With huge thanks to my VPLD colleague, Heather Eccles, I was fortunate enough to visit Ormiston Senior College. This is one of New Zealand's newest schools, built to a green plan and in form like no school I have ever seen before.
Driving up to the school from the outside it looks like a giant wooden block. Such a non-descript exterior hides many surprises. There are two levels/storeys with the wooden block revealing, once inside, a central courtyard with a 'frame' of building. The feel is almost industrial with trays of wiring suspended from the ceilings and pipework that would normally be hidden in a ceiling space on full display. The main entrance leads not only to the reception desk but also to the cafeteria and common space behind. It has been designed as an area for students to meet each day and collaborate in. In style it reminded me of the cafeteria areas seen in American movies.
That said the learning spaces are unique and well thought out.
Heather explained to us that the Library on the 2nd Level has become the heart of the school - it is open ended, taking the length of the eastern face, and must be travelled through as students move from space to space. The librarian has yet to fully decide on her role - resource manager, librarian, student learning facilitator, teacher's life saver, future thinker for resource management... While we were visiting it was being used by students for their I-time - some without a teacher, while one student was gaining 1-1 time with one of their teachers. I-time is a period of learning that they can dedicate to whichever subject they choose, with or without a teacher's input, that the students have on a daily basis. Learning periods are 90 minutes long, with the day beginning at 8.30am and finishing at 3.30pm.
The learning spaces are set out in pods around the remaining 'frame' on both levels. Rather than 1 teacher having a cell space as in traditional 19th and 20th Century modelled schools, the teachers in a particular subject area share a large space, some of which is open, some arranged in small cell type learning spaces that can be shut off for assessment or quiet work. These are a mix of rooms with a glass walls facing onto the 'corridor' encircling each level or cells that can be closed off from the open learning space by concertina type 'walls'. The Science space has a well equipped lab which is only used for actual experimentation. Any learning related to the experiments is undertaken in the non-lab learning spaces. The teachers sharing the pod space have a central office area, again shared, which also has windows into the open space. Tables are a mix of benches attached to the walls, low rectangular tables - some with a whiteboard surface for brainstorming etc - and higher lab type tables.
Teachers book the learning space they require for the lesson based on the type of space they require. This may involve starting in one space and moving into another as the lesson progresses. This is then published for the students on a whiteboard in the corridor area that flows through (and past) each subject pod. Students do not work to a bell - they are expected to be in their classes at the time they are scheduled. The philosophy is to treat the students like the adults you wish them to behave as and they will respond.
Students have access to school computers in each pod, iPads which can be issued from the Library as required or they can bring their own devices.
Teachers have a range of methods for managing their students learning. Heather prefers to use MyPortfolio to set inquiry-based, rich learning tasks, monitor her students and provide feedback. Other teachers use a variety of portfolio style tools in the same way, with their choice being determined by personal preference. Assessments within MyPortfolio can be locked by the students once submitted and cannot be released by anyone other than the teacher. At the same time as the tasks are completed in an online, richly digital way, the students are building portfolios of their learning they can use in the future. These are the type of folio-style assessment tasks that students are going to be expected to create in the future for NCEA accreditation.
There is a strong focus on students being well rounded with all being encouraged to take sport or cultural activities as part of their weekly learning schedule. All practices are undertaken during school time, creating less stress for the students who are working so hard at this level to achieve excellence and merit accreditation in NCEA. The Duke of Edinburgh awards are also encouraged for all students.
The teachers have a group of approximately 15 students they are learning mentors for - including the senior management team. This involves touching base with the students daily to set and review goals, work through the number of credits they require and any issues that are preventing them from being achieved. Problem solving is undertaken as a partnership.
It was with interest that I noted all students engaged in their learning and taking full part in the classes I could see (glass walls) as I wandered the 'corridor' around the frame of the levels. It was a pleasure and a privilege to be permitted inside a genuine 21st Century secondary environment. With a primary school and a junior college scheduled to join the Senior College it will be worth watching this space. We could learn a lot from their experiences.
No comments:
Post a Comment