proposed planning principles ... Department of Education and Training [Victoria] [16 March 2005] linking pedagogy and space Dr Kenn Fisher Director, Learning Futures Rubida Research Pty Ltd Knowledge&Skills Building a Future 0.00 storyboard outline ... outlines the scope of the storyboard for the planning and design principles in this document [16 March 2005] 1.00 2.00 3.00 4.00 curriculum context pedagogy + space planning principles suite of spatial concepts teaching and learning principles linking principles to place the ‘learning hub’ case study 01 australian maths + science school [sa] DE+T essential learning strands linking pedagogical activities to cluster models case study 02 and domains spatial settings mawson lakes school [sa] key pedagogical approaches learning settings clusters and affinities prep - 6 case study 03 7 - 9 canning vale high school [wa] 10 - 12 learning setting principles: cluster options prep - 6 case study 04 7 - 9 reece high school [tas] 01 individual settings 10 - 12 02 group settings case study 05 copperfield school [vic] 03 activity rich settings 04 informal learning settings case study 06 the big rug school [uk] 05 staff settings case study 07 tight urban site . school design [uk] case study 08 ‘zoo school’ [minnesota] 0.01 [16 March 2005] curriculum context proposed planning principles DE+T [victoria] 1.00 teaching and learning principles ... summary of current DE+T principles for Victorian schools [source: Dr Kenn Fisher] educational principles Learning for all core principles p-12 Pursuit of excellence Learning environment supportive & Engagement and effort productive Respect for evidence Learning environment promotes independence & self motivation Openness of mind essential learning standards Students’ needs, backgrounds, Live in complex, rapidly changing, perspectives & interests reflected in rich in ICT world learning program Demands higher order knowledge & Students challenged & supported understanding to develop deep levels of thinking & application sustainable Global Understand interaction of social, economic & environmental systems Assessment practices an integral part of teaching & learning innovative Skills to solve new problems, Learning connects strongly with different approaches and new communities & practice beyond the solutions classroom building stronger communities Build common purposes & values -mutual responsibility & trust in diverse sociocultural community 1.01 DE+T essential learning strands and domains ... current educational strategies by DE+T in Victoria include the attributes of a successful learner and the strands and domains. [source: Department of Education + Training] The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making attributes of a successful learner [P - 12] strands and domains - Social skills - Links school & home physical, personal and social - Curiosity / encouragement greater interest in learning - Basic numeracy & literacy - simple technical & coordination learning skills health and physical education interpersonal development delivering - Organise ideas & use language with peers personal learning - Master basic literacy, numeracy skills civics and citizenship - Awareness of other groups, cultures, times applying discipline-based learning - Persistent & prolific in certain skills - Participate in discussion about ideas & beliefs - express the arts informed opinions english languages other than english creating junior school - More complex thinkers - apply problem solving strategies the humanities [economics, - Participate in / lead small group activity geography & history] - Learn more deeply through more extended projects mathematics communicating science - Individual sense of identity - consider more complex ideas - Interest in learning more independent / congruent with personal goals interdisciplinary learning - Participate in a variety of physical activities communication decision making - Understand effects of risk taking design, creativity and technology information and communications - See themselves as young adults - independent thinkers, use technology formal methods of enquiry - Seek to apply learning to the world outside school thinking - Set personal health & fitness goals, undertake activities to middle school achieve them authentic authentic, integrated, problem - Personalised learning and the application of specialised and resource based learning behaviour - Pathways into further learning and/or employment 1.02 11-12 key pedagogical approaches ... a range of pedagogies will be used according to subject matter and essential learning forms. These pedagogies will target and support [source: Dr Kenn Fisher] improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators project-based explicit research-based instruction integrated resource-based teachers as facilitators curriculum student skills [thematic] - writing - reading - talking team-collaborative - presenting self directed - making [individual reflective] student competencies - critical thinking field-based - communicating (multi modes) students as - self organising researchers - collaborating constructivist teachers as facilitators discipline individual speciality learning contracts others 1.03 [16 March 2005] pedagogy and space proposed planning principles DE+T [victoria] 2.00 linking principles to place ... pedagogical activities require specific spatial qualities to be effective. Each principle requires specific pedagogical approaches to support that principle, [source: Department of Education + Training] and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design principle pedagogical approach pedagogical implications for building design activity The learning environment is Learner centred pedagogies Design reflects community diversity, respects and supportive and productive with multiple learning settings delivering values different cultures collocated Students have access to teachers The learning environment Peer to peer learning, Breakout spaces are provided to allow individual promotes independence, integrated problem- and student work interdependence and self resource- based applying Furniture is suitable for cooperative learning motivation Students are challenged Integrated, problem and Access to ICT, multi-media supports authentic and supported to develop resource based learning learning deep levels of thinking and application creating Students’ needs, backgrounds, Theory linked to practice, Quiet spaces perspectives and interests problems integrate both Multi-purpose rooms that enable students to work are reflected in the learning aspects, resources used on different subjects over longer periods of time, program continually and creatively, encourage integrated curriculum integrated curriculum delivery communicating Teacher spaces that encourage cross-disciplinary teams of teachers working with groups of students Assessment practices are an Continuous assessment, Spaces for student-teacher conferencing integral part of teaching and utilising a pedagogy of Intranet facilities enable ongoing monitoring of learning assessment student progress by students and parents decision making Learning connects strongly Project and resource-based Buildings and facilities that bring the community into with communities and practice learning on practical problems the school beyond the classroom ICT facilities that support curriculum links to professional and community practice 2.01 linking pedagogical activities to spatial settings ... categoric pedagogical practices have associated space types. [source: Scott-Webber] pedagogical activity pedagogical attribute process steps behavioural premise spatial icon Formal presentations Prepare & generate Bring information before delivering Instructor controls presentation the public presentation Deliver to an audience Instructor lead Focus on presentation Assess understanding Knowledge is in one Passive learning source Controlled observation Knowledge transferred via Learner-centered applying One-to –one demonstration Apprentice model Master & apprentice Practice by recipient alternative control Understanding achieved Informal Active learning Multiple disciplines Research Innovation or knowledge creating Leaderless Recognise need moved from abstract to a Egalitarian Divergent thinking product Distributed attention Incubate Privacy Interpret into product / Casual innovation Active learning Knowledge is dispersed Organise information Share information communicating Impromptu delivery Deliver Provide quick exchange Casual Receive & interpret Active learning Confirm Knowledge is dispersed Review data Make decisions decision making Information is shared Generate strategy Leader sets final direction Plan Situation is protected Implement one course of Semi-formal to Formal action 2.02 Passive / active learning learning settings ... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to [source: Dr Kenn Fisher] allow students to move around the various learning environments to suit the particular learning task colloboration group presentation teacher incubator learning space meeting space resources, supply + store individual pod [place to think] student home base specialised focus lab project space + outdoor display breakout wet areas learning space