Video transcript – New Pedagogies in New Space
Stacey Quince, Principal:
At Campbelltown Performing Arts High School like many schools, we've been focused on ways to more deeply engage our students in learning. Ensuring that we maintain academic rigor and in connecting their learning to the world beyond school. One of the key features of our professional learning calendar is our action learning teams. Which see teams of teachers engage in work as research practitioners investigating new pedagogies. The implementation of new pedagogies has been impacted by traditional classroom settings and it became clear to us that we needed to transform our learning spaces in order to accommodate these new pedagogies. We began by prototyping a new open flexible learning space by redesigning what was the staff common room. We created writable services; we implemented technology and put in some flexible furniture at the cost of just a few hundred dollars. An analysis of student work samples, surveys and focus groups indicated that the space was facilitating improved learning outcomes for all students and there was a need for us to scale the transformation of spaces.
Debra Hazel-Ralston, Learning and Support teacher:
As part of my role as a learning and support teacher, I've been working collaboratively with teachers across all KLAs to develop learning programs designed specifically for a flexible learning space. In most cases this space, the learning hub. In order to maximise the impact of this space, the goal is about building the capacity and confidence in teachers to develop learning opportunities that are personalised differentiated and passion led through co-created planning and team teaching.
Kirstine Gonano, Deputy Principal:
The flexible learning space really gives us an opportunity to cater for students across the full range of learning styles and learning abilities. Using technology were able to provide students with individual learning programs as well as the capacity to collaborate in an online space such as 365. Students have been able to use 365 to collaborate online, not only between groups, but also in the world beyond school. So at the moment we're able to allow students to collaborate with students in South Australia on a co-created passion lead project and they're also able to tap into a wealth of resources and information in the community. Such as local councils and agencies to supplement their learning and deepen the regard of their investigations.
Fran Halloway, PDHPE teacher:
The main aim of project-based learning is for students to come up with a product that is tailored towards their local community. So we ideally have the community coming in order to help them to co-create that product. The space enables us to have several community members working with different groups at one time. They're able to also access different spaces based upon what learning style they need to use at what particular time. So they can go to a different space to do filming for example, as a space to use for research, as a space to use for collaboration or for individual tasks and the flexibility of the space really enables that to happen really easily.
Diana Jarrah, Science teacher:
We've also found that the flexibility of the space creates a less formal environment. So those students that have anxiety or may have difficulties learning in that traditional learning space are really flourishing and shining in this space and we've seen some things from those students that we haven't seen before. So we've found this space actually really beneficial to their learning and especially for project-based learning.
I enjoy working in a space like this because it's a lot bigger there's a lot of resources to look up information like these laptops so it’s a lot better.
It’s open spaced and it's very comfortable.
I like working in this room because we get to do stuff on the whiteboard.
I like the writing on the boards because we can share it and we can rub it out and we can share with the whole class, you can take a photo and put it on a seesaw to share with our class teachers and our class members.
Stacey Quince, Principal:
Most recently we invited faculties to submit expressions of interest to transform a space in their own area. They needed to indicate in this expression of interest what pedagogy they would implement in the space, where it occurred in their teaching and learning program, how they would build the capacity of teachers to utilise that space, how they would measure the impact of the space and how they would ensure equitable access. Every faculty submitted an expression of interest.
Stephen Keogh, Head Teacher Welfare:
One of the difficulties I found as a teacher at this school was I was really set in my traditional way of approaching the lesson delivery of my subject. I teach mathematics and I had got into a ride in terms of always delivering the content in a very similar way. So having the opportunity to work in a much more flexible learning space really pushed me out of my comfort zone and encouraged me to think of how I'd approach my delivery of content of my lessons in a very different way. A particularly application part of the content it's really easy to deliver that in a more flexible learning space.
Stacey Quince, Principal:
This work is not about learning spaces per say. It is about new pedagogies that engage students deeply in their learning and allow them to maximise the achievement of learning outcomes. But it is around designing spaces that don't hinder these pedagogies but rather support implementation.
Text on screen: Filmed by Louise Leary and year 11 students
End of transcript