Contemporary Teaching and

Learning @ St Luke’s

Provide a background to the

contemporary learning spaces and

discuss key considerations.

Critical Thinking

Creativity

Collaboration

Communication

https://www.youtube.com/watch?v=nA1Aqp0sPQo

What are 21st Century Learners?

General

Capabilities

• How do we cater for a 21st Century learner in our current classroom

environment?

• What does the teaching and learning look like in a contemporary

classroom?

• How does technology and digital learning play a part in supporting 21st

century learners?

• How is that different to what we may see now?

21st Century Learners?

As John Dewey so elegantly reminded us: “If we teach today’s students as we taught

yesterday’s, we rob them of tomorrow.”

Features of Contemporary

Teaching and Learning➢ Small group work allowing for differentiated instruction

➢ Peer-to-peer learning (“flipped” or “blended” learning)

➢ Range of teaching strategies, including explicit teaching, guided

practice and independent learning

➢ Visible opportunities to collaborate and communicate

➢ High levels of engagement

➢ Hands-on learning that develops problem solving and critical thinking

➢ Integration of digital technology to encourage creativity rather than

pure consumption of technology

2016

➢ Visiting of other schools, observing the TEACHING not the furniture

➢ Whole staff discussion & professional development

➢ Journey of other Catholic Primary Schools:

• Liwara CPS

• St Anthony’s CPS

• Whitfords Catholic

• Sacred Heart Highgate

• Saint Simon Peter

• St Thomas’ Claremont

Contemporary Learning

@ St Luke’s

https://www.youtube.com/watch?v=DDoP1o8okRo

Benefits of Contemporary Teaching

and Learning

Children develop independence

More purposeful learning

Increased engagement

Flexibility

Encourages initiative

Child friendly – in line with EYLF/NQS

Allows movement (kinaesthic opportunities)

Caters for informal and formal teaching

More relaxed learning environment

Learn alone or collaboratively

Increase opportunity for group work

Creates a mood/atmosphere

Preparing for future work places

Individual programs/ Suit individual learning styles

Reflection – students and teachers

Critical thinking skills

Sharing of ideas/ Encourages communication

Increased space

Storage

Colourful room

Sit where children learn best

Challenging to both teachers and children

2016

➢ Term 3 & 4 trialed spaces in Year 2

➢ Purchase of educational furniture to support teaching and

learning

➢ Parent Information Night

➢ Collection of anecdotal feedback from Year 2 parents

Contemporary Learning

@ St Luke’s

2017➢ Year 2 was fitted out with educational furniture.

➢ Year groups across the school worked with existing spaces in moving to more

collaborative pedagogy.

➢ Focus was on the teaching and learning rather than furniture.

➢ Observation and sharing of practices across school. Selected teachers worked across

the school as part of the ‘Deep Learning Pedagogical Pilot Project’

➢ Parent help

➢ Continued visits to other schools.

➢ Collection of further anecdotal feedback from BOTH parents and children.

➢ Comparison of data on student achievement.

Contemporary Learning

@ St Luke’s

2018➢ Year 1/3/4 will be fitted out with educational furniture.

➢ Focus on the teaching and learning rather than furniture.

➢ Continued observation and sharing of practices across school.

➢ Parents always welcome to view classrooms.

➢ Continued discussion around teaching and learning practices.

➢ Collection of further anecdotal feedback from BOTH parents and

children.

➢ Comparison of data on student achievement.

Contemporary Learning

@ St Luke’s

Parent FeedbackPositives “ability to move freely between seating

options and choosing the person to sit next to”

“gives the kids different options to suit their working style and personal preference”

“it allows the children to learn in a relaxed, comfortable position/environment”

“I like the idea that the school is being progressive and adapting classroom situations to suit all children and the way they learn best”

“empowers kids”

“only good things can happen when you allow children to move and be active when learning”

“Gives my child a sense of responsibility and freedom in the classroom”

Suggestions for future

“expand this type of learning

environment across other year

levels in the school”

“Have an Occupational Therapist

come in to show the kids the best

posture for each seating options”

“are the teachers able to give

feedback to the parent on how

they think the new setup suits the

children’s learning?”

“the reasons it has been adopted

and what the benefits are”

Child feedbackPositives

“like to choose different seats, wobble chairs

and the fit ball chair, helps my learning. It is

more fun than before.”

“I like the quiet zone”

“I like the seating because we don’t have our

own seats and everyone can have a turn in

each spot.”

“I like to move around because it makes me

feel more relaxed and calm”

“feels very comfortable using and learning in this

way. He doesn’t think the changes have

stopped him learning. He looks forward to

entering the classroom and interacting with

everyone rather than sitting at a desk all day”

Suggestions for Future

“it’s hard to choose where to sit when

others have the spot you like”

“harder to be organised”

“I would like couches’

“would like this type of seating to

continue”

Reflection on what we have learnt…

• Sometimes the teacher needs to choose where the children sit based

on activity

• We have to model to the children how to be organised and give them

time to develop that

• We need to explicitly teach them how to work independently before

expecting them to do this

• Giving the children time to reflect on their seating choices that they

have made and why it was or wasn’t a good choice

• Give the children opportunities to develop and show how to problem

solve

Non-Negotiables Explicit teaching is still required.

Every child needs a table space and chair

for extended writing tasks.

Educational/commercial furniture.

4 different workspaces

• 1. Table/chair

• 2. Stand up areas

• 3. Low working area

• 4. Couches

Class needs a small space for children to work independently.

Children need space to move freely from one learning area to another.

Work spaces need to be clear in order to be utilised by the children appropriately/effectively.

At times some areas (eg couch) are off limits depending on task.

Children are expected to take responsibility for their own belongings.

Key points moving forward:

• Focus on teaching and learning matching the needs of

our 21st century learners.

• Using an increase in access to technology resources to

assist in accelerating these skills.

• Providing environments that support the range of

learning needs and styles in 21st century learners.

• Supporting staff, students and parents in managing this

educational change.

CEWA’s Draft

Vision for LearningSystem level – cohesive approach to

teaching and learning across the system.

5 Key Aspects to classroom practices:

(1) Quality relationships

(2) Instructional range

(3) Learning design

(4) Place Space and technology

(5) Engagement

Liwara Catholic Primary School Greenwood

Whitford’s

Catholic

Primary

School

Saint Simon Peter Catholic Ocean Reef

Sacred Heart Highgate Primary

St Thomas Primary Claremont

Sacred Heart High School Sorrento

Edith Cowan University

Future Work Spaces