St Laurel’s Pri-mary School

Present:

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The Six Learning Spaces:

Table of Contents:St Laurel’s Primary School Present: 1

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Welcome: 3Introduction: 4The Personal Learning Space: 5The E-Space: 10The group / collaborative / cooperative Learning Space: 14The classroom and the school Learning Space: 17Beyond the classroom 20

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Welcome:

St Laurel’s Primary School would like to welcome all family members

and fellow staff members to this important information night on the ‘Six Learn-

ing Spaces’. This presentation is also available via prezi if you have an elec-

tronic device and wish to follow along: http://prezi.com/ed9mqnykzi1v/?

utm_campaign=share&utm_medium=copy

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School Mission:Our school mission is to educate, prepare, and inspire all students to

achieve to their full potential as lifelong learners.

Our Values:• Respect

• Kindness

• Fairness

• Co-operation

• Embrace differences

Firstly we would like to begin with a prayer: “Almighty God, You have given my kids all the talents, abilities, and

spiritual gifts they need to follow Your plan for their lives. Lord, help them use

those gifts to serve You first and others second, so that Your will is accom-

plished in their lives. Lord, fill their lives with trusted teachers and advisers

who can lead them toward You and Your promises. Help them turn to you as

they learn and grow so they can lead fruitful and prosperous lives.

Amen” (MacPherson, 2015).

Introduction:

I am Miss Lauren Caldow, a newly appointed staff member to St Lau-

rel’s Primary School. I work specifically in ensuring the students are provided

with the best possible learning environment. Tonight I will be discussing the

six learning spaces, their purpose, their strengths and challenges. As we are

aware society is constantly changing and therefore we believe to ensure our

students are given the best possible education we too need to be able to ac-

cept and be adaptable to change. “Over the last twenty years, education has

become one of our most urgent priorities as a society” (Bentley & Gardner,

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2012, p2). It is also seen, “To be truly effective, education must give young

people exposure to a wide range of contexts and role models for learning,

along with experience of genuine responsibility” (Bentley & Gardner, 2012, p

i). The six learning spaces we will be discussing are:

1. The personal

1. The e-space

2. The group / collaborative / cooperative

3. The classroom

and the school

4. Be- yond the

class- room

5. The liminal

The Personal Learning Space:

Here at St Laurel’s Primary School we believe, ‘The Personal Learning

Space’ is a vital component in ensuring our students are receiving the best

possible eduction. As the new development of learning spaces has changed

over time, it is now possible for students to take control of their learning. No

longer is the teaching event in the sole hands of the instructor alone, the stu-

dent shares the responsibility of their learning and education (Cunningham,

2010). “Self directed learning is a form of study in which learners have the pri-

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mary responsibility for planning, carrying out and evaluating their own learn-

ing experiences” (Merriam & Caffarella, 1991, p 41).

The individual learning space within our school environment provides

students with a space that can be personally controlled, and encourages stu-

dent engagement and independence with their own learning. As outlined by

Ramsden (2011), ‘independence, control and engagement’ are key compo-

nents to effective teaching.

My Personal Learning Space:

Strengths of ‘The Personal Learning Space’ For students:

• Students to take Initiative: “The new developments in education put a

heavy responsibility on the learners to take a good deal of initiative in their

own learning” (Smith, 1996).

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• Students Grow/Build Confidence: Cunningham (2010) outline incorporat-

ing, The personal learning space allows “children to grow, they have an in-

creasing desire” (p90).

• Students are able to work at their own pace: Through ‘The Personal

Learning Space’ students are given the opportunity to work at their own

pace, not have to be at the same level as the next student. As Gardner

(1991) argues “Students possess different kinds of minds and therefore

learn, remember, perform and understand in different ways”

• Self discipline: “Self-directed learning comes from inner transformation of

meaning schemes coupled with

attention to self-discipline”

(Cunningham, 2010, p90).

(Pinterest, 2016)

Strengths of ‘The Personal Learning Space’ For Teachers:

• Watch Students Grow/Build Confidence: Cunningham (2010) outline in-

corporating, The personal learning space allows “children to grow, they

have an increasing desire” (p90).

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• Students are able to work at their own pace: Through ‘The Personal

Learning Space’ students are given the opportunity to work at their own

pace, not have to be at the same level as the next student. As Gardner

(1991) argues “Students possess different kinds of minds and therefore

learn, remember, perform and understand in different ways.”

• Teacher able to work one on one: With students taking ini-

tiative in their learning, allows

for teachers to be able to take

small focus groups and have

more one on one time with

students.

A teacher taking a small focus group, while reminder of students were individually. (McComb, 2014).

Challenges of ‘The Personal Learning Space’ For students:

• Culturally formed and bound: Smith (1996), “Argue, self-directed learning

activities ‘cannot be divorced from the social context in which they occur’

because ‘the social context provides the arena in which the activity of self-

direction is played out” (p 32).

• Lack of knowledge and skills: Knowles (1975) outline, ’Students entering

into these programs without having learned the skills of self-directed inquiry

will experience anxiety, frustration” (as cited by Smith, 1996)

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• Lack of proper instruction and guidance: No longer is the teaching event

in the sole hands of the instructor alone, the student shares the responsibil-

ity of their learning and education (Cunningham, 2010).

Challenges of ‘The Personal Learning Space’ For Teachers:• Student centred: No longer is the teaching event in the sole hands of the

instructor alone, the student shares the responsibility of their learning and

education (Cunningham, 2010).

• Lack of knowledge and skills: Teachers are also “entering into these pro-

grams without having learned the skills of self-directed inquiry will experi-

ence anxiety, frustration” (Smith, 1996).

• Teacher need to plan/prepare: Extra time will be required to ensure teach-

ers are able to correctly incorporate ‘The Personal Learning Space’ into the

classroom.

Activity: Road Map to Personal Achievement:

This is a great activity to first introduce students to, ’The Personal

Learning Space.’ This activity allows for students to individually fill in the grid

below just like I have, and build their own road map to personal achievement.

Ultimately allowing students to reflect, and plan to strive for success.

Self-Direction Self-Efficacy Self-Reflection PLN Planning

1. Diagnosing learning needs.

Have willingness to develop own learning.

Own belief in ca-pabilities based on their learning needs.

Being able to re-flect and make connections with ones own learn-ing needs.

PLN planning should be centred around the learn-ing needs that need to be catered for.

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Self-Direction Self-Efficacy Self-Reflection PLN Planning

2. Formulating learning needs.

Self-directed learning allows the individual to develop specific learning girls for their own needs.

Formulating goals based on individ-ual learning needs.

Allows the individ-ual to reflect on own learning what worked well and what needs improvement.

Ensuring the PLN can accomodate for all learning needs.

3. Identifying hu-man material re-sources for learning.

Gathering rele-vant resources to benefit own indi-vidual learning style.

Being able to se-lect and use ap-propriate re-sources for learn-ing needs.

Being able to re-flect on whether or not the re-sources used/ chosen were the best possible and the strength and weakness of each.

The PLN Plan-ning must ensure it incorporates a variety of re-sources to en-hance learning.

4. Choosing and implementing appropriate learning strate-gies

Being able to ac-tively choose strategies that will assist in own learning process.

Implement strate-gies that will strengthen and challenge learn-ing needs.

Being able to re-flect on the strate-gies used and whether or not they were suc-cessful.

Learning strate-gies must be ap-propriate for pur-pose.

5. Evaluating learning out-comes

Taking initiative to evaluate the ef-fectiveness of own learning based on the learning out-comes

The ability to evaluate own learning out-comes to then im-prove learning.

Being able to stop and reflect/evalu-ate on own indi-vidual learning outcomes.

The learning out-comes must be clear and rele-vant.

The E-Space:

As we are all aware technology in the 21st century is becoming a promi-

nent aspect. “According to U.S news and World Report(1999), 16 million chil-

dren have internet access”(as cited by Bergen, 1999, p.117). Through this,

we believe we need to welcome technology with open arms into our curricu-

lum to ensure our students are provided with the best possible education.

Technology is shaping the way in which teachers deliver the content required

and the way in which students learn, ultimately enhancing students learning.

“Technology Enhanced Learning refers to a transformative movement in

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learning and teaching that exploits technological advances for offering learn-

ing experiences” (Huang, Kinshuk, & Chen, 2014, p.ix). Ballmer, (2016) out-

lines, “The number one benefit of information technology is that it empowers

people to do what they want to do. It lets people be creative. It lets people be

productive. It lets people learn things they didn't think they could learn before,

and so in a sense it is all about potential.”

Not only does the incorporation of technology enhance the students

learning but also enhances the way in which teachers are able to plan for

their lessons. Through the use of technology, “Teachers are sharing and con-

necting more frequently in online spaces and speculated that these educators

would come to use the space to support their own professional learning” (Britt

& Paulus, 2016, p.57).

Strengths of The E-Space:For students:

• Learning opportunities: “As students change and adapt to the new tech-

nology, they begin to learn differently and to learn new things” (Huang, Kin-

shuk, & Chen, 2014, p.vi).

• Enhanced learning: “Some types of learning can be done more efficiently

and customised better on the computer” (Bergen, 1999, p.117).

• Collaboration: “Teachers are sharing and connecting more frequently in

online spaces and speculated that these educators would come to use the

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space to support their own professional learning. pp57 (Britt & Paulus,

2016)Students working collaboratively using technology. (Avarney92, 2014)

Strengths of The E-Space:For Teacher:

• More efficient “Some types of learning can be done more efficiently and

customised better on the computer” (Bergen, 1999, p.117).

• Collaboration: “Teachers are sharing and connecting more frequently in

online spaces and speculated that these educators would come to use the

space to support their own professional learning. pp57 (Britt & Paulus,

2016)

• Personal Learning development: Educational leaders are encouraged to

harness the power of online spaces and to view the time teachers spend

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there as “opportunities for professional learning and development” (Britt &

Paulus, 2016).

(Technology in the Classroom: Beneficial or Not?, 2016)

Challenges of The E-Space:For students:

• Influence of the internet/ Cyber Bullying: “The Internet has a significant

influence on the living and learning of primary and middle school students”

(Huang, Kinshuk, & Chen, 2014, p.10).

• Fairness: “Teachers also need to have strategies to equalise computer

time to ensure that everyone has a fair chance to use the computer”

(Bergen, 1999, p.117).

• Planning: “Teachers may beed to consider whether they have a balance of

computer activities that appeal both to girls and boys” (Bergen, 1999,

p.117).

Challenges of The E-Space:For Teachers:

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• Cost: “Unfortunately, many schools do not have the funds to purchase tech-

nology and others are just unwilling to buy them” (Technology in the Class-

room: Beneficial or Not?, 2013).

• Distraction: “These distractions can inhibit students from learning and can

seriously affect their academic performance” (Technology in the Classroom:

Beneficial or Not?, 2013).

(Technology in the Classroom: Beneficial or Not?, 2013)

The group / collaborative / cooperative Learning Space:

Another vital learning space we believe benefits the learning of our stu-

dents is ‘The Group Learning Space’. The group learning space allows for

students to work collaboratively and co-operative with a partner or small

group to extend their knowledge and understanding on a particular given

topic. It has been suggested by Salvin (2010), “The use of co-operative

learning almost always improves affective outcomes” (p.170). Unlike the days

where it was considered a quiet classroom was an effective learning class-

room, now in the 21st century teachers “encourage students to interact with

each other in co-operative learning groups” (Salvin, 2010,p.162).

The incorporation of the group learning space, “is often cited as a

means of emphasising thinking skills and increasing higher-order learning; as

an alternative to ability grouping, remediation, or special education; as a

means of improving race relations; and as a way to prepare students for an Page 15 of 31

increasingly collaborative work force” (Salvin, 2010,p.162). However many do

question and worry, ‘Does co-operative learning hold back the high achiev-

ers?” As a matter of fact no it does not. “Research provides no support for

this claim: high achievers gain from co-operative learning (relative to high

achievers in traditional classes) as much as do low and average achievers

(Slavin, 2010, p171).

Ultimately, it is seen co-operative and collaborative learning in the

classroom “offers a proven, practical means of creating exciting social and

engaging classroom environments to help students to master traditional skills

and knowledge as well as develop the creative and interactive skills needed

in today’s economy and society” (Slavin, 2010, p173).

Strengths of The group / collaborative / cooperative Learning Space: For Students

• Build Relationships: Students are able to build strong relationships and

have friends of “different ethnic groups” (2010, p170).

• Individual accountability: “The success of the group must depend on the

individual learning of all group member” (2010, p179).

• Motivation: “Group goals and individual accountability motivate students to

give explanations and to take one another’s learning seriously, instead of

simply giving answers” (2010,p 170).

Strengths of The group / collaborative / cooperative Learning Space: For Teachers

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• Allows teacher to focus more on small group teaching/focus groups: “As students take responsibility for checking each others’ work and manag-

ing the flow of materials, the teacher can spend most of the class time pre-

senting lessons to small groups of students drawn from the various teams

(Salvin, 2010, p166).

• Suit all learning styles in classroom: “Co-operative learning methods

generally work equally well for all types of students” (Salvin, 2010, p 171).

• Student students love to work in groups and they feel more successful and

like subjects taught co-operatively (Salvin, 2010, p 170).

Challenges of The group / collaborative / cooperative Learning Space: For Students:

• Co-operating with all members: “Outcomes depend a great deal on how

co-operative learning is used” (Salvin, 2010, p170). Therefore it may be

challenging for students to work with different team members.

• Share common goal: “It is not enough simply to tell students to work to-

gether, they must have a reason to take one another’s achievement seri-

ously” (Salvin, 2010, p163).

• Lack of supervision: This may lead to the class making a lot of noise.

Challenges of The group / collaborative / cooperative Learning Space: For Students:

• Assessment: Unfortunately for teachers it is harder to assess, when not

knowing which student contributed to which part. In some cases

• Limited Value: “yet having students work in groups can be enormously

beneficial or it can be of little value” (Salvin, 2010, p.162).

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(Pinterest, 2016)

The classroom and the school Learning Space:

“School is, for many children, a safe haven physically and emotionally,

and the structure and rigidity it provides is exactly what they crave and need”

(Johnson, 2009, p19). “Many teachers recognise the importance of the need

of a place where the students actually want to come each day, to feel wel-

come and comfortable” (Read, 2010). Through this we also recognise the im-

portance and therefore we at St Laurel’s wish to provide a classroom that is

for all students to feel welcome, safe and ultimately in an environment the

students feel comfortable. As previously outlined, learning and education is

constantly changing and growing, therefore we need to be able to be adapt-

able and flexible to ensure we too can grow with the necessary changes. The

majority of our classroom designs focus on student centred, rather than the

traditional teacher centred approach. The student centred approach focuses

on the needs of the students, not the teachers or other members of schools

(Cinnar, 2010).

Ultimately the classroom and the school design are needed for the pur-

pose to serve the diverse needs and learning styles of students of tomorrow’s Page 18 of 31

learners and we will continue to strive to ensure we are able to provide this

for our students here at St Laurel’s.

Strengths of The classroom and the school Learning Space: For Students

• Suits learning styles: A variety of places to work to suit diverse learning

styles

• Learning experiences: The students learning experience to become more

independent, self-directed, enjoyable, friendly and engaging

• Functional and aesthetic components: “The synthesis of functional and

aesthetic components in the classroom creates a harmonious setting for

young children” (Read, 2010, p75).

Strengths of The classroom and the school Learning Space: For Teachers• Cater for all students: With multiple areas for students to learn, the

teacher is able to cater for all learning styles.

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• Student focused learning: The student centred approach focuses on the

needs of the students, not the teachers or other members of schools (Cinar,

2010). (Pinterest, 2016)

Challenges of The classroom and the school Learning Space: For Students

• Overwhelming: Can be overwhelming and challenging for students and

teachers to adapt to new change especially flexibility of learning space.

• A number of factors need to be considered when designing effective classrooms: such as, natural light, sound, temperature, choice, flexibility,

connection, complexity, colour and texture.

• What appeals to some students may not appeal to all

Challenges of The classroom and the school Learning Space: For Teachers

• School funding: Limited support or funding to assist in effective design of

the classroom and the school

• Structure: Sometimes lacks a set structure

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• • Noise: Open plan classrooms can be quite loud

(Cinar, 2010) (Read 2010)

Beyond the classroom

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We at St Laurel’s believe the learning space beyond the classroom is

one of the most important spaces we can offer. The incorporation of excur-

sions and incursions are vital components in our curriculum to ensure our stu-

dents are provided with a quality education. “Incursions and excursions allow

schools to provide their students with such experiences, in terms of social

and emotional learning in particular, but also in terms of learning in general”

(Johnson, 2009, p19). “Excursions and incursions are a step out of the every-

day action and routine of school” (Lorenza, 2009 p23). We also like to ensure

we incorporate these extra curricula activities as it is highlighted through

Gardner (1991), “Students possess different kinds of minds and therefore

learn, remember, perform, and understand in different ways,” through this we

believe excursions and incursions are able to “engage students who don't re-

spond to usual mainstream classroom activities and who learn in different

ways” (Lorenza, 2009 p23). Ultimately it is outlined by Johnson (2009), “The

learning process is enhanced when information is presented in context, which

isn't necessarily a traditional classroom setting(p20). (Valley Coaches, 2016)

Strengths of Beyond the classroom: For Students

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• Learning opportunity: “Excursions offer a sensory learning opportunity

whereby students explore the reality of an environment, be it geographical,

mathematical, scientific, social or artistic, through a range of sensory experi-

ences” (Lorenza, 2009 p23).

• Learning outside of the classroom environment: “Incursions and excur-

sions are also a great way to improve students' learning” (Johnson, 2009,

p19).

• Personal development: “Incursions and excursions can provide students

with an opportunity to develop socially and emotionally” (Johnson, 2009,

p19).

Strengths of Beyond the classroom: For Teachers:

• Improve students learning: “Incursions and excursions are also a great

way to improve students' learning” (Johnson, 2009, p19).

• Beyond curricula requirements: “Beyond ticking off curricula require-

ments, excursions give students a controlled adventure into the world 'out-

side' the physical and 'safe' bounds of school” (Lorenza, 2009 p22)

• Student excitement: “School trips are one of the things school children

look forward to about school” (Bellson (n.d)).

Challenges of Beyond the classroom: For Students

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• Health and Safety: “Does the incursion provider comply with occupational

health and safety regulations?” (Johnson, 2009, p21)

• Weather: Is your undercover or outdoor venue suitable? For example, will

the performers or children be exposed to noise in cover venues, or sun or

rain outdoors? (Johnson, 2009, p21).

• Cost: Recent results from 2007 Education Costs Survey by Sharon Bond

and Michael Horn, highlights that 40% of parents surveyed said “their child

had missed out on a camp, sports or recreational activity” due to the cost in-

volved (Bond and Horn 2007).

Challenges of Beyond the classroom: For Teachers• Time: “The planning involved for an excursion is an extensive and time co-

sumely process” (K. Dunne. Per-

sonal Communication, August 26,

2016).

• Appropriate: “Is the content provided for the incursion age appropriate and

correctly researched?” (Johnson, 2009, p21). (Education services:, 2016)

The liminal Learning Space:

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Finally an important learning space that is arising in the 21st century is,

‘The Liminal Learning Space’. The liminal learning space can be outlines as

“the place of transition, waiting, and not knowing” ("What is a liminal space?",

2016). The liminal learning space is not a physical space as such but more a

socio-emotional. We believe at St Laurel’s it is important for both students

and teachers to be aware of this space, as it is able to have a powerful affect

on the learning outcome of our students. We trust that if we are able to out-

line the liminal space to our students they will be able to grasp the idea and

take with open arms and use to their best advantage. As unfortunately,

“These thresholds of waiting and not knowing our ‘next' are everywhere in life

and they are inevitable” ("What is a liminal space?", 2016). Therefore it is

something we cannot ignore. We wish to instil in our students “If you work

hard and you do your best, you can do anything” (Heatherton, 2016). As most

if not “all journeys begin with leaving that familiar space and crossing over

into the riskier space beyond the threshold” (Meyer, Land, & Baillie, 2010, p

ix). Ultimately this learning space helps shift a close mindset into a growth

mindset.

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Diagram of the concepts:

(Meyer, Land, & Baillie, 2010

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Strengths of The liminal Learning Space: For Students

• Learning enhanced/Grow: “Insights gained by learners as they cross

thresholds can be exhilarating” (Meyer, Land, & Baillie, 2010, p x).

• Support: “These thresholds of waiting and not knowing our ‘next' are every-

where in life and they are inevitable” ("What is a liminal space?", 2016),

however as a school community we will not let our students tackle this

alone.

Strengths of The liminal Learning Space: For Teachers• Watch students grow: “Insights gained by learners as they cross thresh-

olds can be exhilarating” (Meyer, Land, & Baillie, 2010, p x).

• Watch students take risks:

• Learn more about the students

• Develop stronger relationships

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Challenges of The liminal Learning Space: For Students

• Not knowing: “The transformation may be sudden or it may be protracted

over a considerable period of time, with the transition to understanding often

involving ‘troublesome knowledge” (Meyer, Land, & Baillie, 2010, p x).

• Difficulty of understanding: “Difficulty in understanding threshold con-

cepts may leave the learner in a state of ‘liminality’, a suspended state of

partial understanding, or ‘stuck place’, in which understanding approximates

to a kind of ‘mimicry’ or lack of authenticity” (Meyer, Land, & Baillie, 2010, p

x).

Challenges of The liminal Learning Space: For Teachers• Understanding students emotions: It is difficult to see what the students

are feeling

• Difficult teaching students: This is a very difficult space to understand for

students however once grasped can be rewarding,

Resources:

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