What’s becoming
apparent in the professional learning group now is the level of interest from
schools with classroom building projects ahead of them. Not new schools with
entire schools to construct but those with new classroom blocks to build or
existing ones to convert.
Many of these schools
are looking at developing learning environments that are more relevant for
third millennium learners, that will enable a great level of collaboration for
teachers and that will align with contemporary pedagogies and technologies.
Those of us fortunate
enough to be in new buildings are very much in the minority. It’s simply isn't the reality for the bulk of schools. Building programs inevitably focus on
conversions rather than constructions, where spaces will be adapted and
reconfigured rather than constructed from scratch. So a number of those present
are teachers and leaders from schools
looking ahead as to how they can adapt existing classroom environments, and to
find out what the reality of teaching in them actually is.
The PLG group offers
a great space to dialogue, discuss and question with colleagues already working
in these environments. And for those of us who are, there are certainly as many
questions as there are answers! The predominant discussion focuses on teaching
and learning within the spaces rather than the spaces themselves, and this
seems both appropriate and relevant. Much of this conversation centres on
collaboration.
Take this week’s
session for example. The team at Hingaia Peninsula School took us through their
SWOT analysis process looking at the strengths, weaknesses, opportunities and
threats of working in this way. The process highlighted for them the challenges
of collaborative teaching, such as the time required to dedicate to discussion
and planning, or the mechanisms required around timetabling when sharing a
group of learners with three teachers.
The perceived
strengths and opportunities were numerous however. The ability to focus on
‘stages not ages’; the ability to more easily cater for a wide spread of
learners; the level of teaching as inquiry, quality of ongoing professional
dialogue; and the reliability of teacher moderation.
These positives and
negatives are common themes amongst schools working with collaborative spaces and
those looking into it, and it was good to then have a solution focused session
looking at some of the challenges. Take the issue of time for example. If it
takes longer to plan and organise learning in a shared space what are some of
the mechanisms that can help alleviate this?
One team I know
ensures that planning for the week ahead always happens on the Thursday night,
with time for data driven conversations, or for more philosophical debate given
specific time elsewhere in the week. They are diligent about the time, about allocating
sufficient time to discussion but still keeping task-focused. They’re also
clear on what needs to be done collaboratively, what can be delegated and what
can be done by someone else. Time management and agreed structures for meetings
and planning sessions are key.
It’s dialogues like
these that are important for schools to engage in. And it’s important for
schools looking at developing collaborative teaching spaces to be a part of
these discussions too. The learning environments, whether new or converted are important
but it’s what happens within them that is most critical. Certainly the PLG
offers an opportunity for focused professional learning and to know that there are
others out there facing similar challenges and grasping similar opportunities.
Thanks
to Hingaia Peninsula School for being such great hosts, to everyone who came
along, and to Distinction Furniture for organising the afternoon tea. The next PLG will be announced soon. Any questions- please get in touch
