YEARS 7–12 IDEAS FOR THE CLASSROOM
Introduction
Enhancing Adaptability in Grade 9 Boys Background
through Task-Based Learning
Three years ago, a Next Generation Learning Space (NGLS) was installe
school Science building at The Scots College. Through its design, it att
By Nick Little, The Scots College
classical teaching pedagogies and encourage an activity-based learning
amongst teaching staff. Due to time constraints and being unfamiliar w
students
found with
it hard
adapt teaching
and and
learning
strategies durin
and being
unfamiliar
the to space,
both staff
students
found it My
hard
to teaching
adapt teaching
and in learning
strategies
during for my stud
first
experiences
the NGLS
were frustrating
the initial introduction. My first teaching experiences in the NGLS
time there have been many attempts to achieve pedagogical success.
Introduction
were frustrating for my students and me. Since that time there
have been many attempts to achieve pedagogical success.
Abstract
A Next Generation Learning Space (NGLS) is an exciting but
foreign concept for many teachers and students. While teaching
in a NGLS, I witnessed some boys enjoy great learning success,
Background
while others struggled. This action
research project investigated
whether a task-based learning (TBL) teaching strategy might
Three
years
ago,
a Next Generation
Learning Space (NGLS) was installed in the secondary
help students adapt to a NGLS.
TBL
was
adopted
for an entire
school
building
at The though
Scots College. Through its design, it attempted to disrupt
term of regular Science classes,
and Science
data were
collected
a survey, photographs, exit tickets
focus pedagogies
groups. The
data
classical and
teaching
and
encourage an activity-based learning (ABL) approach
were categorised and coded, and a simple thematic analysis
staff. Due
time constraints and being unfamiliar with the space, staff and
performed. The findings show amongst
that TBL teaching
was successful
in to
helping
Grade 9 boys adapt to a NGLS.
a positive
students Boys
found expressed
it hard to adapt
teaching and learning strategies during the initial introduction.
feeling or “good vibe” about My
the first
space
they
were
in,
which
led NGLS were frustrating for my students and me. Since that
teaching experiences in the
to increased engagement. They recognised the difference the
time
there
have been independence
many attempts to achieve pedagogical success.
space made to their learning
and
experienced
during learning tasks. This research suggests that teachers using
The Scot’s College Science NGLS: Physneyland
a NGLS could adopt TBL in an attempt to help students adapt to
a new learning environment.
One teacher recommended a change in approach that handed the stud
Glossary
responsibility for their learning. Tasks were set up that allowed the stu
Next Generation Learning Space (NGLS): a new type of classroom
or learning environment fitted with non-classical classroom
furniture.
to use the space in the way it was intended. The transformation in our
marked by a change in attitude of the boys and how they learnt in the
more team-focused and the students made much greater progress in t
Task-based learning (TBL): a teaching technique where students
choose their learning based on the set tasks and classroom
activities designated by the teacher to meet the learning outcome.
their scientific understanding. Furthermore, they developed greater te
and enjoyment in their learning. These positive qualities in the boys’ e
Adaptability: “Appropriate cognitive, behavioural, and/or affective
investigate further. Building on this foundation, my action research pr
The Scot’s College Science NGLS: Physneyland
adjustment in the face of uncertainty
and
novelty”
(Martin,
Nijad,
The Scot’s
College
Science
NGLS:
Physneyland
intervention to help boys adapt to a NGLS.
Colmar & Liem, 2013, pg. 1).
One teacher recommended a change in approach that handed the students a greater
Physneyland: A nickname given to the next generation learning
Research Question
One teacher recommended a change in approach that handed
responsibility
for their
learning. Tasks were set up that allowed the students greater freedom
space at Scots. Used in some
data collecting
instruments.
the students How
a greater
responsibility
for their learning.
Tasks
might participation
in task-based
learning help
Grade 9 boys a
Good vibe: A term used by to a use
student
to describe
the space
in the way a it positive
was intended.
The set
transformation
in our the
teaching
was greater
also freedom to use
were
up that allowed
students
emotional feeling.
the
space
in learning
the learnt
way space?
it was
intended.
The transformation
in our
marked by a change in attitude of the boys
and
how they
in
the space.
Teachers
became
teaching was marked by a change in attitude of the boys and how
more team-focused and the students made much greater progress in their ability to articulate
Introduction
they learnt in the space. Teachers became more team-focused
their scientific understanding. Furthermore,
teamwork,
independence,
and they
the developed
students greater
made much
greater
progress in their ability
Background
to articulate
scientific
understanding.
Furthermore,
they
and enjoyment in their learning. These positive
qualities thei r
in the
boys’ education
inspired me
to
developed
greater
teamwork,
independence,
and
enjoyment
Three years ago, a Next Generation Learning Space (NGLS) was
investigate further. Building on this foundation, my action research project employed a TBL
in their learning. These positive qualities in the boys’ education
installed in the secondary school Science building at The Scots
intervention
to
help
boys
adapt
to
a
NGLS.
inspired me to investigate further. Building on this foundation, my
College. Through its design, it attempted to disrupt classical
action research project employed a TBL intervention to help boys
teaching pedagogies and encourage an activity-based learning
Research Question
(ABL) approach amongst teaching staff. Due to time constraints
adapt to a NGLS.
How might participation in task-based learning help Grade 9 boys adapt to a next generation
learning space?
43
SCIENCE EDUCATIONAL NEWS VOL 67 NO 3