A contemporary and participatory approach to learning spaces is integral to the creation of an inclusive, engaging, and supportive space for students embarking on formal and informal learning experiences (Casanova et al., 2018, p. 291). Pedagogies focusing on the learner ideally also involve the student and their teachers in the ideation phase of the development of the learning space (Casanova et al., 2018, p. 290). This process acknowledges that a carefully constructed learning space has positive impacts on learning and that the users of the space have value to add to the design process (Casanova et al., 2018, p. 290). It is evident, when reflecting on the learning space for the extra-curricular writing group, Pen & Paper, that there are elements that work effectively in terms of current thinking around learning space design, but there is room to improve and the students who attend likely have many valuable ideas of what would work for them (Casanova et al., 2018, p. 290).
Pen & Paper is an additional humanities-based activity outside the English and Communication Skills classroom. The physical and online space is free from the constraints of the syllabus so can be responsive to the needs and interests of learners which aligns with the work of Crook and Bligh (2017, p. 80) who suggest informal learning spaces are inherently valuable. My experience working with the NSW English Syllabuses and time in the English classroom has been useful when determining activities to engage and challenge the students who attend Pen & Paper to ensure that students are honing their skills while focusing on writing styles and texts that they are passionate about (Juliani, 2015, p. 113). The work of Nancie Atwell (2015, p. 85) has informed my practice and the development of the face-to-face learning space operates as a modified Writing Workshop. Consideration is made for student choice, so the structure of the learning space gives students designated time in which to work on an existing or new writing project or engage in the short activities. The introduction of different styles of writing or the use of particular techniques draws on the modelled, guided, independent gradual release of responsibility scaffolding (NSW Department of Education and Training, 2009, p. 22) so students have support and explicit teaching, if required, until they have acquired the new skills and are confident to employ these in their writing (Hmelo-Silver et al., 27, p. 104).
At its heart, the learning space aims to build the confidence of those who are interested in writing but maybe unsure about how to take the leap from consumer to creator (Juliani, 2015, p. 113). The role of the teacher is significant in providing support within the space as well as constructing an online space with more flexibility (Zhang, 2021). Student choice in writing is a significant factor in students developing and honing their writing skills. The ability of the teacher to give explicit feedback and peers providing some feedback as well gives insight into the piece of writing composed and can be a great collaborative skill for students to develop within the writing community (Atwell, 2015, pp. 54-55). Atwell’s In the Middle (2015, pp. 77-78) purports that students are more likely to write and write well when given the freedom to choose both content and form, so this is an underlying premise, as well, the provision of a prompt/activity/exemplar text but the freedom and flexibility to focus on different projects or discussion.
Social and active learning strategies are at the core of the learning space, but this is an area that could be improved in the online environment (Brown & Long, 2006, pp. 116-117). When on site, Pen & Paper meets during lunch time on Thursdays for the whole of the half an hour break (see image right side bar). Students bring their lunch, and we use the tables in computer lab adjoining the library, unless there is a last-minute room booking and the group finds another location in a quiet corner of the library or a meeting room (Brown & Long, 2006, pp. 116-117). The computer room has a large screen and projector which makes it possible to include multimodal prompts and display texts for critique and discussion. From here, students complete a short writing activity or share their progress of their latest writing project (Bligh & Crook, 2017, p. 70). The learning space doubles as a realistic setting – discussing ideas with peers while having lunch is an authentic experience (Bligh & Crook, 2017, p. 70).
To maintain consistency and encourage participation in the learning space every week I bring along different types of paper, a range of pens, pencils, crayons, and textas (Brown & Long, 2006, p. 117). I also issue each student with a ‘Writer’s Notebook’ and instruction guide with suggestions on what types of things they could include, and we revisit this throughout the term. Access to technology, beyond the computer room, is easily a positive in this learning space as the school was established with a ‘Bring Your Own Device’ policy. All students have a laptop provided by their family or if needed, a long-term loan from the school which does make it easier for students to partake in an online environment (Bligh & Crook, 2017, p. 1; (Brown & Long, 2006, p. 117). I provide a range of prompts, sometimes these are printed for students and sometimes they use resources from the library and often collect catalogues when I visit the grocery store, so we can do some idea generation in response to everyday items. The tactile approach works quite well because the group is not only about writing but allowing students to participate and make friends with students in different classes (Brown & Long, 2006, p. 117). Considering how to provide the variety possible within the face-to-face environment in the online space is an element I am grappling with currently.
Many of the students who participate in Pen & Paper also attend a range of other extra-curricular activities, so I have established Pen & Paper as a ‘drop in’ group with little pressure to attend every single week. Many of the other extra-curricular activities students sign up for are strict with attendance which means they are unwilling to attend others lest they overcommit themselves and run out of time to complete their homework and assessments, attend after school activities, and spend time with their friends and family. I learned quickly that I needed to take a much gentler approach with Pen & Paper, so students did not feel pressure to attend when they had full schedules and therefore wouldn’t attend at all. I create an overview of the term (see image right side bar) for the group to give some structure to the meetings and allow students to plan accordingly (Zhang, 2021). Each meeting I reiterate that they should come along when they can, and decide which topics they like the best—those involving sensory writing about sweets or biscuits are very popular which aligns with the ‘café’ culture approach espoused in the work of Bligh & Crook (2017, p. 70). I keep the conversation going when I see one of them in class or the library to reinforce the importance of their writing as part of their identity (Atwell, 2015, p.27).
Maintaining routine and consistency in an online environment is as important as doing so in a physical environment but not so much as to impede or contain (Bligh & Crook, 2017, pp. 73-74). The development of an online space, while wholly necessary during remote learning, also allows learning to transcend the four walls of school, much like the way society operates beyond school (Juliani, 2015, p. 7). The online environment gives students the autonomy to access materials when and where they want – increasing flexibility and access and this is a learning space that I will maintain on our return to face-to-face (Juliani, 2015, p. 8). The use of Google Classroom replicates some of the functionality of social media, in that there are comments, and reactions available for immediate feedback and the display of pieces of writing as a post also iterates the ‘social media’ feel of the space (Ellis et al., 2018, p. 4). Students have some control over their presence in this world and they can choose their own avatar. The ‘asynchronous’ nature of the online space allows for students to access when they have the inclination, but it is possible that without the structure, accountability, and regularity of scheduled meetings that this is ineffective for some students (Zhang, 2021).
As aforementioned, students were invited to the online Google Classroom learning space if they had attended a face-to-face meeting and there have been several invites to the wider school community. Canvas is used for timetabled classes and this differentiation of platform for the extra-curricular space was to ensure that Canvas wasn’t sending more notifications to students about non-compulsory requirements. Given that many are struggling with the extended time online, I needed to create another space away from where they are spending their school days. I have found Google Classroom to be functional but does not allow for the interactivity, nor the development of a unique aesthetic, and in many ways, as reflected in the work of Bligh and Crook (2017, p. 70) it has fallen somewhat short of my expectations.
No comments:
Post a Comment