total learning: shoeless learning | superclasses | rooms within rooms | write-on surfaces | toilets | schools-within-schools | sound | learner led | science spaces | phones: how young? | tiered seating | little details | flat screens | rule of 3 |. . . . ©professor stephen heppell
and other handy thoughts: so many folks have asked me
for a "quick
of rules for the design of 3rd Millennium learning
...and this Rule of Three, and some of the other ideas here (see top of this page), have all been well received in conferences, seminars and most importantly adopted with success by practitioners. These are proven, working ideas, so I thought it was time to park some of them on a web page:
rule of three - physicalI guess rule one is really that there is no absolutely right way to make learning better - schools are all different, their communities, contexts vary and as I have often observed on a windy day they are different places again. So you build your local recipe for great learning from the trusted and tested ingredients of others, adding a bit of local flair too.
one: never more than three walls
two: no fewer than three points of focus
three: always able to accommodate at least three teachers, three classes.
make no mistake - this is not a plea for those ghastly open plan spaces of the 1960s with their thermoplastic floors under high alumina concrete beams - with the consequent cacophony that deafened their teachers. Today's third millennium learning spaces are multi-faceted, agile (and thus easily re-configured by users as they use them), but allow all effective teaching and learning approaches, now and in the future, to be incorporated: collaborative work, mentoring, one-on-one, large group team taught groups... and more.
rule of three - pedagogic
one: ask three then me
A simple way to encourage peer support, especially in a larger mixed age, stage not age space, but it even works fine in a small 'traditional" closed single class classroom. Put simply the students should ask 3 of their peers before approaching the teacher for help. I've watched, amused in classes where a student approaches the teacher who simply holds up 3 fingers, with a quizzical expression and the student paused, turned and looked for help for her peers first. Works on so many levels...
two: three heads are better than one
Everyone engaging in team teaching reports that, once you get over the trust-wall of being confident that your colleagues will do their bit (see Superclasses) the experience of working with others, the professional gains, and the reduction in workloads are real and worthwhile. You really do learn rapidly from other teachers, the children's behaviour defaults to the expectations of the teacher in the room with the highest expectations, and so on. Remarkably schools especially report on the rapid progress of newly qualified teachers who move forward so quickly that people forget they are still NQTs. And older teachers at career end become rejuvenated by a heady mix of new ideas and of self esteem as they see that their "teaching craft" skills are valued and valuable.
three: three periods a day or fewer
Particularly in 2ndary schools a fragmented timetable of 5 or 6 lessons a day wastes so much time stopping and starting. Children arrive and spend, say, 3 minutes getting unpacked, briefed and started, the end 2 minutes before the "bell" and have 5 minutes travelling time between classes. On a 5 period day that is (3+2+5) x 5 = 50 minutes "lost" each day, 50 x 5 = 250 lost each week, which is effectively throwing away a day a week. Longer blocks, immersion can be sloid blocks of a day of more, some schools even adopt a week, gets students truly engaged - and serves as a clear barrier to Dick Turpin teaching ("Stand and Deliver!") - which simply cannot be sustained for long blocks of time - thank goodness. This doesn't mean that the occasional "rapid fire" day (a bit like pedagogic Speed Dating!) can't be used to add variety. But longer blocks of time work better mainly.
knowing the 3rd millennium ABCs
ambition: how good might your children be?
agility: how quickly can we reconfigure to catch the wave - at a moment, only over a year, or at best across a generation?
astonishment: we want people to be astonished by what these children, and teachers, might achieve - how do we showcase this? how do we respond to it ourselves?
brave: what are others doing, what tested ideas can we borrow, how can we feed our own ideas to others? Brave is not foolhardy or reckless!
breadth: learning reaches out to who? embraces what? what support do you give for your school's grandparents for example?
blockers: you will need help with beating the blockers - if you run at the front, you need resources that win arguments: what is the evidence that...? why doesn't everyone do this...? where can I see it in action...? why should I change, ever...? all this exists of course (see top of page for example), but you need to organise it and be ready with it.
collegiality: that sense of belonging, of us-ness, sense of family, sharing, co-exploring, research. Also a sense of us (the team working on this innovation) being learners too - and able to show that we are trying cool stuff too - you won't win hearts and minds by saying but not doing;
communication: how does a learning space / building communicate what happens within? and this is about symmetry: how does the school listen to what happens outside school? how do we share and exchange all this with others?
collaboration: we don't want to be told, but we want to do this with others. How do we share what we learn as we do it? Who do we share with? How do we learn from them?
Monday, September 29, 2014 8:45 AM