Embedded Files
This is one of several activities that encourages us to deepen our understanding of various aspects of authentic learning. This particular one considers the implications of environment for authentic learning and provides some additional video materials to extend our thinking. For each of these activities, it is suggested that people be given about a week to do the reading in advance - it is usually about four pages.
Each of the literature stimulus papers in these activities draw on an extended paper commissioned by the CEO Authentic Learning Goal group, and largely written by Ken Nobin. The complete paper can be found here, with a full list of references. Our appreciation goes to Ken for his work.
Pre-reading:
Literature springboard 3: Authentic learning and learning environments
- Participants should read and highlight key statements and phrases as the literature resource is read prior to participating in the tasks in this activity.
Participate in a chain reaction strategy to instigate and extend thinking around the pre-reading and video stimulus
The purpose of the chain reaction strategy is to reflect on a critical question, respond with an answer and then proceed to question the next group member to extend and deepen thinking. The steps outlined below are provided to assist engagement with this learning process.
- Individually reflect on the key statements and phrases highlighted in the pre-reading–Literature springboard 3: Authentic learning and learning environments.
- View one or more of the video stimuli provided.
- Form groups of six and sit in a circle.
- In groups respond to the key question; To what extent does our school environment support our understanding of authentic learning?
- Apply the chain reaction strategy to the process of responding to this question.
- The first member of the group should ask the question and the second person answers the question and proceeds to ask a question of the third person. The process continues in a 'chain reaction' until all members of the team have asked and answered a question. The process can take place a second time if time permits.
Stimulus one
This 3.00–minute clip shows how one of our own schools, St Paul of the Cross Catholic Primary School, Dulwich Hill has engaged in the design of learning environments to suit learning styles and the needs of students.
Stimulus two
In this 19.25–minute the Principal of a Canadian K-12 rural school discusses the notion of environment much more broadly - looking beyond the walls of the school. (This may be better viewed prior to participating in this activity).
Stimulus three
This 1.35–minute clip highlights how students see their environment at school.
Supplementary activity
Reflect on and rate the elements of learning environments in your school
After having considered the reading and video resource, this activity provides the opportunity for participants to reflect on the elements of learning environments and compare their stated level of importance with the extent to which they are evident the school.
- Form groups of four to six for this activity.
- One member of each group should access the adjacent Google document, B7. Elements of learning environments, copy, rename and share with group members.
- In light of the pre-reading and discussions that have taken place, as a group come to a consensus on:
- how important the group believes each element is to the learning environment, and
- where the school stands on each element.
4. Enter ratings on the B7. Elements of learning environments Google document. Calculate the difference between the two scores for each item, and identify those with the greatest difference - positive or negative. Identify the top three positive scores, and the top three negative.
5. Discuss the question on the B7. Google document asking what might be done about the gaps you have identified. Decide on which of the issues on your sheet requires most immediate attention.
6. Groups share their perceived priority and their proposal for action.
This activity has challenged us to consider the alignment between the environment of our school and those aspects we most value to enhance learning. It has provided the opportunity to explore possible responses. The following activity takes up the issue of where we place our focus in attending to authentic learning - teacher, student or subject?
Professional learning in this toolbox activity is linked to the following NSW Professional Standards for Teachers
Standard 3: Plan for and implement effective teaching and learning
Standard descriptor: 3.1.2, 3.2.2
Standard 4: Create and maintain supportive and safe learning environments
Standard descriptor: 4.1.2
Report abuse