5 minute read
A New Learning Landscape
Words by Melanie L’Eef ASSISTANT PRINCIPAL | TEACHING & LEARNING
Being adaptable, agile, responsive, innovative, flexible and able to selfmanage, are critical dispositions we endeavour to foreground in all aspects of our learning programmes at Rangi Ruru. They are essential skills for thriving in the future – a future that will without doubt, contain a higher degree of uncertainty and complexity. These qualities are essential not just for students but also for educators. The importance of these qualities has indeed been amplified this year.
Faced with the challenges of moving so rapidly from facilitating learning at school, to a fully integrated online model when we experienced nationwide lockdown to flatten the Covid-19 curve, both students and teachers were thrust into a situation where these qualities were truly tested to ensure sustained learning from home.
The learning curve was steep, but we were fortunate in that we had a platform in place we were already using to support the management of learning. Microsoft Teams, enabled students to access the learning from home, to communicate with teachers and their peers via class video conferencing, as well as individual video chats, and to receive feedback on learning via the Assignments and OneNote facilities. A fully integrated platform accessible to all.
A Remote Learning Timetable provided structure to the school day with subject specific sessions and whānau connecting time, along with wellbeing time, but it also allowed for students to lead their own learning and to focus on areas they chose, supported and scaffolded by their teachers. Immersed in learning, students could direct what they were learning and how and when they learned throughout their school day. They were proactive in connecting with their teachers when they needed clarification or wanted to share the progress they were making. They adapted well and enjoyed the flexibility of this different way of learning, showing just how successfully they could manage their days.
Teachers modified their programmes, engaged in professional learning, designed activities that incorporated a variety of digital tools and strategies and mapped out learning and assessment in differentiated ways to accommodate learners. They adapted, flexed and responded, just as they have always done, but with a greater sense of urgency to get this right.
Teachers produced instructional videos that were watched over and over again; students self-paced through learning modules receiving feedback at various checkpoints; while others were able to connect in small groups with teachers at mutually convenient times that may or may not have aligned with the structure set by the timetable. Full class video conferences were differentiated to enable students to flesh out big ideas as a group or collaboratively complete a task, by working in ‘break out’ groups – the teacher able to move seamlessly from one group to another, just as they would when facilitating learning on site. Teachers evolved their practice, they modelled adaptability, creativity and flexibility in ensuring learning was meaningful and that students experienced success. They learned from trial and error and worked exceedingly hard to make the learning accessible.
We also know that this mode of learning did not work for every learner in every context. Some students certainly thrived while learning remotely, while others did not. Some students crave that direct connection with their teachers and depend on the frameworks and direct instruction provided by them to ensure they learn well and confidently. They feel that they lack motivation when learning in isolation, and solve problems when learning collaboratively, closely guided by their teachers. This strong scaffolding by teachers does build learning power.
We are becoming increasingly appreciative, however, of the powerful learning that occurs when students have increased autonomy when learning. Some students could not contain their excitement when they returned to school, while others although ecstatic to reconnect with their friends and teachers on site, relished being in the learning groove at home and many felt the noise and energy of a peopled campus, overwhelming and distracting. They were in control of their learning at home and they liked it that way.
Feedback from parents, teachers and students has provided great insight into what worked well and what did not, along with helping us to identify some aspects of the remote learning approach that could be incorporated into the way we enable learning on site. A student commented ‘I enjoyed doing what I wanted when I wanted. I also felt like I didn’t waste much time because I was in control.’ While another stated ‘The late start worked really well because it meant I could do exercise before school started and still be organised and arrive at video calls on time. Also, the independence that we were given to complete our work was great because self-regulated learning works really well for me.’
The structure of the remote learning timetable was welcomed by many students, and endorsed by many parents who provided feedback. A student ‘really enjoyed the concept of contact and non-contact classes as it gives a lot more opportunity for self-managing, with the option of help from a teacher when needed…’ while another shared that ‘ the flexibility in deciding what to prioritise and being able to focus on a project for longer periods of time, and reaching out to teachers for guidance when I needed it, meant that I was more productive and focused’.
Opportunities have been presented and there is much to ponder. One thing is very clear, that we have a responsibility to ensure that our students develop true learning agency; having greater control of their learning will enable them to learn in an increasingly self-directed manner. Teachers are reviewing and embracing models that are a blend of face to face/synchronous/ relational time with online/distance/ asynchronous time. These models enable greater personalisation along with maximising various digital tools, as well as providing screenless time while learning. We will continue to reflect on this feedback, along with our comprehensive research, to ensure we make the most considered decisions that benefit all our students and prepare them for their future. We know that quality relationships at Rangi Ruru are at the heart of quality learning. Learning from a distance revealed that it is the strength of these relationships that enable learning in such a way that will give increased agency to learners. The greater the sense of agency, or control of their learning that students have, the more capable they will be to self-direct and manage their learning. It is only then that they will be fully equipped with the knowledge, skills and dispositions for truly great accomplishment long term.
