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Learning Modes for Future-Focused Learning might be a reality in the office of the future

Future-focused learning prepares students across all curriculum areas and learning stages with skills and capabilities to thrive in a rapidly changing and interconnected world. It connects students and engages their sense of curiosity.

Future-focused learning environments inspire students to be leaders of their own learning. Students collaborate and use critical and creative thinking to solve complex problems and become mindful global citizens.

Future-focused teachers know and understand the needs and talents of their students. They are flexible and select from a range of effective teaching strategies.

The learning modes for future-focused learning highlight different ways in which learning occurs. Each mode requires students and teachers to be interacting differently with space and each other.

Explore the learning modes:

Collaboration - a place to learn with others.

Authentic collaboration means students:

  • work together on a common task, project or goal
  • have equal contribution and accountability
  • are dependent on the whole group.

Collaboration includes the sharing and refinement of ideas, problem solving, designing, prototyping, testing, evaluating, recording and presenting.

Feedback & reflection - a place to learn about my learning.

Feedback and reflection can have a high impact on student learning when:

  • feedback is immediate, regular and relevant
  • learners have planned time to receive, reflect and act upon feedback
  • feedback is provided as a guide for learning, not just as assessment.

Feedback and reflection is an important part of student learning that should be specific and planned. It can be used as an opportunity for students to set learning goals and iterate on their demonstrated learning.

Teachers act as coaches and mentors during feedback and reflection. They source methods that are supportive to students and their learning. Teachers may engage with tools such as G-Suite and Microsoft Office 365 to provide feedback as a digital interaction.

Discussion - a place to talk about and share my ideas.

High quality discussion:

  • takes place between peers in small and large groups
  • is planned learning
  • occurs frequently at key points during the learning sequence.

Discussion should be an integral part of learning to develop critical thinking, creativity, reasoning and resilience

Teachers can facilitate discussion by posing questions that provoke a response, reaction or deep thought. Throughout the discussion, they are a guide and prompt and should manage strategies that encourage equitable participation.

Guided - a place to learn with an expert

Guided learning:

  • provides opportunity for differentiated instruction
  • can be delivered to large group, small group or individual learners
  • should lead learners to increasing independence.

Guided learning should allow students to practice new knowledge with assistance from the expert, with opportunity for teacher and self-nominated grouping. Experts in this instance are classified as ‘someone more knowledgeable’ and may be a teacher or other adult, student peer or content expert.

Teachers scaffold guided learning through assessment and differentiation to determine the appropriate access point of learners. They lead practise and consolidation tasks, question and demonstrate to bridge gaps in student learning.

Demonstration - a place to present my learning.

Students should have opportunity and experience in demonstrating their learning:

  • in different styles
  • to an audience
  • as a learning opportunity for others.

Student learning is the focal point and may be a physical or virtual presentation, exhibition, performance or display.

Teachers can use demonstration as an assessment opportunity, or an opportunity to provide feedback and guidance for further learning.

Explicit - a place to learn from an expert.

Explicit learning provides a platform for the acquisition of new knowledge where:

  • learning goals and intentions are clear
  • learners are generally directed to a central focus point
  • new content can be delivered in a virtual or physical manner.

Explicit learning should be provided in short, sharp sessions and may take place with large group, small group or individual student audiences.

Teachers may have a more direct role in this mode where they are the expert and model new learning or provide new information. They may create or source virtual and digital content for students to view and save for later reference material.

Experiential - a place to make, explore and investigate.

Experiential learning:

  • enables opportunity for students to apply or acquire knowledge in a practical context
  • may or may not result in a completed product
  • can occur in a virtual or physical manner.

Experiential learning should enable students to think critically and creatively about theories, understandings and designs and apply problem solving skills.

Teachers act as learning guides and provide access to technologies, tools and resources that support students’ investigations. They may need to demonstrate and model the use of new learning tools at introductory points.

When we are aware of, and can identify how we want learning to occur, it guides the decision making on the design of learning space and technology requirements that will best support the desired learning.

Space, furniture and technology can all help to enable learning modes that coexist or can be quickly and easily transitioned.

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