INNOVATIVE LEARNING ENVIRONMENTS

Know your learners and what they are capable of. Teaching in a way that they cannot relate to with only be frustrating for both the teacher and the student. Knowing how to engage your students is key to their success.- Nicole David

Having the students work be on display and the main focus around the environment. Kindergarden classes do this wonderfully. -Laura Cummins

-parents and students are given feedback regularly about the students progress both in areas of needed improvement and on successful gains                                                   -students are given choices on how they complete assignments including which type of appropriate technology they would like to use                                                     -real world problems should be used to help with the curriculum and how to use the information they learn at school in their everyday lives. This will also give them an understanding on why they learn specific things and how to apply them (inquiry based learning)  Melanie Barrette

Recognizing and understanding students' strengths and weaknesses will allow educators to plan lessons and activities that best meet students' needs that will allow them to excel. - Kristen Baldinelli

Actually knowing, caring and understanding your students needs is huge! you need to ensure your students are engaged and connected to what they are learning about. Having student participation in your class is key for you to be successful as a teacher. - Lindsay Dick

I think that by keeping students actively engaged in lessons helps foster a great environment for learning. Barry Sheahan

Are you the Sage on the Stage or the Guide on the Side? Who is doing most of the talking? Who is asking most of the questions? The teacher should be the conductor and the students the orchestra; guidance should be subtle, yet powerful.- Joe Fata

In my experiences as a teacher, whether it be my student teaching, my L.T.O teaching French or my current role as a Home Instruction teacher, knowing your students and how they learn is a large part of how you have to be able to teach. As a 1-on-1 home instruction teacher, knowing how my student learns, when he is stressed, and knowing his interests are all very important to how I do my job. It is often not difficult to cater to your students interests by tweaking a lesson that may make students more engaged.-Matt Balenovich

This reminds how the walls of our classroom serve as a second teacher to the students. I used to be intimidated by the teacher with the store bought classroom. I found over the years the students don't pay attention to it. Now, when I begin my school year, our walls are almost completely empty. I tell the students that will fill the walls with their learning. This gives them the sense of owning the classroom along with their learning. -Andrea Aikenhead

I love watching my students share and listen to each others' ideas - that is where so much of their valuable learning takes place. Once students are comfortable to really share their work, share their opinions and thought process, some really great discussions and questions can come out of those moments that push the learning even further/deeper. I teach religion, and most of our best discussions come out of something one student said/did. - Julie Desjardins

Learners respond to patience and kindness in the learning environment. They need to feel like their life experiences and personal connections are valued. - Emily Blakey

Students definitely respond better to teachers who take the time to explain and have the patience to follow them during their challenges in their learning environment. -Fabiola Baldissarelli

-inviting classroom where every student is greeted at the door

-safe environment where everyone feels free to answer questions and make mistakes in order to learn

-trust is built at the beginning so that everyone feels safe and each student trusts their peers and the teacher

-everyone’s opinions count

-all ideas are welcomed and used when possible in the classroom teaching and lesson planning

-students are in charge of their own learning and know where they are in their achievement and the next steps in order to move on and succeed
-students are regularly rewarded for their work, ideas and collaboration with others either by words of encouragement or by token rewards  Melanie Barrette

This reminded me of the Zones of Regulation- an approach to teaching students about self-regulation by identifying their emotional states and how those emotions affect their learning.- Natasha Campbell

Having your students motivated and interested should be a maij goal of yours as a teacher. I am personally very interested in giving "genius hour" a try this summer is summer school (elementary level) so students have time and support to learn about what they are interested in. i want students to be able to be supported in their inquiries and feel passionate about what they are learning. This will really motivate them to come to summer school (which is voluntary at the elementary level) and lead to student success. If my students are motivated and engaged they will be more likely to succeed! - Lindsay Dick

As an occasional teacher, I see sometimes the worst opinions and emotions that students have towards their teacher and subject. As a visiting teacher, I sometimes have the ability to use my unique knowledge and skills to engage students a little more in a subject or concept that they are not used to in their teacher. This gives them the idea that they are too focused on how their teacher is teaching a concept and not their interest in the concept in general. -Matt Balenovich

A good rapport with students is something that I think is so important. I don't think that is something that can be learned or "faked" either. Students need to connect with the teacher and if the teacher can show that they care then students will respond. - Andrew

I have spent much of this year on "Social Emotional Learning" (SEL). It gives me great pleasure to see a new dialogue created between teachers and learners that reiterates the importance of what a calm, alert, and learning student possesses. We talk a lot about the importance of what your body and train of thought should look and feel like when you are down regulating (transitioning, for example), and up regulating (beginning a new activity/inquiry). The teacher is in charge of modelling appropriate tones and dialogues in the classroom so that the learners can cultivate that environment in their every action. Social and emotional wellness is a huge focus with the OCSB right now, and we are getting the students to acknowledge what they are feeling and WHY, while working out new strategies to use to become more effective and well rounded self-regulators. It's an exciting time, but this endeavour comes with its difficulties as we are now creating a new dialogue among students to identify their feelings, and instead of REACT to them, we are trying to get them to REFLECT on them and to think about how they can better themselves or the situation they are faced with - either socially, emotionally, or in an academic sense. - Julian Daher

This past semester I've started doing gratitude calendars along with reflection journals in all my classes - they take only 5-10min a day, and although I was met with a lot of resistence when we first started, the students now love it and grumble if there's a day we skip. It's a nice way for them to center themselves before class starts - get some of their thoughts down and out in their journal and/or to think about what's good in their life, what they're grateful for. It's amazing how much more positive energy you start to feel in the classroom when students are reflecting on their own feelings and gratitude. -Julie Desjardins

By being a positive role model, the teacher is the main motivator, being constructive and giving timely feedback, students will be motivated and eager to learn. - Jennifer Dolphin

Establishing a good rapport is something that can be easily done by showing interest in what the students are interested in. Many students have challenging lives at home so by showing interest in their lives and kindness, teachers can motivate the students to learn..or in some cases, simply attend school. -Laura Anderson

Celebrate differences and encourage diversity. When students can appreciate their differences, then they will see the value in equity. What works for one, may not work for others. - Jenni Calvin

Always make students feel that their abilities are
showcased. Students need to realize that they are different and that they should be proud of those differences. Always remember that each student learns in a different way, we must try to reach each on of them.-Nicole David

Celebrating even the smallest successes helps highlight that our differences are important. Allow students to use what they are brining in their "backpack" to help develop their new knowledge. - Amanda Clement

The MOE's document Learning for All talks about a concept called Readiness, "“Readiness” does not refer to the student’s general ability level, but to the current knowl- edge, understanding, and skill level a student has in relation to a particular sequence of learning" (page 18). Teachers can exploit Differentiated Instruction to celebrate and exploit student differences in the classroom. - Joe Fata

-all students are able to learn the way that they need to learn. Differentiated instruction is constant in the class where manipulatives are available to everyone and all ways to learn are welcomed and acceptable.

-access to the teacher and extra help when needed are available
-classroom distractions are limited and the students are seated where they are most likely to do their best work  Melanie Barrette

The goal of an educator is to try and reach all of their students. Knowing how to reach them is what helps make that happen. Knowing how students learn and what motivates them provides the educator a better opportunity to help those students learn. Barry Sheahan

Each student brings something different to the class whether it is knowledge, culture, experience, etc. Provide opportunities for students to get to know each other and learn from one another through group activities and whole group discussions. - Kristen Baldinelli

Teachers who do not expect to teach to different background knowledges and skills are assuming the skills and knowledge of their students. Assuming, for instance, that all students in your grade 7 math class know the multiplication table before the beginning math is not a prudent decision. I have met many students, in both one-on-one and classroom situations who are very far behind in their math because they do not know their math times tables. As a fundamental to future math ability, teachers should not assume that students have already mastered these math principles. Once you know students, as a class, know and can show their understanding, then you can move on to the next step.-Matt Balenovich

We need to remember the importance of flexible learning spaces. When we think about the attention to differences in every learner, we must think about different learning environments that lend themselves more to the way each student learns. If we're talking about an environment that is acutely sensitive to the individual differences among learners in it, imagine having unique spaces created that best suit the learning styles and needs of your class! Talk with your class about how or where they learn best, and act on their input! It is not as expensive as you would think to make up different zones in your classroom that each have their own spin to them. I've seen so many educators buy "whiteboard paint" to paint the students' desks, where they can use them to write on or spell out words/write out mathematical trial and error procedures. You can have bean bag couches or standing desks to allow students to work in environments that best suit their needs. Learning carpets, grouped desks, some individual desks, even - are all great spaces to work into your classroom design. - Julian Daher

Meeting the needs of each student in the class is imperative. Differentiating instruction and assessment allows each student to learn and grow individually, according to their needs. - Jennifer Dolphin

Each student has different backgrounds, gifts and learning styles that make them a valuable addition to the learning environment, Tasks should be applicable to each students by having different entry points, allowing the use of assistive technology and manipulatives, and next steps for early finishers. Students should be encouraged from early on to respect the differences amongst themselves. Laura Anderson

Our new FSL curriculum definitely allows for horizontal connectedness. While we are learning French we are connecting to different subjects. For example, we are talking about maps and directions and students have been using what they are learning in geography and their personal experiences to enhance their learning experience. - Amanda Clement

Having guest speakers come in to talk about how school subjects are related to real life. For example, Aboriginal speakers talk about 'The Creator', connections to the environment, music and different languages. -Laura Cummins

I am most likely known to hundreds of students as the teacher who knows random facts. As a History-loving student, I try to connect History (and Geography) to many classes that is relevant and interesting to students. Being able to show students that Math class does not just include numbers and symbols, but have real historical and cultural significance brings the subject into the real world. I believe that cross-curricular studies make students more worldly and more able to connect ideas from their page to their own understandings.-Matt Balenovich

-cross curricular activities will help with learning many subjects at once
-real world problems should be used to help with the curriculum and how to use the information they learn at school in their everyday lives. This will also give them an understanding on why they learn specific things and how to apply them (inquiry based learning)    Melanie Barrette

This is especially true with technology. The SAMR model is a good way of making sure that tasks are rich. Tasks should weave many disciplines. One might take a Language expectation, apply to History and then create an artifact (video, etc.) to demonstrate that knowledge. - Joe Fata

Cross-curricular opportunities can provide some of the best learning and real-life applications. Teaching Religion and French. I love partnering with the geography/history/anthro teachers to work on activities throughout the year that tie-in both subject areas. Students also start to see the connectedness and that skills which are used in one class will be beneficial in another. Also, when the school offers guest speakers, experiential learning/workshops, etc. I also try my best to get my classes involved any way that they can - it's just one more way of seeing how their classes, the school as a whole and the wider community are all connected. -Julie Desjardins

Collaboration is a crucial element to social learning. When students can actively collaborate with their peers they learn from each other and become self directed learners. When students feel they have a voice, they are actively engaged and motivated to learn. Jennifer Dolphin

Open communication, going both ways, allows individuals to voice their opinions and ideas freely (teacher → student, student → teacher, student → student). Open access to required resources allows individuals to feel fully prepared to take on a learning task - Emily Blakey

Establishing a positive & respectful classroom environment is key to promoting open and honest communication between students and educators. - Jenni Calvin

The MOE's document "Learning for All” outlines 6 tenants that promote the social nature of learning in establishing a Universal Design for Learning. The key tenants are flexibility and inclusiveness, an appropriately designed space, simplicity, safety, and equity. These factors together create a positivity that promotes a certain social nature in the classroom. - Joe Fata

Ensuring that students feel comfortable and safe in the classroom creates a positive learning atmosphere. In a safe space students are more inclined to share ideas and opinions with others, creating open dialogue between students and teachers. -Nicole David

The most important thing to make a positive learning environment is to have a safe and respectful atmosphere. Students need to feel like they are able to communicate their thoughts and ideas without being judged. Sometimes online options are better at doing this as students are able to use pseudonyms or share directly with one or two students. -Amanda Clement

Creating a positive, safe environment where students feel free to make mistakes is important to student success. We often learn the most from our mistakes. Natasha Campbell

Encouraging students to collaborate, helps them to not only learn about the course material but also learn how to interact with one another. Barry Sheahan

-trust is built at the beginning so that everyone feels safe and each student trusts their peers and the teacher            -students are regularly rewarded for their work, ideas and collaboration with others either by words of encouragement or by token rewards.  Melanie Barrette

Children learn best when they are interacting, building new learning through cooperation and the exchange of ideas, problems, and solutions

Project-based learning is ideal to establish collaborative cultures and teach 21st C learning skills

Having an environment in the classroom where students do not have to be nervous, stressed or worried about what they have to say is key in growing as a learner. This means that students have to learn to respect the opinions and thoughts of all the students in the class. Just as you learn in courses like this, or in seminars or meetings, everyone brings something unique to the table that should be respected and not mocked, ridiculed or laughed at. When students feel comfortable with expressing their ideas, people see their potential to think and learn.-Matt Balenovich

There are many great points under this topic. The need for safe, inclusive, positive classrooms is so important. I think there is one thing that there are a couple of things missing. Passion and Caring. I think that if students see and passionate educator that truly cares about them, then many of these other aspects will fall into place. Students need to feel like they matter and if they don't then nothing else really matters. Students need to see that their teacher is passionate about their job and love what they do. This passion will translate into great things from the students. - Andrew

The social nature of learning is founded upon the cultivation of a positive, respectful, cooperative, and open classroom environment. It's okay to call September a "training month," as you are setting the expectations for the school year with your kids. Once you have established a learning environment that is cooperative, respectful, and hopefully a little willing to take risks, you can have a lot of fun! Learning is loud, and it is meant to be social. That being set, there are limitations to this. Your students have to understand the power of purposeful talk, as opposed to talking for the sake of it. Having quotes up on the wall or speech bubbles for students to use when they are in a conversation with others can help frame this positive yet fruitful discussion. Words like "I would like to piggyback on ____'s idea; or, "I would like to politely disagree because..." You are socializing the students in a way, yet you are preparing them for the world of collaboration where social interactions happen all the time and they have to learn how to be constructive, yet polite and politically correct. - Julian Daher

The social aspect of the classroom is one that I put a major focus on the first few weeks - all about building community within the class, building a culture of trust and understanding. When students feel comfortable in their surrounding, feel like their peers and their teacher are in this with them, it's a vastly more positive environment. As this trust builds up, any activity within the classroom because easier to introduce and to manage - collaborating on tasks, helping one another with something, random good deeds, whatever it may be. - Julie Desjardins

Descriptive feedback allows individuals to know what they are accomplishing and what steps they need to take in order to progress, in detail. - Emily Blakey

Assessment for learning allows for learners and teachers to find out where the learners are in their learning, where they are going and how they will get there. Learning goals are developed to make it clear for everyone what the students will know and be able to do at the end of the task. Success criteria, developed with students, allows them to know what their best work will look like and what they need to do to be successful. Descriptive feedback done through all points in the task and received in a timely matter allows students to know what they have done well and where they can improve. -Laura Anderson

Sharing learning goals and co-creating success criteria allow student the opportunity to provide their input. This gives students a sense of pride and ownership over what they are learning. - Jenni Calvin

Creating success criteria and displaying learning goals for and with the students is a key role in their success. When students take ownership for their learning they are more inclined to try their best and complete the work.- Nicole David

Learning goals in student-friendly language make it clear what the point of the learning is. Success criteria co-created by students gives them a clear outline of what is expected. On-going and immediate feedback make the learning experience meaningful for our students. - Amanda Clement

Learners according to the 7 learning principles are:
- social
- collaborative
- connected
with the principle that these learners be:
- encouraged
- motivated
- recognized as individuals - Megan Amisson

This fits perfectly with Growing Success. With GAFe or 360, teachers have the opportunity to give timely and descriptive feedback. In addition, co-created learning goals (based on curriculum expectations) and success criteria give students a map of their journey before they begin a task. - Joe Fata

Creating a positive, safe environment where students feel free to make mistakes is important to student success. We often learn the most from our mistakes. Natasha Campbell

-students are assessed consistently and it is ongoing throughout the school year.  Parents and students are given feedback regularly about the students progress both in areas of needed improvement and on successful gains.  Students will know the teachers expectations for each assignment and will be given a rubric ahead of the assignment due date..  Students are assessed consistently and it is ongoing throughout the school year.  Melanie Barrette

I remember as a student not placing much importance or thought into the rubric of an assignment or how the teacher was going to decide how to evaluate my work. Knowing how you are going to be evaluated and having an active part in coming up with criteria for evaluation provides students with the knowledge of how they can excel. Providing constructive feedback throughout an assessment task is a relevant learning experience, as any career has tasks where a project manager or boss will provide feedback in order for you to meet expectations. This seems like a natural thing to do for students.-Matt Balenovich

Students should expect to be challenged, without being overwhelmed. They will succeed if they are able to demonstrate good work ethic. - Emily Blakey

We must be real with why we challenge students and how it promotes growth. If educators can be "real" with students, maybe sharing their own personal experiences then it gives students an understanding of why we challenge them the ways we do. - Jenni Calvin

Challenging students is part of engaging them. Students who
are bored tend to act out or become disruptive. If students do not find the work challenging they may begin to wonder why they have to do it. If teachers can challenge students to go above and beyond then they will provide motivation and determination.- Nicole David

Students learning must include some sort of challenge. If students are bored they are less likely to put forth their best effort and the learning is no longer meaningful. The students in our gifted program are doing inquiry-based projects and the majority have picked topics that not only interest them but also challenge them. - Amanda Clement

Provide students with open ended challenges, that can be completed numerous ways so all students can be successful. -Laura Cummins

Tasks should be rich and robust. Entry points should be accessible to all students. For example, if the Gr. 8 curriculum expectation is to rotate a polygon 'x' amount of degrees, the entry point would plotting the figure (several grade levels below). The teacher should have students work in their zone of proximal development; if a task is too challenging frustration and behaviours might manifest themselves. - Joe Fata

Teachers should engage students by allowing for differentiated instruction before challenging tasks. This way each student is engaged and able to be successful during tasks that are more difficult.- Fabiola Baldissarelli

Challenging students through hands on tasks that are meaningful to their world allows students to be more engaged in their learning. Tasks should be open ended with many different entry points to be inclusive to all students in the class. -Laura Anderson

Student work should be challenging and meaningful. Students will be more willing to put in the hard work if they feel it is relevant to their lives. - Natasha Campbell

-students are given choices on how they complete assignments including which type of appropriate technology they would like to use.  They should be able to explore new uses of technology if they choose to.  Melanie Barrette

Ideally there should be a building of skills and knowledge throughout a concept, unit or lesson. Students should be taught the basics and fundamentals of an idea, but by the end of a lesson or unit, be able to apply their knowledge to new and challenging tasks. I do think that students need to be taught in a way to think this way. If they have always been doing less challenging tasks and lessons, then they need to be guided to thinking critically. It is not skill that students are born with, but one that should be learned and practiced in the classroom. -Matt Balenovich

A challenge is always needed in your learning environment. That being said, the challenges should be built and founded upon the co-created learning goal and success criteria that are made with students before commencing a new task. In my classroom, we always talk about "bumping up" our learning, and instead of adding, for example, 5 facts about a habitat, they can extend their thinking and challenge themselves to add 10 instead. As there are early finishers ALL THE TIME, it is great to embed a challenge in the success criteria for students to continue working on should they "insist" that they are finished the work. This allows for natural differentiation, too, where your Level 3 students can plug away, your Level 4 students can be put to extra work, and your Level 2 students can have some time to conference with you, the educator, as the progress. On that note, you don't want to make the work TOO challenging, especially when it comes to the students' multiple intelligences and the way they like to present information. Allowing them to choose a method to present their findings (google slide, tellegami, pic collage, show me), is a more effective way to support student voice with the mindful use of integreated technology - Julian Daher

I believe, for the vast majority of them, students want a good challenge. If they perceive something as too easy, they often question what the point of doing it is. On the flip side, if they perceive a task to be much too difficult from the get go, they shut down. I like to layer my lessons/assignments, building up to continue adding a greater and greater challenge and students seem to respond to that push to find success. Particularly in my French courses, they respond to tackling that next step to see what the next challenge will bring. -Julie Desjardins