Since the earliest days of Mulgrave’s young history, our school has been known for continually pushing the boundaries to ensure that our students have the highest possible quality of education.
We recently updated our Innovative and Interesting Practice webpage with information on initiatives currently underway. “The changes we are making are based on strong research and are in alignment with our existing school values,” explains Martin Jones. “We have the opportunity to learn from other outstanding and innovative schools, but also to shape these practices to best suit our approach to teaching and learning, and to our students.”
One area of focus is ‘personalisation through blended and online learning’. Martin explains that this effort was well underway before the pandemic hit, but that through our experience during the campus closure last year, we were able to learn more and accelerate this process. “We’ve taken these insights and are piloting different models of blended and online learning in specific courses to understand how increased flexibility can lead to higher learning outcomes.”
Students in Michael Moore’s Physics 10 class are currently experimenting with a hybrid learning model, meaning that they have the choice to be in class with the teacher or online. Michael requires students to attend ‘anchor’ classes in person but otherwise, he posts lessons on SEQTA. Online classes are not simply videos of an in-person lesson. Instead, he offers a robust range of simulations, engaging activities, assignments, and other online resources.
“It is a much more personalised approach,” says Michael. “It might not seem that way as students are not always face-to-face with me, but as a teacher, I am providing more detailed and individualised feedback and am customising the learning to a greater extent. If students feel they learn better in a classroom environment, they have that choice. They can also set their own pace if they want to work ahead or go to greater depth on a subject than required. This gives the students many more opportunities to personalise where, when, and how they learn.”
The pilot programme will wrap up at the end of the year, at which time feedback and data will inform our future commitment and approach to online learning as part of our core academic programme (as appropriate to student age, subject matter, and course content).