Looking back on the last 12 weeks of study in EDFD459, I am feeling accomplished, proud of my achievements and ready to continue my learning and collaborating with other professionals as I venture back in to the classroom.

The following word cloud contains key words and ideas from this semester.

Coming in to this unit, defining the term ‘learning spaces’ conjured up images mainly of the physical environment. As we worked through each learning space, many a-ha moments widened my new understandings and perceptions of the strengths and challenges for each. The following points depict my learning about each space and the new knowledge from EDFD459 I will implement in my classroom;

Personal

• Unique to each individual.
• Can include the physical, the digital and even on a more personal level, the private space.
• Facilitates and enhances an individuals learning.
• Educators should be aware of the importance of a community of practice approach to learning which encourages collaborative and co-operative group learning, the benefits of using a PLN for documenting, synthesizing and reflecting on learning and how the development of a successful personal space will affect the expansion of a positive self efficacy and allow for self directed learning and reflection.
• Important to consider aspects of students personal learning spaces and strategies to employ to make learning more effective.

 

E-Space

• Self-contained web portals used for open collaboration, research and group projects.
• May include a number of digital software programs, wikispaces or social media forums.
• In the classroom, technology helps us provide innovative ways of collaborating and sharing learning.

 

Group/Collaborative/Co-operative

• Are interconnected and have developed from each other.
• Learning is social in nature.
• Group Learning is an independent form of learning that encourages children to work together with a small number of their peers whilst the teacher supports and facilitates.
• Cooperative Learning is an instructional activity that is successful in the classroom because of its development of student interdependence. It is a team approach so all students are required to contribute. It allows students to effectively learn from each other. The teacher clearly states academic and social goals and the students can work towards these.
• Collaborative learning can include group projects or collaborative problem solving where students can connect and work together to explore and search for understanding or solutions for a research topic or meaningful project.
• No place for competition in the classroom. Sharing information and supporting each other as learners (through communities of practice) is the key to building confidence and self efficacy!

 

Physical –

• How little the student is consulted in the process of designing their ‘classroom’ environment is surprising as the student is the core of these learning areas.
• If the environment is not appealing or welcoming to them, it may hinder or inhibit their learning.
• Important to consider children’s preferences when planning your classroom space.
• Other factors to consider can be seen below;

 

• Routine in our lives can be important for success. But routine is different to structure. Our routines should be flexible enough to allow for the development of independence, autonomy, questioning skills, compassion, tolerance and adaptability.
• As our curriculum is changing and we are more aware of developing skills rather than knowledge in our students, a school with a flexible philosophy and structure should appeal to us as educators. A school which supports the social and emotional side of students as well as increasing knowledge of reading and writing would provide a more homely feel, focus on the whole child and the importance of developing these life skills. The importance is still on reading and writing but if the balance is right, this comes more easily.

 

Beyond the Classroom

The Liminal

• Although an uncomfortable time, it is one in which the most meaningful learning can occur.
• It is important for us as teachers to educate our young learners so they know that their learning is a process which will take time and is not as simple as just getting the correct answer.
• Being wrong is part of the learning process too!
• Are we giving our students sufficient time to process their understanding, to linger in the ‘tunnel’ as long as they need and to draw the most they can from the liminal space.