creating supportive learning environments to raise student achievement:hobsonville point primary...

Creating Supportive Creating Supportive Learning Environments to Learning Environments to

Raise Student Raise Student AchievementAchievement

Lisa Squire & Sharyn Afu

July 2013

It’s a Learner’s World:Mapping a New Landscape www.hobsonvillepoint.school.nz

‘I don’t think I would get on very well in my ideal school because I am too used to being told what to do.’ (Frances, fifteeen)

What is the point of school?

Guy Claxton, What’s the point of school?

Themes•Relationships

• Authentic Learning

• Personalised Learning

•Modern Learning Environments

‘The school I’d like would be one whose primary aim was to teach me how to live...Today, academic knowledge has become the sole interest of many schools, and few (teachers) are daring enough to abandon the exam rat-race for the job of creating thinking, adult individuals (Christine, sixteen years)

Who are the special people in your life that you have learnt from?

What made that relationship special

to you?

‘It is also true that our greatest source of pride in self generally comes from achievements inspired from within and encouraged and supported by others who expect and demand that we would give our best.’

- Dr Julia Atkin

Teaching Model

Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor Learning AdvisorLearning AdvisorLearning AdvisorLearning Advisor

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Learning Common

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Group of Group of studentsstudents

Multi Year LevelsMulti Year Levels

Teachers have more than

enough time to get everything done in the day

How Time is Wasted33 hours per

year

49 hours per 49 hours per yearyear

49 hours per 49 hours per yearyear

If you spent 10 minutes each day lining up =

If you spent 15 minutes each day waiting for

silence and order in the classroom =

If you spent 20 minutes each day taking the roll

=66 hours per year66 hours per year

Common Language

Relationships

ChildChildChildChild

TeacherTeacherTeacherTeacher FamilyFamilyFamilyFamily

•Enrol the family

•Key Learning Advisor for longer than a year. Collaborative teaching team

•First names

•Not age grouped/multi levels

•Regular communication with parents

•Allow students to work in traditional teacher spaces

•Humanist/restorative approach to discipline

•Reduce incentive based extrinsic reward

•Model risk-taking and resilience

Quality teaching is responsive to student learning processes - Alton Lee

They: Adopt a problem solving stance• Anticipate, plan and improvise as required

• Have a complex perception of classrooms• More adept at monitoring and providing relevant feedback

• Test hypotheses about learning problems• Have high respect for students• Are passionate about learning and teaching

• Develop students’ self regulation and esteem

• Provide appropriate challenge• Enhance deep learning

Role of the Teacher

Collaboration

Why?

What?How?

Deprivatisation

Shared Spaces

Utilise Space

Reflection Recall a positive and memorable

experience you had at school.

Immersion into ‘The world we don’t know, we Immersion into ‘The world we don’t know, we don’t know’don’t know’

Immersion into ‘The world we don’t know, we Immersion into ‘The world we don’t know, we don’t know’don’t know’

Multi-literaciesMulti-literacies

- Inventive Thinking- Inventive Thinking- Digital Age Literacies- Digital Age Literacies

- Effective Communication- Effective Communication(NCREL Research)(NCREL Research)

Multi-literaciesMulti-literacies

- Inventive Thinking- Inventive Thinking- Digital Age Literacies- Digital Age Literacies

- Effective Communication- Effective Communication(NCREL Research)(NCREL Research)

Personalised Personalised LearningLearning

Personalised Personalised LearningLearning

Inter-disiplinary Inter-disiplinary approach to the learning approach to the learning

areasareas

Inter-disiplinary Inter-disiplinary approach to the learning approach to the learning

areasareas

Core CompentenciesCore CompentenciesReading, writing & MathematicsReading, writing & Mathematics

Core CompentenciesCore CompentenciesReading, writing & MathematicsReading, writing & Mathematics

Dispositions (Theoretical, thinking, organisational, interpersonal Dispositions (Theoretical, thinking, organisational, interpersonal self)self)

Dispositions (Theoretical, thinking, organisational, interpersonal Dispositions (Theoretical, thinking, organisational, interpersonal self)self)

Our Multi-literacieslearning through different

contexts a similar concept allows for deeper understanding

Digital Age Literacies- social sciences, the arts

Inventive Thinking- technology, science, the arts

Effective Communication- health, the arts, languages

Literacy and Numeracy flow through these multi-literacies

Reggio InfluenceThe Reggio Emilia philosophy is based upon the following set of principles:•Children must have some control over the direction of their learning;•Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;•Children have a relationship with other children and with material items in the world that children must be allowed to explore and•Children must have endless ways and opportunities to express themselves.The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.

Junior Tracker of Projects

Junior Student Learning Pathway

Personalised Planning

Collaborative Planning

Daily Email Reflection

Q & A (15 mins)

Links

Hobsonville Point School Facebook

Twitter

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