YEARS 7–12 IDEAS
ARTICLES
FOR THE CLASSROOM
Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
Implications for Future Practice and Research
To be successful, this planning had to draw on the ideas of TBL
and this also required careful thought about what tasks were
appropriate. A further recommendation for staff teaching in
NGLS is providing extra time to meet, plan, and adapt current
curriculum.
There are several areas worth pursuing further in research as
well as best practice recommendations. As mentioned in the
literature review, NGLS are continually being built in schools,
universities and workplaces. It appears that there is a significant
literature gap in evidence-based best practice use of a NGLS
in secondary schools, particularly in the Science curriculum. As
there has been a sustained impetus in the STEM curriculum areas,
more NGLS have been commissioned in an attempt to promote
innovation in teaching and learning. It is therefore important to
develop emerging leaders of best practice pedagogy in NGLS.
A paradigm shift in planning and execution of lessons is required
to be successful. Regular training and resources are required to
assist teachers in the adoption of a NGLS.
Reflection
This action research project has given me a greater passion for
boys’ education and in finding solutions to complex problems
in teaching. I wish to pursue further study in the area of NGLS.
Since the project launch last August, more research has emerged
on the topic and research groups are publishing more of their
findings about evidence-based best-practice pedagogy. It is
energising for me to see others engaged in similar research.
The international aspect of the project also made the experience
richer for me. I have enjoyed connecting with educators who
share the passion for boys’ education around the world.
For schools embarking on the brave move toward NGLS, the
following recommendations will ensure that both staff and
students experience a positive transition to the new environment:
References
• Professional development for staff regarding the best teaching
techniques for NGLS.
Boys, J. (2011). Towards creative learning spaces: Re-thinking
the architecture of post-compulsory education. Abindon, Oxon;
New York: Routledge.
• Student introduction activities in the NGLS.
• Team teaching partners for staff to provide small-scale mutual
support.
Bassett, M. M. (2014). Self-directed activity-based learning and
achievement in high school chemistry. Education Research and
Perspectives, 41, 73-94.
• Timetable and administration requirements optimised for the
use of space (e.g. same two classes timetabled at the same
time rather than rotating in and out throughout the timetable
cycle to build team teaching momentum).
Carr, N., & Fraser, K. (2014). Factors that shape pedagogical
practices in next generation learning spaces. In K. Fraser (Ed.),
The Future of learning and teaching in next generation learning
spaces, 12. International Perspectives on Higher Education
Research. Bingley, UK: Emerald
• A collaborative, growth mindset and a team-focused school
culture that supports teachers when they trial new teaching
techniques.
Ensuring enhanced student accountability of learning is
important. With a student’s ability to move around the space more
independently, there is a chance some students may use this
independence to be less productive in their learning than usual.
A teacher should establish classroom systems to maintain and
enhance student accountability and evidence of their learning.
Fraser, K. (2014). The future of teaching and learning in new
generation learning spaces. In K.
Fraser, The Future of Teaching and Learning in New Generation
Learning Spaces, 12, xv-xxiv. International Perspectives on
Higher Education Research. Bingley, UK: Emerald
Throughout the action period, there was an opportunity to team
teach with a colleague. Opportunity is perhaps the wrong word
to use here, as team teaching became necessary, or else the
teaching program would have suffered greatly. Much of the
success of the project was due to a collaborative approach.
There are many examples in literature of the benefits of team
teaching. It is worth conducting further study to investigate the
benefits of team teaching in NGLS.
Heppell, S., Chapman, C., Millwood, R., Constable, M., &
Furness, J. (2004). Building learning futures. The Building Futures
programme. UK: CABE/RIBA. Retrieved from http://pasaporte.
urosario.edu.co/urosario_files/3a/3ab3bd4d-2bf4-4e5a-94c9-
2b6da193db8f.pdf
JISC. (2006). Designing spaces for effective learning. London:
JISC.
Retrieved
from
http://www.jisc.ac.uk/whatwedo/
programmes/elearninginnovation/learningspaces.aspx
Owing to this collaborative teaching approach, the teaching team
needs time to plan together. Usually teachers met weekly to plan
the next week’s lessons and to allocate space and resources.
Keppell, M. (2014). Personalised learning strategies for higher
education. In K. Fraser, The Future of Learning and Teaching
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