Tell me all about 'Innovative Learning Environments' please!

This blog will consider innovative learning environment (ILE) as a formal context for learning. What distinguishes ILEs from other modern or flexible learning environments is that ILEs are both collaborative and flexible classrooms that can evolve to meet the needs of a rapidly-changing society. In New Zealand ILEs are often purpose built by school communities who want to prioritise a learner centred pedagogy based on research about how students learn. The focus of an ILE is on developing learners creativity, problem-solving, critical thinking, communication, collaboration and resilience aligning with the core competencies of the New Zealand Curriculum (NZC, MOE, 2007). The practices of an ILE build a student’s character, capability, knowledge and skill (Education Central, 2019). In an ILE knowledge is seen as something constructed by students in activities or in response to specific problems rather than something to remember or practice (The Education Hub, 2018, ERO, 2018).

 

Theoretical underpinnings of learning in ILE.

ILE have seven fundamental principles of learning which reveal much of the theoretical underpinnings of this learning setting (Dumont et al., 2010, p6-7). “The principles are: 1. Learners at the centre; 2. The social nature of learning; 3. Emotions are central to learning; 4.Recognising individual differences; 5. Stretching all students; 6. Assessment for learning; and 7. Building horizontal connections.” These principles are supported by two major theories of learning, socio-constructivism and humanism as well as neuroeducation research that provides strong rationale for these principles (Pritchard, 2013).

 

“Learners at the centre” and “the social nature of learning” epitomise the key tenets of social-constructivism which are that social relationships are key to children’s development, learners are constructors of their own knowledge and learners actively seek to discover and learn “Recognising individual differences”, “stretching all students” and “assessment for learning” are  founded the social-constructivist principles of learners having a zone of proximal development (ZPD) and scaffolding forms the basis from which learning builds. Socio-constructivists acknowledge that each student's unique prior knowledge and experiences that determines their ZPD (Duchesne & McMaugh, 2019). Through interactions with knowledgeable others they can extend their understanding (Pritchard & Woollard, 2010). Being sensitive to individual differences means being alert as a teacher to the knowledge students bring and also students level of engagement. “Assessments for learning” orientates the assessment to be used for feedback for the learner in order to give agency to the learner to set goals and identify their learning needs, further supporting the notion of the learner at the centre as an active constructor of knowledge.

 

The key tenets of the humanist learning theorists are a holistic view of the learner and the individualisation of the learner’s tasks (Duchesne & McMaugh, 2019). “Emotions are central to learning” orientates the classroom towards wellbeing as a priority before learning (Duchesne & McMaugh, 2019). Current understandings of brain function have confirmed this view of the learner, confirming that happy and calm learners learn best and stress inhibits learning (Pritchard 2013). Socio-constructivists and later humanist Carl Rogers emphasised problems should be real and significant to the learner (Duchesne & McMaugh, 2019). Humanists emphasise that people are a unique mix of traits and experience and neuroeducation research confirms that people access and process knowledge differently (Pritchard, 2013). These concepts are emphasised by the principles “recognising individual differences”, “stretching all students” and assessment for learning” all of which tailor the learning to the individual to do their own unique best learning.

 

Humanist philosophy also supports the ILE priority of the school environment being a quality learning space. As ILE prioritise wellbeing they also prioritise an environment also supports the wellbeing of the learner (ERO, 2018). ILE are designed to provide flexible workspaces with good conditions for learning. Consideration and planning go into the ventilation, lighting, heating, acoustics, and aesthetics (Education Central, 2019: MOE, 2018). The teaching and learning space enables collaboration and can be used in different ways, further supporting personalised and varied teaching and learning approaches (MOE, 2018).

 

Learning principle seven, building horizontal connections, is about deep learning in one area that can then be applied to another (Dumont et al., 2010). This principle embodies the ILE philosophy to prepare students for a future world whose jobs and technology does not yet exist. The theory is that highly detailed knowledge in one area facilitates understanding in an unrelated area by way of using comparisons. This is supported by understanding of two types of memory, one is hierarchical and the other is spatial (Pritchard, 2013).

Pedagogical experiences in ILE.

Dumont et al. (2010, p3) describe the goal of learning to be ‘adaptive expertise’; this is supported by three broad pedagogical approaches,” guided learning, action learning and experiential learning”.

 

In an ILE guided learning are the pedagogical experiences where a teacher is helping to provide learning goals, strategies, measures of outcomes and feedback (Dumont et al., 2010). Universal Design for Learning (UDL) is an approach that supports learners by harnessing individual strengths and identifying weaknesses and then providing a range of learning activities with different tasks suited to a range of learners (MOE, 2016). Due to the emphasis on the social nature of learning collaborative learning is emphasised in UDL and ILE. The groups are fluid to ensure that each student is engaged and challenged in their learning, groups can include different ages to meet gaps in students understanding (Education Central, 2019). UDL provides the means for personalised learning in an ILE (The Education Hub, 2018). Teachers create a supportive environment where students take increasing responsibility for their learning and monitor their own progress (ERO, 2018; MOE, 2007, 2016). Each school decides how and when to have devices available and learners in ILE become proficient at discerning what type of learning activity is suited to the learning they need to do (ERO, 2018).

 

In an ILE action learning is determined by the learner, what they learn and how they learn is planned by them (Dumont et al., 2010). Inquiry based learning and project based learning are the names given to action learning in New Zealand. This approach harnesses student engagement as students construct a plan to solve a problem or look at an issue. This approach develops students agency and key competencies while integrating different subject areas (ERO, 2018). An example would be a group of older students formulating a workshop for younger students. An inquiry cycle would involve finding out what they want to know, research, teaching and presentation and reflection of how successful they were (ERO, 2018).  These approaches allow children to be creative, reflective, think critically and collaborate, aligning with the NZC student competencies (MOE, 2007).

 

Experiential learning is not controlled by teachers and has no set outcomes. This is determined by the learners context, motivations and the other people involved in the activity (Dumont et al., 2010). ILE have the space to allow for this learning and teachers trust the learners to discover for themselves.

 

The place of the learner, whanau and community in an ILE.

In an ILE the learner is at the centre as evidenced by the 7 principles of learning. ILE literature focuses on pedagogy and environment but also advocates for partnership with whanau and community (ERO, 2018). In the NZC (MOE, 2007) schools are endorsed to develop a local curriculum that reflects the context and the community the school is a part of. In the same way developing an ILE must also start with the context and the community it is situated in in order to be responsive to the needs, identity, language, culture, and aspirations of learners and their whānau (ERO, 2018; MOE, 2019).  In setting up an ILE there is a need to develop the values, goals, and systems particular to the ILE in context, on location with all the parties involved (ERO, 2018). Teachers, parents, whanau, and the community should be involved in the vision and the planning for the ILE setting. At the outset whanau and the community only have an understanding of what school was like for them and they need to be introduced to the changes and how ILE works by having questions answered and by visiting ILE in practice.  Thereafter there should be frequent communication and many invitations to school once the ILE is established (ERO, 2018). Home and school partnerships are vital for ILE and schools need to extend a personal invitation and be present in the community, both open doors and outside the school gates approach (ERO, 2018). Again the environment can support the relationship, for example culturally engaging art displays and providing spaces specifically for whānau to be while on-site, for example, a kitchen and eating area (ERO, 2018).