Just as the teacher must be flexible, equally the modern environment needs to be (Dudek, 2000 p.55)
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"For a long time, school has been endured rather than experienced by students as “a series of exciting explorations of self and society” (Aronowitz, 2004)
The underlying assumptions and organization of the school into classrooms, hallways, and departments that were instituted so long ago also remain unchanged, and “the basic instructional approach of teachers talking to students as they sit passively in their seats” continues to be the main teaching strategy (Kelly et al, 2008, pp. 12). |
As the profile of our learners and educational practices change and adapt in line with 21st Century pedagogies so to can our classroom spaces. Classroom design needs to facilitate communication, collaboration, computing as well as inspire creativity. Flexible Learning Spaces are quality learning spaces that allow students to move freely between learning areas suitable for the task they are completing. Flexible Learning Spaces are open to interpretation by the classroom teacher and can be used in many different ways to support the learning of all students. Before investing financially in the redevelopment of zoned classroom spaces; the key question many school executives face is whether flexible learning spaces are a catalyst for or merely one element in a range of school and system reforms that are aimed at improving student learning outcomes (Blackmore, Bateman, O’Mara, Loughlin, 2011)
What do they look like?
What do they look like?
FROM RESEARCH TO PRACTICE
Since the turn of the century much research has been conducted on the built environments of our schools and classrooms. Much of this research has been quantitative in nature, with researchers measuring the impact of air, light, space, sound, furnishings and aesthetics on student learning outcomes, and in particular their health and wellbeing (Blackmore et al, 2011).
Few researchers have conducted inquiries into how the learning space can support and enhance pedagogy and teaching practices.
Few researchers have conducted inquiries into how the learning space can support and enhance pedagogy and teaching practices.
WHAT ARE THE IMPLICATIONS FOR YOUR SETTING?
Key questions to ask?
- what are some ways to gather data and evidence?
- how can staff visualise what it will be like to work in the new space? - what are some ways to engage students, parents and the wider community? - how will furniture and ICT be used in the new spaces? - how do people feel about the new spaces? - who should use the new spaces? - what type of learning do you value and want to encourage? - how will students use the spaces? - what skills and talents will staff bring to the table? |
Research into flexible learning spaces conducted by deakin university identified through the 12 case studies that "there needs to be policy support as well as additional resources to enable innovation. In each case study, additional resources provided opportunities for principals and teachers to do something differently."(blackmore, 2011 p.----) We as leaders need to give our teachers the flexibility to trial and implement flexible classroom designs that are going to best support their teaching practice and pedagogy. We need to allow them to take risks and build a culture of trust in which they feel safe to make mistakes and adjustments if we want them to be truly innovative not only in their flexible learning spaces but in their practice.
Whole school approaches run the risk of producing defensive pockets among some teachers, particularly in large schools. Have teachers buy in overtime and allow time to facilitate conversations amongst your staff.
RESOURCES
The Philosophy of Educational Makerspaces ( Steven Kurti, Debby L. Kurti, Laura Fleming, 2014)
Information on what a successful maker space looks like and the associated values.
Information on what a successful maker space looks like and the associated values.
Futuerlabs: This resource offers a number of starting points for schools beginning the daunting process of thinking about learning space redesign. It aims to provide mechanisms to promote new, innovative thinking and ideas generation that can help inform the development of a more transformative vision of a school or learning space of the future
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