21st Century Teaching and Learning in a 21st Century Space
The practice of teaching has changed little over the past century. The ‘grammar’ of schooling has remained constant; the age-grading of students, division of knowledge into separate subjects (now known as KLAs), and the self-contained classroom with one teacher. (In traditional classrooms, students on average spend 85% of their time listening (or pretending to listen), to the teacher talking).
Holy Spirit School has a research informed and data driven philosophy. We question and challenge why we are teaching something, how we are teaching it and how do children learn best. There is no denying that we are faced with some real challenges. For a long period of time school design and teaching have remained unchanged, based on an industrial or factory model of education.
Holy Spirit is a Contemporary Learning School characterised by a variety of open learning spaces, flexible furniture, I.C.T., rich resources and a fundamental change in teaching practices and learning pedagogy. We have created a learning culture that believes learning is a very personal journey for the teacher and the students, where learning is; exciting, engaging and enduring – this is the challenge!
View our pre and post test results for 2014 to see how our new environment has enabled us to dramatically exceed benchmark learning levels.Click on any thumbnail image to start a slideshow…
Stage 2 & 3
We use our learning spaces to empower our students to want to learn anywhere and anytime. Students take more responsibility for their learning and movement. We better cater for students’ differing learning styles and as such there is a real attempt to personalise learning. In this Contemporary model, students are able to move to areas where they feel more comfortable, work with their friends and choose resources that will assist them to find the information they require. This environment provides a strong sense of connectedness between learners; it allows many opportunities for cross-age tutoring and multi-age learning, promotes a strong sense of social responsibility and enhances relationships within the school.
At Holy Spirit School, our commitment to Contemporary Learning for the 21st Century is focused on the needs of our students. We aim to prepare them for a future that is marked by a rapid change not only in Science and Technology, but in so many aspects of everyday society. Our students need to learn in a way that allows them to adapt, apply and transfer NEW skills and knowledge, show respect towards others, embrace technology and equip themselves with skills that will allow them to be lifelong learners in a rapidly changing world.
Stage 3 in the new “Lab”
Our curriculum is geared towards facing this exciting challenge. The use of Contemporary Tools is constantly shaping our teaching and learning. Our physical learning environments have also changed to meet these challenges. We have created Learning Spaces that facilitate the use of technology –supporting, enabling and engaging the learner in ALL curriculum areas (smartboards, desktops, laptops and iPads).
In general we strive for POWERFUL TEACHING and POWERFUL LEARNING for all our students. This is achieved when teachers create a climate that promotes inquiry and creative exploration of ideas, where learners are encouraged to have-a-go, take risks and make mistakes, where they are supported to engage in deep and powerful learning.
In living out our VISION, Holy Spirit School strives to provide lifelong learners with the strategies and skills that instil confidence, equip them to journey towards their future and positively contribute to a changing world. We aim to be a Learning Centred School!
See what our teachers think about the new environment and how they handled the change from traditional classrooms.
Video – Stage 1
Emeritus Professor Tony Shaddock from the University of Canberra is showcasing this video at his presentation as keynote speaker at the First Asia Pacific Congress on Creating Inclusive Schools. “The work you are doing with the creative learning spaces and the work you reported in the MORE Project are excellent examples of ‘promising practices’ that the participants in the Congress should hear about.”