The key components to creating effective collaborative teaching and learning environments

摘要

The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation andrebuilding of schools in the region is initiating a rapid transitioning from traditionalclassrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching.This transition is driven by the Ministry of Education property division who havespecific guidelines for designing new schools, re-builds and the five and ten yearproperty plan requirements. Boards of Trustees, school leaders and teachers arefaced with the challenge of reconceptualising teaching and learning from privateautonomous learning environments to co-teaching in Flexible Learning Spacesprovisioned for 50 to 180 children and two to six teachers in a single space. Thisprocess involves risks and opportunities especially for teachers and children.This research project investigates the key components necessary to create effectiveco-teaching relationships and environments. It explores the lessons learnt from the1970’s open plan era and the views of 40 experienced practitioners and leaders withtwo or more years’ experience working in collaborative teaching and learningenvironments in sixteen New Zealand and Australian schools. The research alsoconsiders teacher collaboration and co-teaching as evidenced in literature.The findings lead to the identification of eight key components required to createeffective collaborative teaching and learning environments which are discussed usingthree themes of student centeredness, effective pedagogy and collaboration. Six keyrecommendations are provided to support the effective co-teaching in a flexiblelearning space:1. Situate learners at the centre2. Develop shared understanding about effective pedagogy in a FLS3. Develop skills of collaboration4. Implement specific co-teaching strategies5. Analyse the impact of co-teaching strategies6. Strategically prepare for change and the future