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Agile Learning Spaces

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I recently attended an edweb.net webinar entitled “Agile Learning Spaces” that focused on the redesign of learning spaces.   By having a changeable classroom in your school, you…

  • invite different thinking and behaviors.  (We want students to be content creators, critical thinkers.)
  • create space that INVITES that.  For example, rooms could have…
  1. rolling white board tables to move around for each situation (to use as tables or partitions)
  2. chairs that roll too, and yoga balls, bean bag chairs, and carpeted areas
  3. partitions to separate areas
  4. no “front” of the room
  5. tubs for making things

These would be rooms to use for the things that you can’t do easily in your regular classroom.  You could move the furniture around to make it work for a class of students, a staff meeting, or a whole grade level of students.

It was reported that students LOVE this.  Why?

  • Student Choice–They get to set up the room.  They have control.  This creates lifelong independent learners.
  • Movement–It allows movement of students.
  • Ownership–It encourages the ownership of maintaining the room, it pushes the ownership of learning onto the students.  How much of the room is messaged around the teacher?  Can the teacher make it a jointly held learning experience?
  • Inclusion–By inviting all students to be a part of this, it allows students to move, stand, etc.

The presenters describe students drawing ideas on white board tables during or after a story is read.  This gives all students a voice–even the ones who might not feel comfortable speaking.  When 8th grade English students set up their own space, they WROTE MORE, AND HAD HIGHER QUALITY RESPONSES.  They had a 10 minute writing block, and everyone stayed on task.  Just the act of asking the students to set up the classroom gave them buy-in.  When a 2nd grade math class used the room, they used wiggle bar stools instead of rigid wooden or plastic seats.  Their accuracy didn’t change but they finished significantly more problems when allowed to use wiggle seats.  Student productivity went up.

What does this mean for us?  In this age of budget cuts, it might not mean a whole lot, but maybe, just maybe some of you may incorporate some agile learning spaces into your classrooms somehow, improving the education of your students one little corner at a time.

 

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Finland vs. America–How Our Education Systems Differ

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Since Newsweek ranked Finland #1 in quality of life last year, we have to wonder how they got there.  Part of that ranking includes their EDUCATION SYSTEM.  For the last 30 years or so, Finnish students have been scoring consistently high, and we have been in the middle somewhere.

There are a few major reasons why Finland is at the top of the heap.  They ASSIGN LESS HOMEWORK and ALLOW CREATIVE PLAY in schools.  There are NO PRIVATE SCHOOLS IN FINLAND.  None are allowed to charge tuition.  Almost every person in Finland attends public school whether it’s for preschool or a PhD.  They have NO STANDARDIZED TESTS.  Rather, they use teacher-made assessments and students are graded individually by their teachers.  They give their teachers and administrators PRESTIGE, DECENT PAY and A LOT OF RESPONSIBILITY.  (You must have a Master’s degree to teach in Finland.)  They use COOPERATION between teachers and schools, not competition.  They have FREE SCHOOL MEALS,  FREE ACCESS TO HEALTH CARE, FREE PSYCHOLOGICAL COUNSELING, and INDIVIDUALIZED STUDENT GUIDANCE.

The word “accountability” doesn’t even exist in Finnish.  “Accountability is something that is left when responsibility is subtracted.”

One point that stood out to me was, “Every child should have the same opportunity to learn, regardless of family background, income or geographic location.”  It is not a way to produce star performers, but is used as an tool to even out social inequality.  When the focus is on EQUITY, not academic excellence, they GOT academic excellence!

Their focus is on cooperation rather than competition, and on equity rather than choice.  Food for thought, folks.  Food for thought.

 

 

 

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Least Effective Teaching Practices

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As per John Hattie again, there were some major findings from his research about those things in education that make the LEAST impact.  Topping the list was RETENTION.  It actually had a negative effect.  Some others:

  • reducing class size (from 30 down to 15 students–no effect).  I know.  I found this hard to believe too.  I think the effect comes in at 14…
  • ability grouping/tracking
  • homework (no details on this, so I can’t tell you any specifics–just in general)

Some things to ponder, for sure…

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Best Practices–REALLY GOOD STUFF HERE!

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INTERESTING STUFF!

John Hattie, an Australian statistician with an interest in education worldwide, has published some very interesting results.

These are the things that have the HIGHEST EFFECT in education across the globe:

  • Providing FEEDBACK to your students.
  • SPACED vs. mass PRACTICE (4 days of 15 min practice rather than one straight hour of practice)
  • PHONICS instruction!
  • Providing FORMATIVE EVALUATION.
  • Teaching STUDY SKILLS.
  • CLASSROOM MANAGEMENT.
  • HOME environment.
  • Teacher-Student RELATIONSHIPS.
  • VOCABULARY programs.

The practice that gives the overall HIGHEST EFFECT?

SELF-REPORTING GRADES.

Get your students to fill in their fluency charts, put stickers on the classroom Autoskills chart, make goals for how many books they will read this year, predict what their grades will be in a month or at the end of the trimester, give themselves their own grades on writing projects.  Got more ideas?  Comment on this blog post and add them here!

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Parents/Teachers–Lots of free e-books!

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Helping your child/student do research for a paper?  Looking for something for yourself?
The Michigan e-Library MeL has thousands of e-books available for your kids.