MLE's and Pedagogy

There has been much debate in recent times regarding the validity of Modern Learning Environments and whether or not these are part of another educational 'fad'.

If we look at Hattie's research (influences and effect size on student achievement), the learning environment features way down the list.
hattie-ranking-influences-effect-sizes-learning-achievement

 It is not the furniture, the bright new classroom, the latest resources and equipment that makes an MLE work. It is the pedagogy that sits behind it!

The belief in student agency, personalised learning, collaboration, student driven learning, real authentic contexts, UDL, teachers as facilitators etc that make an MLE successful or not.
Modern Learning Environments - Mark Osbourne

We love the analogy "Caves, Campfires and Waterholes". Our learning spaces are modelled around these analogies.  Spaces to collaborate and work together, spaces to retreat and work quietly alone, spaces to get messy, opportunities to share successes.
Caves, Campfires and Watering Holes

The options are endless.
Learning Settings

Mark Osbourne MLE Matrix - a good starting point...
MLE Matrix

Blue matrix - vision driven, learner focused, powerful learning - all come before the physical environment. The physical environment is the enabler, not the reason why, and this comes out of the school's vision for learning.

Green matrix - process - change leadership, collaborative culture, community engagement (often the hard part, bringing parents and staff along on the journey), professional learning and development (seeing each other teach, support teams, teachers reflecting on each others practice), evaluation and self-review. If you are leading change, these are the processes you need to go through. 

A schools vision for learning should be independent of the resources available - MLE provides extra resources


Links to edtalks, ministry etc
Mark Osbourne - with links