Learning spaces [Blogpost 88]
Each and every day, I have the opportunity to share with prospective families our school community. For many families (especially those coming from traditional, rote learning based education systems) it is quite an eye opener to see classrooms where the teacher is not “the sage on the stage”, where flexible seating is the norm, and where classrooms are busy environments with multiple activities going on simultaneously. These and other practices result in increased student engagement.
Learning spaces, both at the schoolwide and individual classroom level, have changed radically in the last few years. This is in terms of how to best serve students on an individual basis as well as the community of learners within individual classrooms and the school as a whole. George Couros’ recent blog post, Starting from Where the Learner Thrives, has this flowchart. Its simplicity reminds me of the expression, "It’s not rocket science”.
It is apt to keep this simple flowchart uppermost in mind when considering the concept of learning spaces. Schools are not simply places in which to impart and/or construct knowledge. As stated in my The Importance of Authentic Student-Teacher Relationships blog post (May 23, 2019) “When students feel safe and secure, they are - per the IB Learner Profile - able to take risks, move out of their comfort zone, and reach their potential. This is somewhat akin to Maslow’s Hierarchy of Need.”
In many ways the focus on flexible learning spaces seems to be similar to the concept of open plan classrooms from previous years. However, I perceive there to be three major differences:
The concept of learning space is beyond the physical space, but also incorporates pedagogies, acoustics, furniture, and technology. These five typologies are referenced in Traditional classrooms and Innovative Learning Environments which highlights how educators use the classroom to help students engage in deeper learning and is part of a four year study entitled, The Innovative Learning Environments and Teacher Change (ILETC).
The current focus allows students to have autonomy in terms of where and how they work, rather than it being at the sole direction of the teacher. This creates a warm, welcoming and nurturing environment in which students feel safe with the ultimate aim to inspire all to reach their potential. This short video, entitled Flexible Classroom Space: Empowering Students With Choice, is a great example.
The incorporation of standing chairs, yoga balls, low tables and cushions, wobble cushions, and other furniture in the learning environment is for each and every student (rather than for a few children, per an Individual Education Plan [IEP]). In years gone by such furniture would - as part of the IEP - be deemed to be Assistive Technology (low tech) and only available to certain students.
Further reading and resources:
Schools are rethinking classroom design to encourage collaboration, creativity highlights the importance of deliberate and careful implementation so as to increase positive change and success.
Bangkok Patana School: Tapping into the power of collaborative spaces gives an overview of the changes implemented in an international school and the results thereof.
Using archetypes to match learning spaces with physical and digital spaces. draws on the work of Steve Collis and further developed by Prof. David D Thornburg who identifies the campfire, the watering hole, the cave, and life as the four ‘archetypal learning spaces’.
I challenge you to reflect upon the learning spaces in your school. Do they fully reflect your school’s ethos?
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