Flexible Learning

Why

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FLE has been developed in recognition of some important factors for improving student outcomes:

  • Life-skills, such as the setting of personal goals and being personally responsible and respectful, are vitally important, not just ‘knowledge about subjects’.
  • Learning blossoms collaboratively, i.e. in pairs or small groups, and achieving things often involves working effectively as part of a team
  • Learning is often more interesting and beneficial when it is centred around developing useful skills (not just learning about things but how to do things) and linked to ‘real-life’ problems and contexts.
  • Most ‘real-life’ demands and occupations require use of a broad range of knowledge and skills, rather than from just those from one traditional subject
  • Learners need recognition that people have a broad-range of interests, needs, strengths, preferences and learning styles.
  • Learners like a high degree of choice in not only what ‘topics’ they explore but how they can develop and demonstrate these skills
  • Information literacy and use of digital technology is increasingly entrenched in most aspects of learning and working.

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Flexible Learning

What it looks like

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Therefore, in FLE, students opt into ‘real-life relevant’, skill-developing and/or problem-based projects that are cross-curricular and structured to allow a high degree of personal choice and flexibility, as well as necessitating a high degree of personal responsibility.

Currently, four hours each week, based in our Learning Centre , are allocated to this time with Year 9s. The team of teachers come from a range of learning areas including maths, ICT, English, health, social sciences, PE, and Art.

With a favourable response from our current year 9s, this mode of teaching and learning is looking to expand in 2016.

 

 

Flexible Learning Environment Leader

Kyla Dench

denchk@mairehau.school.nz

Flexible Learning

Changemakers Project.

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In this project students were encouraged to make the world a better place by improving the health/well-being of individuals/communities/society or the planet!

During this project about 5 Year 9 girls fund raised money to purchase toys/art and craft material for the Children's Ward at Christchurch Hospital.

Earthquake simulator

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During this project students created an earthquake simulator.

This involved learning some basic electronic theory and then producing a prototype circuit on a breadboard so they could control a variable speed motor.

Stage 2 involved creating a platform that could shake when connected to the motor. Lastly the motor and platform were integrated into an earthquake simulator.

The first prototype produced a fast ground shake similar to the Christchurch earthquake.

Ben and Alan then decided to produce a second prototype that produced a slower rocking motion. Although the final product was uglier than the first it was very effective.

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