Across Aotearoa, schools and kura are at a point where, for whatever reason, they need to change their physical footprint.
This online programme supports teachers in putting theory into practice when it comes designing what their learning spaces look like and how they support the type of teaching and learning they want to promote. It provides participants with the opportunity to delve deeper into the design of innovative learning environments, and guides participants through an active change process that supports them in their context.
By the end of this online programme, participants will:
- Discover how their current environment(s) is being used and learners' feelings in relation to it
- Define what needs to be addressed/considered in their design for innovative learning environments
- Develop ideas and designs that address the needs reflected in the discover stage
- Deliver the changes in their context
- Reflect on the changes they have made and establish next steps
Who is this for
This online programme is intended for all teachers and senior leaders in schools who are currently facing decisions around rebuilding their school. Whether it be a new build, greensite build or simple renovation, this programme focuses on the process of developing innovative learning environments that enhance teaching and learning.
Participants should have access to a classroom/teaching context that can be used as the context for completing tasks and applying the things they learn.
20 week online programme divided into 4 modules (5 weeks per module). The first module is the 5 week Introduction to Innovative Learning online programme.
If you have completed one of our Innovative Learning online programmes in the past (and, therefore, already completed the first module), please contact Sarah Whiting to discuss your options.
The central focus of each module in this programme will be a challenge that teachers will undertake in the context of their own classroom/school. This will be negotiated at the beginning of the programme, and various tasks and activities introduced throughout will contribute to that.
Where more than one teacher from a school are participating, they will be encouraged to work collaboratively to develop strategies appropriate in their context.
Participants will be expected to complete a challenge activity for each module of the programme. Assessment rubrics are provided as the basis for providing a summative assessment in each module.