Sargent Park

ITLL Reflection Blog

scornwell Group 2, Participant Post ,

“When we think differently about the things we are used to seeing daily, we can create innovative learning opportunities”– George Couros

As educators, the thing that we are most used to seeing daily is the learning environments in our schools- our classrooms, libraries, computer labs, etc.  We see these spaces every day, and many haven’t changed in decades, maybe even forever.  They reflect what a traditional school is ‘supposed” to look like.  Innovation can simply start by creating a learning environment that is reflective of the world around us- familiar, comfortable, purposeful, and natural for learning to take place.  Thinking about the different learning and working styles that we have as adults, can lead us to think differently about how we expect students to learn.  Not many adults would find it reasonable to only be allowed to use technology (ie. phone, ipad, laptop, etc.) while sitting on a rigid chair at a desk.  We choose where we are most comfortable for the task we are trying to accomplish- reading on the couch, spread out on the floor, perched on a stool, tweeting while standing, thinking and moving about. Innovation is allowing our students these same freedoms and choices.

We decided to think differently about our daily surroundings to see how we could create innovative learning opportunities.  We looked at how lighting, seating, colour, sounds, furniture placement, and wall space all have an impact on learning.  We have created different learning environment that offer places to think, create, relax, collaborate, listen, inquire, remember, gather, wonder, reflect, and communicate.  Students are empowered to choose the best learning space for the task at hand moving about their day, in and out of different areas.  Technology is integrated in different forms as a natural part of the day.  The journey of creating this innovative environment will be an ongoing process of meeting learners’ needs as the world around us is ever changing.

sue

http://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need

http://www.topdogteaching.com/

http://www.teachthought.com/the-future-of-learning/things-that-will-disappear-from-classrooms-in-the-next-12-years/

 

Sue and Tiffany

Sargent Park School

Cluster 2010

Innovation

scornwell Group 2 ,

I was reminded the other day of the brilliance that can come through the combination of time, choice and change. Traditionally, our grade 9 students complete a “Suspect Chart” project after reading In the Heat of the Night. Being new to the position, I thought I’d ask how many of them, if they had the choice, would choose that particular project. Zero hands went up. So I scrapped it. Instead, students talked, thought about how they best enjoy sharing their learning, they brainstormed, made decisions and together we hashed out the criteria. After two weeks of class time to work on their projects, it was time to present. We witnessed everything from talk-shows, to formal police reports, to professional-looking movie trailers. Because the students owned their learning and their projects, there was close to zero off-task behaviour. Because they created their criteria, there were zero questions about their marks. Most importantly, they were excited and engaged throughout the whole process.

 Choice, time and criteria-setting is not new, but it was with regards to this traditional project. I think as teachers we often feel that when we offer choices to our students, that’s good teaching. Choice is always good, especially with older students, however even our choices are not always enough. For example, I never would have thought of including a stop-motion animation project as a choice, but 2 different groups came up with the idea, and they were incredible!

 Through this simple situation of mine, I had a big aha moment. Innovation doesn’t always have to be new, it can be old ways evolving over time. I now believe that sometimes, innovation is birthed through breaking tradition. It’s not easy, but true learning never is.

Kelli Mandzuik
Sargent Park School
Cluster group 2010