Learning Environment and Independent Task Boards

When entering into my new position, I found the learning environment to be very messy, disorganised and old. I spent the lead up to the new year cleaning and clearing old stuff out, reorganising furniture and classroom resources, and thinking how best to deliver a rich curriculum in a single multi-levelled classroom.

Having previously had students who were self managed learners, I had the knowledge of what needed to be done. I inquired into Play Based Learning as a support mechanism when ability based groups of students were working with me. This lead to obtaining PLD funding through the MoE to support the small rural school to move to a Discovery Learning model.

The delivery of the curriculum was still focused on structured programs. But during times where students were too young or didn't have the skill set to work independently on learning tasks, Discovery Learning became a time where they were able to be creative and learn in areas of their interests. The reason for changing the name from Play Based Learning to Discovery Learning was due to misconceptions about what Play Based Learning is supposed to be and what it should look like.

Whole class or ability grouped instruction is used to introduce new concepts and then (where able) students continue to complete follow on tasks or an Independent Task Board.  Students were able to monitor their achievement through the work they were completing. Regular checkins were done as whole class or ability groups with revision of concepts taught, and looking at where to next. Students adapted very quickly to this new way of learning. Even the younger members of the class (year 1 and 2) wanted to have Independent Task Boards to follow. 

As part of Discovery Learning, we had topics that were set up, hands on acitivities available that lead students to further inquiry or questioning. These activities were on top of what is shown below.

Below are examples of the Independent Task Boards.