity into expression of student learning validates, demonstrated capability maximises the Students’ learning experiences are shares and celebrates the learning creative use of ICT as a tool to enhance organised so that they can collect experience with a wider audience, learning outcomes and to diversify information from a range of sources, including parents. This gives student practice. demonstrate visualised thinking and voice a natural expression. creatively use ICT for problem solving and communicating in all areas of the curriculum.

Pedagogy and Space 11 attainment. Students are then able Scaffolded learning to create relevant individual learning Constructivist Scaffolded instruction involves “the plans learning systematic sequencing of prompted • Contribute to the development of clear Constructivist learning actively content, materials, tasks, and teacher criteria or rubrics for assessment prior engages students in the construction and peer support to optimize learning” to the learning activity of knowledge rather than passively (Dickson, Chard, & Simmons, 1993). • Investigate what they already know in receiving it. Ahead of the learning relation to the planned learning relationship teachers have collected The decisions that teacher teams make data which outlines each student’s in response to a range of qualitative and • Build on their knowledge in knowledge, ideas and understandings. quantitative student data are central to manageable steps Teachers are then equipped to pose successful student-centred learning. It is • Build understandings about the questions and present problems and important for the use of data to translate process of learning, how, why and to facilitate the process of learning by into pedagogy and curriculum with the what they are learning and use this guiding students to help them find their built-in flexibility to meet the needs of knowledge to inform improvement own answers. individual learners. This is best achieved • Select and participate in learning through scaffolding. activities that appeal

Teachers scaffold learning programs to • Demonstrate and apply learning in a enable students to: variety of interesting and challenging ways • Make individual and collaborative • Participate in learning experiences decisions about how they will that challenge them to apply and undertake and develop learning tasks improve their ability to work as a team

• Set relevant goals for their learning, • Participate in a combination of teacher to monitor their own progress and facilitated experiences and learner to demonstrate evidence of goal directed experiences.

12 Pedagogy and Space Individualised Strong and practical learning team work

Learning is based on the learning Teachers work collaboratively to needs of each student. This involves design, develop, deliver and reflect on pre-engagement with the student and teaching and learning practice. Shared the curriculum, the establishment of a understanding of goals, priorities and shared goal, active diagnosis of student strategies within the team, is reflected needs and understandings, provision of in practice. Development of new skills tailored assistance, monitored pursuit and a collaborative culture are the focus of the goal, and the provision of mutual of team work, feedback, coaching and feedback. It is contingent upon the mentoring in teams. creation of an environment in which the students feel free to take risks. Modelling by teachers of genuine learning partnerships in teams fosters sound team approaches and attitudes and willingness to work collaboratively amongst students.

The learning experience is more a participatory partnership with joint ownership and responsibility that can further be shared with parents.

Pedagogy and Space 13 The educational impact of the design, quality and adequacy of facilities

The research shows that the • Learning outcomes sustainability of successful student • Student and teacher behaviour and centred learning approaches is affected attitude by the design, quality and adequacy of facilities. Whilst the primary indicator • Access to resources of high quality learning environments • Professional learning opportunities is high quality relationships, these for teachers relationships can be tested and • Individual needs and interactions distracted by inflexible spaces and poor infrastructure. This in turn affects: • School climate

• Curriculum, pedagogy and pathways.

14 Pedagogy and Space Educational design considerations of 21st century learning spaces

It is therefore important for the design opportunities, to stimulate creativity of educational spaces to reflect the and inquiry, and to provide specialist functions performed by sophisticated learning opportunities are all key 21st century learning environments. considerations of functional design. Proactive thought and collaborative Added to this are the needs of parents planning in a design process takes and the wider community, plus the account of the range of activities aesthetics and design responsibilities to characterising successful learning be safe, efficient and welcoming. programs at each developmental stage. The capacity of learning environments Functionality of learning space design to accommodate groups of varying considers the interrelationship between sizes at any one time, to enable ready a range of complementary spaces that access to and use of diverse resources, will meet the needs of the diverse to blend active and passive learning range of individuals that will occupy the spaces for significant periods of time.

Pedagogy and Space 15 Pedagogy connected with space

Innovative flexible Multipurpose Specialist focal space and furniture spaces points

Within one space students are able to Spaces can be easily reconfigured to Specialist focal points can be found in engage in a range of activities at one accommodate different size groups both large and small spaces. They are time. from large to small to one-to-one. located adjacent to flexible space and These spaces can also be used for are used for activities that can only Ready access to resources is available parent and community interaction at happen in that space, such as cooking or so that students can demonstrate different times of the day. certain aspects of technology or science. learning in different ways. The opportunity for working alone, in a small The capacity to divide up the spaces group, or large group exists. is enabled through operable walls, mobile trolleys of resources such as laptop computers and mobile furniture.

16 Pedagogy and Space Home bases, Community Accessible learning orientation resources including communities and Community orientation relates to ICT spaces in a school that can equally neighbourhoods A diverse range of resources has accommodate and cater for different been identified to support teachers in A group of students occupies its own sections of the community. Co-located meeting the individual learning needs of space, known as the home base, for facilities, such as resource centres, can students in each learning program. most of the time. This group of students play an important role in meeting the might co-exist with two or more such needs of all developmental stages. These resources include ICT hardware, groups in a learning community. software, equipment, books, toys, and games. Resources support If the building accommodates different assessment for, as and of learning, and cohorts of students in separate learning demonstration of learning outcomes communities then it is known as a including presentation. learning neighbourhood.

They also support teachers to plan, scaffold and deliver programs that cater for passive and active learning and enable students to demonstrate progression using a variety of media and tools.

Pedagogy and Space 17 Teachers, students and support The design of external facilities can personnel have ready access to a variety Indoor/Outdoor support student learning needs at of resources so that students can learning all developmental stages through demonstrate learning in different ways. the provision of soft, quiet places for Access to external spaces and resources reflection, equipment and resources to expands the range of active learning Multimedia and ICT are sophisticated, meet recreational and fitness needs, and opportunities available to stimulate diverse and readily accessible to multi- seating and shelter to encourage social imagination and the development of age, flexible groupings of students. and recreational pursuits. social and motor coordination skills. This includes projection devices, digital Therefore, the connectivity between cameras, scanners, printers, hand held indoor and outdoor learning spaces devices and interactive white boards. should be fluid and conducive to exploration and activities in small or large groups.

Complementary indoor and outdoor learning environments diversify in the range of resources that students can use to demonstrate play-based learning, team work, social networking, authentic inquiry and physical fitness.

18 Pedagogy and Space The capacity of all learning spaces to Welcoming entry easily display a diverse range of student and display work safely and securely should be maximised. Clear signage denotes the entry to the school for the range of visitors who may Social interaction is important in the be accessing the school for different learning process. Therefore a sense purposes. The spatial relationships of ‘audience’ and spaces to display in the administration area can readily achievements for students, teachers, accommodate the needs of visitors for parents and the community are meetings, interviews, inquiries, waiting important considerations. for teachers or students, refreshments and toilets. The entry to the school reflects the character of the school as a learning community and pathways around the school buildings welcome all stakeholders and are safe for staff and students.

A welcoming entry maximises the opportunity to display student work and cultural or community events. The design of the entry to the school minimises the potential for congestion and differentiates between students and members of the community.

Pedagogy and Space 19 Brentwood Secondary College

Telephone: (03) 8545 0300 Address: Corner Heath Street and Watsons Road, Glen Waverley, VIC 3150 Email: [email protected]. au Website: http://www.brentwood. vic.edu.au/ 2007 Enrolment: 1335 Region: Eastern Metropolitan

Brentwood Secondary College operates delivery. Stronger bonds with primary a VELS based interdisciplinary approach feeder schools help promote effective at Year 7 incorporating studies in transitions. English, Humanities, and ICT whilst also addressing the development of The initiative has been extended to students’ thinking, personal and social students at Year 8, students with skills. The Thinking, Learning and learning disabilities and ESL students, Creativity (TLC) program which operates and teachers beyond the initial TLC for 1/3 of the week develops year 7 program have taken up the skills. students’ capacity to communicate confidently in a range of mixed media A new, purpose built, state of the art whilst laying down a strong foundation facility, the Thinking, Learning and in the skills of the Humanities and Creativity Centre supports the new English. Students are taught by a core approaches to teaching and learning team of teachers with support from adopted by teams of teachers. The bold specialist staff. colours, modern design and light, airy atmosphere make this a very pleasant The focus of professional learning learning space and is the learning hub undertaken by teachers is to improve for year 7 students. This environment ICT and assessment skills, and students’ is rich in technology which assists skills in thinking creatively. Teachers students to become highly skilled in work with students to develop thinking using a broad range of multi media. The routines, have developed team teaching flexible learning areas easily cater for approaches, and are using ICT hardware different groupings of students working and software for innovative curriculum on diverse tasks.

20 Pedagogy and Space Innovative flexible spaces and furniture enables students to engage in activities individually, or in small or large groups.

Complementary indoor and outdoor Flexible groupings and quality access learning environments enable students to ICT supports individual and group to blend their learning experiences. student learning.

Pedagogy and Space 21 Shepparton High School

Telephone: (03) 5821 4322 Address: 31 – 71 Hawdon Street, Shepparton VIC 3632 Email: shepparton.hs@edumail. vic.gov.au Website: http://www.shs.vic.edu. au 2007 Enrolment: 907 Region: Hume

The focus for improvement at choices regarding learning opportunities based on learning styles and literacy Shepparton High School is on literacy, and encouraged to develop multiple aptitudes. They have the opportunity numeracy, engagement, real retention skills and interdisciplinary insights. to complete tasks in greater depth and attendance. Commencing at Year undertaking a six period, theme based, 8 the school is personalising learning A new learning centre contains a large interdisciplinary unit each term. They through the development of research open space, a multimedia laboratory have choice within each theme based skills, project based learning and the and a multipurpose classroom, teacher framework. ability to work in teams. Each term the offices and amenities. This facility successful completion of a performance features networked ICT infrastructure, ‘Studywiz’ is an online software package task culminates in a class presentation. six ICT workstations, a central pod of which supports mapping of student computers, printers and an AV studio. progress through individual learning Teachers have changed their approaches All spaces are equipped with data plans developed by teachers and made to teaching. These changes have been projectors and sound, so can support available to parents. Studywiz provides supported by reorganisation of the the delivery of multimedia rich content. students with their own ‘eLocker’ timetable, curriculum, assessment, The use of interactive whiteboards which enables them to transport staffing and learning spaces. Teachers enhances the potential flexibility and work between school and home with mentor, model and share practices creativity of teaching and learning at all ease, communicate directly with their within the learning environment. In this levels and in all learning programs. teachers and work in teams using the way they fully utilise their individual and online environment to share ideas. collective expertise. Reflection on the Students are provided with the They have access to their own personal active professional learning occurs in scaffolding and tools to make decisions learning space through Studywiz and regular team meetings. Teachers build about their own learning. The program through the development of a portfolio. a profile of student learning styles and is tailored to meet their individual Reflection and self assessment tasks are provide students with the opportunity needs, interests and aptitudes. Students completed as part of learning. to choose from a wide range of activities are taking greater ownership of their to support their strengths and practice learning through the selection of a new skills. Students are guided in their performance task, a range of activities

22 Pedagogy and Space Modern materials and creative use of colour and texture denote a bold and striking entrance to the new facility.

Explicit one-on-one learning addresses Students can undertake learning the personalised needs of students. through research, design, production and presentation of projects.

Pedagogy and Space 23 Timboon P – 12 College

Telephone: (03) 5598 3381 Address: Bailey Street, Timboon VIC 3268 Email: [email protected]. gov.au Website: http://www. timboonp12.vic.edu.au 2007 Enrolment: 621 Region: Barwon South Western

Timboon P-12 College has organised The greatest achievement of the project and is staffed by teachers who are students into a sub school structure to this point has been the development working cooperatively with each based on the developmental stages of team teaching within the facility. Staff other and a wide variety of students. of P - 4, 5 - 8, and 9 – 12. In order to operate largely as a team, sharing their Individual and group behavioural identify and address the educational time, strategies and experiences and conferencing, and the principles of needs of the students, teachers work in exposing students to multiple teaching Covey’s Habits, are explicitly and sub schools teams to plan curriculum, styles and perspectives. Teachers implicitly used by all staff. share pedagogy and develop learning monitor the progress of large numbers programs. of students in various learning spaces, Ready access to ICT, including desktop and can lead large-group activities at and laptop computers, gives students Whilst curriculum development the same time as individual tuition and use of a range of applications including is occurring across the school, small groups are operating. Teachers PowerPoint, Word, Access, Excel, experimentation with different types have reflected that team teaching digital portfolio and digital whiteboard of student grouping is specific to the reduces the professional isolation software which support students with 5-8 sub-school. Staff routinely plan experienced in traditional classroom individual and group research. for proximal, friendship home groups, practice and allows sharing of different together with random and gender planning, questioning, resources and groupings to foster cooperative learning. assessment styles. Teams now display The flexibility of the facility enables a strong identity and ownership of teachers to provide students with a teaching and learning, and are positive range of personal learning experiences. and motivated about their work. Students can work independently, in cooperative small groups, in larger The teaching and learning ethos that teams and as whole or mixed classes has developed in the 5-8 facility is depending on the activities involved. particularly conducive to restorative These groupings promote an innovative student welfare and discipline practices. culture and a positive perception of The building is calm, warm and open, working in the facility.

24 Pedagogy and Space The Years 5 – 8 sub school has been designed to reflect the natural environment.

The open plan design of the Years 5 The new learning space supports both – 8 sub school maximises options for team and individual learning in an ICT flexible delivery and student groupings. rich environment.

Pedagogy and Space 25 Ballarat High School

Telephone: (03) 5338 9000 Address: Sturt Street, Ballarat VIC 3350 Email: [email protected]. gov.au Website: http://www.ballaraths. vic.edu.au 2007 Enrolment: 1427 Region: Grampians

Ballarat High School has a whole Learning teams in Year 7 and 8 are run The new learning environment school focus on leadership. Teaching by five team leaders who are directly contains flexible home bases which teams specifically focus on improving responsible for 100 students in their accommodate fifty students and two student outcomes by developing team. Two main teachers are engaged teachers at all times. Teachers from leadership attributes in both staff and with the learning team for over half different learning areas are working students. The learner has been put at the week and work with the same together. The space is also used for the centre of the teaching and learning group of learners for two years. In 250 students to undertake immersion relationship and pedagogical practices year 9 the students work with two activities in three thematic areas- that encourage deep learning have led teachers for more than 2/3 of their Number and Science, Communications to a shared commitment and dialogue time. Learning programs reflect learning and Culture, and Thinking, Learning about learning. A Learning Framework preferences, learning needs and positive and Communicating (TLC). The facility emphasises the following principles: relationships. The ARCH program at year redevelopment enabled teachers to Know how and why they learn; Believe 9 is focused on building active, resilient, change practice and to challenge all students can learn; Use higher order connected and happy students and traditional pedagogy. thinking tools to solve problems; Seek provides opportunities for students to feedback and reflect on learning; Learn actively display leadership. in a range of contexts; Develop positive relationships. Teachers are engaged in a dialogue which emphasises what good teaching The staff and students are a learning looks like and what makes good community working in a collaborative learning for students. Teachers are now environment. All professional learning moving around the classrooms, students teams are interdisciplinary and are are working collaboratively and up to developing learning programs based 12 students can be using ICT at any one on shared understandings of effective time. learning and which are reflective of the six learning components.

26 Pedagogy and Space Planning in teams aims to ensure consistency of curriculum development to meet the needs of all students.

Students and teachers work in Large sliding doors enable the flexibility collaborative teams. of multipurpose learning spaces. Visibility and effective lighting are features of the learning centre.

Pedagogy and Space 27 Korumburra Secondary College

Telephone: (03) 5655 1566 Address: Jumbunna Road, Korumburra VIC 3350 Email: korumburra.sc@edumail. vic.gov.au Website: http://www. korumburrasc.vic.edu.au 2007 Enrolment: 503 Region: Gippsland Before After

Korumburra Secondary College has equipment which students can borrow. implemented a coaching professional Teachers book the space in pairs to work development program and built a in teams with access to all resources. flexible learning centre to encourage Digital portfolios have been created for new pedagogical approaches and in students in Years 6, 7 and 8. particular, team teaching. The focus of professional learning is on literacy, Transformation of teacher practice is numeracy, student engagement and evident through team teaching, inter- teacher effectiveness. disciplinary sharing and very effective professional development programs The flexible learning centre is a two- within and across neighbouring schools. classroom space designed for flexible Ongoing professional relationships groupings and activities. It houses staff have been established based on offices, an SSO work space, a number of reflection of performance, professional small group work spaces with computer dialogue and substantive data. Teacher access, and space for larger group have implemented collaborative and activities including video conferencing. co-operative learning strategies, new teaching models and differentiated The furnishing of the centre consists of curriculum to include learning styles and lecture theatre style seating for up to thinking curriculum. fifty students which can be rearranged to accommodate a variety of student groupings when working cooperatively. ICT access and functionality are enhanced by an electronic white board, data projector and two sets of fifteen wireless laptops, plus additional ICT

28 Pedagogy and Space The capacity to readily rearrange furniture supports a variety of individual, small group and large group activities.

Flexible groupings and wireless access Active project based learning supports to ICT supports the diverse learning higher order thinking and social needs of students. networking.

Pedagogy and Space 29 Brimbank College

Telephone: (03) 8312 0200 Address: Jamieson Street, St Albans VIC 3104 Email: [email protected]. gov.au Website: http://www. brimbankcol.vic.edu.au 2007 Enrolment: 716 Region: Western Metropolitan

Brimbank College is using ‘9 Gateways arrangements. They can exercise greater to Personalising Learning’ developed choice in the content of their learning by David Hargreaves’ as a framework and have ready access to a wide range for improving teacher and school of ICT tools and resources. effectiveness. The school initially focused on four of the gateways - Teachers in the Year 8 team share and Learning to Learn, Assessment for plan together. Coaches provide support Learning, Technology and Student Voice. and guidance to the team and assess Students operate in a project based resources to help the staff up-skill. learning program, comprising units of They are particularly focused on one- work integrating Learning to Learn and to-one professional development for Assessment for Learning. These units staff in student centred approaches, are designed to bring authentic issues assessment for learning and integrated into the classroom. use of ICT.

Students in Year 8 spend significant The new learning space consists of open time in the program which integrates plan and flexible spaces which support Humanities and English with the active learning. It is ICT rich with access Personal Learning, ICT and Thinking to notebook computers, interactive dimensions. Approximately one hundred whiteboards and data projection students work with a team of six equipment. teachers. Information regarding student learning styles supports teachers to personalise learning programs and to build upon their skills. Students engage in diverse learning activities and work in groups of varying sizes and

30 Pedagogy and Space Presentation of students work and the opportunity for students to work in flexible groupings is supported by the spaces.

Students have ready access to a variety Flexible and comfortable furniture of resources to address learning needs. arrangements complement group table arrangements for more passive, quiet learning opportunities.

Pedagogy and Space 31 Taylors Lakes Secondary College

Telephone: (03) 9390 3130 Address: 1 – 39 Parmelia Drive, Taylors Lakes VIC 3104 Email: taylors.lakes.sc@edumail. vic.gov.au Website: http://www.tlsc.vic.edu. au 2007 Enrolment: 1052 Region: Western Metropolitan

Taylors Lakes Secondary College has Students work individually and established a team approach to program in groups to plan, research, and development which incorporates communicate in a variety of settings ICT and inquiry learning. A coaching which range from small spaces to a model is focused on developing new larger presentation space. The program teacher skills to improve literacy and is designed to extend students’ higher numeracy, learning behaviours and order thinking skills. social competencies informed by ‘Habits of Mind’ approaches. Curriculum The learning space consists of flexible development is based on VELS and indoor and outdoor areas which integrates English, Maths, Humanities support individual and group work, and LOTE learning materials. and student presentation. It is an ICT rich environment with a mix of desktop Teaching in teams enables staff to computing and flexible notebook use provide each other with feedback to enabled by wireless connectivity and enhance skills and practice. Multiple fast broadband internet access. sources of feedback include student views from PoLT surveys, team analysis It is a centre for professional learning of the Transformation and Development that enhances and adds value to the Matrix and explicit feedback from development of the thinking curriculum coaches to improve teaching practice. being implemented across the middle Teachers have incorporated ICT and years and beyond. Its multifunctional inquiry based learning into literacy and design supports multiplicity of uses. numeracy curriculum materials and teacher practice.

32 Pedagogy and Space The open learning environment enables teams of teachers and students to engage in a range of diverse activities.

Active inquiry based learning enable Students can work in groups to students to explore and think in teams. research, construct and demonstrate learning.

Pedagogy and Space 33 Lowanna College

Telephone: (03) 5127 9200 Address: 72 – 96 Newark Avenue, Newborough VIC 3825 Email: [email protected] Website: http://www.lowanna. vic.edu.au 2007 Enrolment: 1100 Region: Gippsland

Lowanna College has implemented The school has a clear focus on a program to improve student teacher effectiveness underpinning literacy, numeracy and retention by the professional learning processes personalising learning through an and has introduced new strategies inquiry based learning model trialled to align professional learning to new and applied in an ICT-rich learning pedagogical approaches, including environment. having teachers experience or observe team teaching in the centre. The focus A new learning centre provides a flexible for the dynamic and connected teaching environment for Year 7 and 8 students team with common goals is the use of facilitated by a team of teachers who interdisciplinary, inquiry learning using have developed an integrated inquiry thinking skills and student voice. based learning program. Mobile ICT resources are distributed throughout the school with the provision of laptop computers and trolleys.

The focus for the Year 7 and 8 teams is on embedding learning to learn skills, personalising learning for each student, and building relationships.

34 Pedagogy and Space The building design has enabled natural lighting to be featured throughout the main entry and within learning spaces.

Students are immersed in interrelated Specialist focal points are located learning activities at different locations adjacent to the flexible space to in the learning space. diversify the learning experience of students.

Pedagogy and Space 35