Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
with other classrooms. Classical classroom design tends not
to consider the students’ enjoyment. However, based on the
student-centred pedagogies which underpin much of the design
philosophy of the NGLS, students recognised that their interest
and feelings have been considered in the design of the space.
Spatial Impact
A vivid response from the boys about how they felt as they were
learning in the space was observed. Increased engagement
was defined in the data by increased productivity, increased
interaction and understanding, as well as sustained focus and
attention. One boy said, “Being in here you can engage a lot
more thoroughly with the task,” and another observed, “I interact
with lessons better in this space … even if I was doing the same
task it would just be easier to understand.” Compared to other
learning experiences, the boys were able to identify that TBL
in the NGLS engaged them more thoroughly in their learning.
One boy described that “being in a conventional classroom with
whiteboards and desks, it’s boring you know, and you tend to
get distracted.” Many students shared an experience where TBL
in the NGLS allowed them to thrive in their learning by providing
them with greater engagement.
The boys had no difficulty identifying the types of tasks they felt
had the greatest benefit for them and how the space impacted
their learning in relation to these tasks. When asked what the
best types of learning tasks were, one boy replied, “group tasks,
because there are so many places where there is a round table
where you can communicate with each other,” and another boy
stated, “it has the capability to hold large groups, but if you also
want to work by yourself there are various areas you can do that.”
Students had an awareness that the tasks were being matched
Independence
to the space, as exemplified when one student responded, “The
get distracted.”
Many we
students
shared
an experience
where Many
TBL in students
the NGLS
allowed them
to level of independence
struggled
with the
classroom
is fit for the tasks
do.” The
boys could
clearly link
associated with the NGLS. While some students thrived on the
their learning
to the
types
of tasks
did in the
space.
thrive in
their
learning
by they
providing
them
with greater engagement.
freedom and the access to new space, others found it difficult
Increased Engagement
to adapt their behaviour to the NGLS. Most boys were able to
articulate that they needed to make a conscious decision to
avoid distractions; one boy stated, “I reckon it’s kind of hard, you
get more distracted in here.” Other students made a conscious
decision to take responsibility for their actions in the NGLS. This
attitude was perceptively observed by one boy, “In here it allows
you to participate or act however you want, which makes it more
enjoyable to act better.” The TBL program unlocked this boy’s
ability to enjoy behaving in a more responsible way and his
increased independence brought about by TBL allowed him to
flourish. Some students clearly identified the greater degree of
shared an experience where TBL in the NGLS allowed them to
independence throughout the TBL in the NGLS as exemplified
by statements such as, “In this classroom you have to work way
ding them with greater engagement.
more independently,” and “In this area I notice you get a lot more
independence which is really important.” In many instances they
described
Students gathered around the white benches engage with a design
and independence
practical task. in their learning and their class time in
a positive way. Other students, however, had an opposite view,
Independence
stating, “You could say that some people use it as an excuse
to act silly, but that’s their fault, they’re just wasting the space,”
and “There’s
open spaces
Many students struggled with the level of independence associated
with lots
the of NGLS.
While so you can hear everything.”
While some boys found it challenging, many boys found the
some students thrived on the freedom and the access to new
space,
others found an it important
difficult to
greater
independence
component of their learning.
summary,
student
engagement
adapt their behaviour to the NGLS. Most boys were able to In articulate
that
they needed
to make and independence were
closely linked. As students mastered independent learning, their
a conscious decision to avoid distractions; one boy stated, engagement
“I reckon it’s increased,
kind of hard,
get
and you
as engagement
increased, students
independent
in the for
space.
more distracted in here.” Other students made a conscious became
decision more
to take
responsibility
Final Survey
their actions in the NGLS. This attitude was perceptively observed
by one boy “in here it allows
Students gathered around the white benches engage with a
you to participate
act practical
however
you want, which makes it The
more
enjoyable
to act
better.”
The
final
survey was
critical
in identifying
the key aspects of
design or
task.
hite benches engage with a design
and and
practical
task.
TBL that were effective. The teaching strategy relied heavily on
TBL program unlocked this boy’s ability to enjoy behaving in a more responsible way and his
increased independence brought about by TBL allowed him to flourish. Some students clearly
identified the greater degree of independence throughout the TBL in the NGLS as exemplified
he level of independence associated with the NGLS. While
47
by statements such as, “In this classroom SCIENCE
you have
to
work
way more independently,” and “In
eedom and the access to new space, others found it difficult to EDUCATIONAL NEWS VOL 67 NO 3
this area I notice you get a lot more independence which is really important.” In many