Personalised learning as a pedagogical approach at Trinity Grammar School: Impact on the use of space.

The overarching objective of the study was to support teacher-led inquiry in using and evaluating pedagogical practices in the prototype learning spaces, otherwise known as the Robertson Corridor, at Trinity Grammar School. The study utilised a mixed method approach involving video observations, teacher and student surveys, as well as artefacts produced from three co-design workshops. Triangulating the findings from various data sources, this report describes an in-depth case study of the pedagogical and spatial practices of four teachers in the prototype learning spaces. Additionally, all teachers who were teaching in the Robertson Corridor, were invited to respond to a survey that asked them about their perceptions of the prototype spaces.