Please enable JavaScript.
Coggle requires JavaScript to display documents.
Innovative schools are fostering deep learning and student engagement…
Innovative schools are fostering deep learning and student engagement through student focused teaching
Student-focused teaching (agency)was emphasised as students learn differently. #
At Lithgow PS, the students were responsible for completing a task independently using different materials while being guided by the teacher (integration of learning modes).
Focus on student-centered approach looks like: shifting authority to students, the role of the teacher is delegated, and students are responsible for their learning (Dover & Schultz, 2018).
At Harbord PS, the students were given agency(allowed students to direct their learning), while being guided & supported by their teachers; the teachers were emphasising independent, collaborative work using technology to assist with their teaching (e.g). #
Student-centered teaching looks like focusing on students’ curiosities, needs and priorities as the fundamental goal and starting point for instruction. The role of the teacher is to support students in shaping their own learning experience (Dover & Schultz, 2018).
-
-
-
Tasks were modified based on different learning demands (adaptive) more evident in alternative schools
At N Montessori, the students were working independently or collaboratively. There was a group of students sitting all together at a table, but all working on different projects --> evidence of tasks being modified as the children determine how to complete them.
There is not one way to teach a subject since not all students learn in one way, therefore the teaching must be adaptive to the learning demands of the students (Loughran, 2013).
At IS Montessori, the students were walking around the classroom, students were sitting down either by themselves or with a group and using concrete materials to help them learn mathematics. The teacher stated "We create autonomous students who are able to choose their own work and have intrinsic motivation to learn."
This links to the idea that deep learning and student engagement is possible through teacher’s being responsive to the students’ needs and adapting their approach by modifying the tasks (Deakin Crick, Goldspink & Foster, 2013).
Students at Rooty Hill were working independently, but then the teacher encouraged the students to work collaboratively in groups, modifying the task to challenge the students. #