I will use Rolfe's model of reflection, his three steps of "What", "So What" and "Now What".
Firstly what is a 'trend'? According to Visser and Gagnon (2005), the term
“trend” refers to the statistically observable change or general orientation of
a general movement. I will use this theory and Rolfe’s model of reflection to
analyse, critique and evaluate a trend that is becoming more prevalent which is
Innovative Learning Environments (ILE), in the past known as Modern Learning
Environments (MLE).
According to L. Benade (2015),"An Innovative
Learning Environment is the complete physical, social and pedagogical context
in which learning can occur". What does this mean and why have I chosen to
talk about this trend. ILE’s are an open design environment that supports strengths-based teaching and
learning. It offers students and teachers flexibility, agency, ubiquity, and
connectedness. It encourages
flexibility in learning and teaching (Chapman, Randell-Moon, Campbell &
Drew, 2014), and allows collaborative, team teaching. ILEs enable teachers to shift from a one-size-fits-all
approach to a flexible approach that can be customised and adjusted for
individual needs. Students should be at the centre of your planning (Ministry
of Education, 2007). I am very
interested in this trend as I am doing collaboration with another teacher/class
and we have an open planned classroom, the difference being that we are able to
shut doors to make separate classes.
ILE’s are not for
everyone and they do not work without teachers collaborating together. It is
not as simple throwing teachers into a big space and say go for it. Teachers need to be well prepared and supported (from team colleagues,
team leaders, school leaders and boards) throughout the transition (Thomson,
2010) especially if they lack ability to produce the desired physical
environment (Lackney & Jacobs, 1999).
The first experience I had of an ILE was in my second year of practice in a year 2 team. There were 3 classrooms in 1 large space. My first thought was how anyone can teach in this. Children are naturally load individuals as it is, having over 70 children in 1 space must be nearly impossible to hear. How wrong I was. The whole space, was set out well, the children knew exactly what to do in the space, and the whole thing ran really smoothly. Compare that to a year 7 class with 2 classes in 1 space. It was hard to concentrate, noise level was extremely high and I noticed that some children got lost on the shuffle. I realised then that to have a good ILE it is good to have your space set out well but more importantly, to get all routines and expectations sorted with the children. It is about developing strategies from the get go that make these classrooms more manageable for teachers. This must be done before the positive impact on learning can happen.
The first experience I had of an ILE was in my second year of practice in a year 2 team. There were 3 classrooms in 1 large space. My first thought was how anyone can teach in this. Children are naturally load individuals as it is, having over 70 children in 1 space must be nearly impossible to hear. How wrong I was. The whole space, was set out well, the children knew exactly what to do in the space, and the whole thing ran really smoothly. Compare that to a year 7 class with 2 classes in 1 space. It was hard to concentrate, noise level was extremely high and I noticed that some children got lost on the shuffle. I realised then that to have a good ILE it is good to have your space set out well but more importantly, to get all routines and expectations sorted with the children. It is about developing strategies from the get go that make these classrooms more manageable for teachers. This must be done before the positive impact on learning can happen.
References
Benade, L. (2015). The
Transformative Educative Prospects of Flexible Learning. Auckland: New
Zealand Journal of Teachers’ Work.
Chapman, A., Randell-Moon, H., Campbell, M. & Drew, C. (2014).
Students in space: Student practices in non-traditional classrooms. Global
Studies of Childhood 4 (1). 39-48
Lackney, J. A., & Jacobs, P. J. (1999).
Teachers as placemakers: Investigating teachers’ use of the physical setting in
instructional design: Council Educational Facility Planners
Ministry of Education. (2015, September 7). Innovative learning
environments: Form follows function. Christchurch, New Zealand. Retrieved March
09, 2018, from https://www.youtube.com/watch?v=8lOKS8Mv-8M
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection for Nursing
and the Helping Professions: a User’s Guide. Basingstoke: Palgrave
Thomson, P. (2010). Whole school change. A literature review.
Creativity, Culture and Education
Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in
Distance Education. Trends and Issues in Distance Education International
Perspectives. pp 83-89
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