Collaborative Learning Community

The Sunshine Harvester Teaching Model

Collaborative Learning Communities – Multiple teachers and Flexible Learning Spaces

At Sunshine Harvester Primary School we have developed a teaching framework that  provides all students with the best environment to nurture them as learners and  support their academic and social and emotional development.

We haven’t just removed the walls! Each classroom (known as a pod) is designed to  include specific learning spaces to support whole class, small group and individual  learning with designated libraries, calm corners and flexible seating.   

Our model of “Collaborative Learning Communities” is based on best practice  international research.  It closely aligns with model preferred by both the Finnish and Chinese education systems and is used as a model for other schools in Victoria when making a change from either conventional classrooms or the old fashioned and  debunked “open plan learning” framework.

Each of our pods, supports one year level with a minimum of three adults and, unlike conventional single teacher classrooms, we are able to ensure that there are education support staff (teacher/learning Aides) in all.   Our adult model, developed over a number of years to ensure best practice, has assigned roles for the delivery of explicit instruction, behavioural management and supports, and is rotated across the curriculum working with teacher strengths and ensuring equal workload for staff.

With more than 1 teacher in a space, we are able to provide for greater consistency in differentiated learning, working in small groups for explicit instruction to build the capacity of students who may need additional support and also to provide extension for students who are working above their year level.  We also have the capacity to provide targeted intervention support program within the classroom rather than having to withdraw students.

Our students build trusting relationships with a greater number of teachers than in a conventional setting and research shows that this supports higher engagement at school and reduces the risks associated with poor attendance and school refusal.

In the multi teacher environment, whole classes are rarely interrupted due to student behaviours or a necessary redirection of a teacher’s focus.  While one teacher responds to an incident/event or behaviour, the other adults in the room flexibly and seamlessly move to accommodate this and to continue the instruction or support.  Even a phone call won’t derail a class!

Each pod is fitted out with Sound field amplification technology allowing teachers to speak in a normal relaxed tone, even in the larger spaces.   We have very low teacher turnover, with staff feeling supported by the team structure and the ability to share teacher planning and administration, manage tricky behaviours and tap in/tap out where necessary.