Student-centred curriculum integration in action: "I was wondering if you could tell me how much one meat patty and one sausage costs?"

Brough, Chris

doi:10.18296/set.0513

Cited by 4 publications

(3 citation statements)

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“…However, within our classes all students have made expected or greater progress in their reading. It is hard to say whether this would have been different in a traditional environment, but student voice indicates that student engagement is enhanced within the co-constructed learning environment (Boyd & Hipkins, 2012;Brough, 2008) of a MLE. We also believe that learner behaviours developed within an MLE will lead to improved academic potential if tracked over a number of years.…”

Section: Discussionmentioning

confidence: 99%

“…• work on problems that are real to a group, class, community or the world • use established knowledge in new ways and for new purposes • work with diverse others, ideas and values • engage in collective knowledge building and collective action • revisit ideas and actions over time • create links between opportunities to learn in different contexts. Students are encouraged to be "active in their own knowledge construction" (Cook-Sather, 2002, p. 5), in the expectation that co-constructed learning fosters deeper engagement and understanding (Boyd & Hipkins, 2013;Brough, 2008).…”

Section: Supporting Literaturementioning

confidence: 99%

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Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Briggs

Gabites

Mackenzie

et al. 2017

Journal of Educational Leadership, Policy and Practice

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Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engagement, positive shifts in attitude, and improved progress and achievement. We undertook two cycles of participatory action-based inquiry to find out how successful collaboration and student ownership within the MLEs could impact on literacy engagement and achievement. We noted considerable progress in the development of key competencies, influenced by the transfer of ownership from teacher to student through choice, sharing of the curriculum, and engagement with the wider range of resources readily available in an MLE. Giving students a say in their topic and context increased their engagement and led to improved outcomes in literacy achievement. The support provided by our school management for teacher-leadership of the innovations has enabled research-informed student-led pedagogy to be developed at both schools.

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Section: Discussionmentioning

confidence: 99%

Section: Supporting Literaturementioning

confidence: 99%

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Briggs

Gabites

Mackenzie

et al. 2017

Journal of Educational Leadership, Policy and Practice

View full text Add to dashboard Cite

show abstract

“…She also showed herself to be flexible, by developing and applying spatial literacy in order to comfortably work across the entire open space, as well as cultivate the capacity to actively respond to the organisation and learning needs for all the students in Explore. When, in Term 4, the team decided to vary the Taskboard rotation system and delve into a full-blown curriculum integration approach (Beane, 1995;Brough, 2008;Dowden, 2012), Shannon flexibly accommodated and actively participated in that change of routine. Moreover, she engaged inter-personal capabilities in informal and formal learning progress discussions with students, whānau and colleagues, to meet school requirements and expectations; as well as intra-personal capabilities, by demonstrating resilience and gaining confidence in her own ability to effectively contribute as a team member in the Explore learning space.…”

Section: Capabilities For Working In Flexible Learning Spacesmentioning

confidence: 99%

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Whyte

2017

Journal of Educational Leadership, Policy and Practice

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Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach and evaluate learning for a diverse class of children with individual learning, social and cultural needs. However, while researching their own practice working within new spaces and pedagogy, some experienced Bay of Plenty intermediate and primary teachers articulated additional necessities for beginning teachers starting out in such complex teaching environments. Analysis of their ideas suggests such spaces require teachers to have particular capabilities if they are to work collaboratively in open learning spaces. This paper argues that ITE programmes and leaders need to be proactive and include appropriate theoretical and pragmatic coursework, to assist student teachers to cultivate the capabilities required of collaborative team members, by the time they graduate.

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Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

Dowden,

Brough,

Fogarty-Perry

2024

Curric Perspect

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This article investigates how James A. Beane’s model of student-centred curriculum integration (CI) enhances students’ learning experiences in the classroom by meeting diverse learning needs and fostering democratic citizenship. It discusses the theory of Beane’s model of CI with respect to John Dewey’s underpinning philosophy of democratic education and explores the practice of Beane’s model via the narratives of two of the authors who implemented the model in primary schools in Aotearoa/ New Zealand (NZ). The findings show that implementing student-centred CI in contexts that are meaningful and relevant to students has the capacity to enhance the value and impact of students’ learning experiences. In the process, the democratic design of Beane’s model allows issues of social justice, inclusion and multiculturalism to be tackled by giving students agency and enabling them to ‘make a difference’ within their communities.

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Student-centred curriculum integration in action: "I was wondering if you could tell me how much one meat patty and one sausage costs?"

Cited by 4 publications

References 0 publications

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

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