When St Paul’s current nine permanent classrooms were built in 2002, they were designed and built in the twenty-first century for twentieth century pedagogy. Today these buildings are limiting the effectiveness of current practice with a cells ‘n’ bells layout designed for factory type education. As the classroom environment is the third teacher, twenty-first century classrooms must enhance learning.
By 2021, on current projections, we will require 14 learning spaces for a school enrolment of over 330 students. Today’s best practice pedagogy calls for flexible learning spaces that can be adapted and re-adapted to suit student-centred learning, student voice and learning intentions, with plenty of natural light and ambient temperature control. In 2018, St Paul’s introduced flexible furniture and flexible learning spaces to its Stage 3 classrooms. As the school was expanding and needed to purchase new classroom furniture, it seemed only natural to purchase contemporary furniture. Before purchasing, the option was presented to the Stage 3 teachers to see if they believed that their pedagogy could fit with flexible furniture and flexible learning spaces. After undertaking some research and discussing the effect of spaces on pedagogy, it was decided that we would purchase flexible furniture. Initially teachers found the change challenging, but as one teacher said at the end of the year, ‘I couldn’t go back to teaching in a traditional layout with traditional desks.’ Research into the effectiveness of flexible learning spaces is in its infancy, but is starting to show that it does make a difference to student outcomes. Barrett’s 2015 study found that the use of flexible learning zones had a high effect on student outcomes. This combined with natural light, ambient temperature, and a physically inviting environment had a positive effect on learning. But can we take this even further? Our traditional rooms and demountable buildings limit how flexible we can be. Small doorways between rooms or no linking doors between demountables means teachers are limited in how they can collaborate, students cannot move easily between learning spaces, and students have less control of their learning. We know from Hattie’s research that factors such as small group instruction, peer teaching, classroom discussion, students jigsawing learning, and seeking help from peers all have high effect sizes. These factors can all be enhanced with flexible learning spaces. By having learning spaces that deprivatise classroom spaces, teachers are able to collaborate, team-teach, observe each other’s practice, and learn from each other. This encourages reflective teachers who engage with professional learning, take time to reflect on their practise, and engage in professional dialogue with their peers. Better teaching results in better outcomes for students. In 2018, following a trial the previous year, St Paul’s introduced Bring Your Own Device (BYOD) 1:1 devices for Stage 3 classrooms. As the school was expanding and required more devices in classrooms, and since our students feed into a secondary school that uses BYOD in Stage 4, it seemed logical to use BYOD as a teaching/learning strategy at St Paul’s in Stage 3. BYOD 1:1 meant that students could learn using the OneNote learning platform, together with the Microsoft online suite and Google GAFE suite. The ability for students to research, collaborate, communicate, create content and share their learning in digital forms had been enhanced many-fold. The use of 1:1 devices has made learning more student-centred, blurring the lines between classroom learning and learning. Students are able to access learning anywhere, anytime. Thompson’s 2015 report shows that students in a 1:1 environment are more engaged in their learning, therefore more motivated to learn. Flexible learning spaces are essential in a 1:1 learning environment. Students are required to move about within the classroom/s to engage in their learning, making decisions about where they can learn best and how they can learn best. St Paul’s commitment to the use of technology to enhance learning is demonstrated by our collection of 3 different types of robots, a 3D printer, and green screen studio. As St Paul’s engages more with the General Capabilities, it is imperative that we teach the skills of critical and creative thinking. To this end, we are participating in the professional learning of Cultures of Thinking in 2019. We have engaged international speaker, Simon Brooks, who worked with the teachers and staff in Term 1 to enhance their skills in developing classroom routines and cultural forces that teach the skills of critical and creative thinking. Simon will return in 2020 to continue this learning journey with the staff. Throughout 2018, St Paul’s K-1 teachers explored the concept of play-based learning. Through their PLC, they have researched play-based learning, as well as engaged with CSO Early Learning Education Officer, Kim Moroney. While play-based learning can take place anywhere, it is enhanced by a variety of learning spaces, including indoor and outdoor spaces. Kim calls for “school environments to be re-imagined in ways that invite children to play.” Our Kinder and Year 1 classrooms are starting to look more like ‘preschool’ rooms to allow for a less dramatic transition from preschool to kindergarten, and the learning tasks within the rooms are starting to better reflect the Early Years Learning Framework. At St Paul’s we strive to create an environment where teachers can innovate. Hattie’s latest List of Factors Influencing Student Achievement shows that teachers collective efficacy has one of the highest effect sizes. Students can’t be expected to collaborate, communicate, be creative, be risk-takers, and follow their curiosities and passions if we don’t allow our teachers to. By creating Professional Learning Communities (PLCs) and ‘expert learning teams’ in Stage groups, teachers have a mechanism for working together, sharing ideas and using their classrooms as ‘action research’. St Paul’s is part of a growing Gateshead Pre-12 Educational Precinct consisting of St Paul’s, St Mary’s Catholic College, Felton Street Pre-School and Goodstart Early Learning Centre. As four educational institutions, we are continually looking at ways to work together for the benefit of the children of the area. At present the two pre-schools regularly use St Paul’s playground spaces and library, St Paul’s and St Mary’s share the Roger Kennedy Centre multi-purpose hall and sporting complex, and St Mary’s music students tutor St Paul’s band members. In the future we plan to implement an indigenous student mentoring program between St Mary’s students and St Paul’s students, and St Mary’s VET students will work with St Paul’s and the local pre-school children in the areas of Sports Coaching and Early Childhood Education and Care. In April we held our first gathering of the leaders of the educational institutions within the Precinct. St Paul’s is a future+thinking school: We are nurturing creative and critical thinkers and learners, able to navigate a future yet to be discovered, with Jesus as our companion. Our learning spaces need to reflect our imperative.
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AuthorGreg Cumming is a Primary Principal in the Diocese of Maitland Newcastle, NSW Australia Archives
March 2024
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