Are our schools as responsive, dynamic and engaging as the world we live in? – Physical Spaces
At my school, we are working on a range of factors that foster pedagogy that is responsive to the learners we are working with. One of these elements is the disruption of the physical spaces to allow for more dynamic learning experiences for both staff and students (all learners). My own exploration of the power of space in supporting different pedagogies has been facilitated through the development of three large spaces in our school. The first, The Learning Hub (LH), was instigated over five years ago, and whilst I didn’t have a direct role in managing the build, I along with other staff played a key role in utilising and re-imagining the space over time. This year, it is exciting to see the space once again transform under the leadership of my colleague Melissa Smith (nee Mulholland).
The second opportunity emerged as we developed our Senior Space which was completed in March of last year. This space built upon the understandings developed over time using and reimagining the LH along with ongoing reading, collaboration, exploration and site visits.
The third, is by far the most extensive, with a makeover of our science and maths areas into a flexible, multipurpose interdisciplinary space, due to begin later this year.
In planning and leading out such a significant change, consideration must be given to the following:
- How will the environment promote new pedagogies requiring a variety of spatial settings (e.g. inquiry learning, problem-based learning, interdisciplinary approaches, vertical grouping)?
- How will learning be facilitated by multi-disciplinary teams of teachers who need agile and flexible spaces?
- How will the space support and coerce collaboration between groups of staff and groups of students?
- How can the environment and configuration generate creativity and curiosity over a focus on productivity?
- How can the spaces foster ubiquitous learning, i.e. learners becoming more self-directed, collaborative and flexible in using a variety of spaces/settings?
- How will the space support and enable teachers and students to develop digital literacies and competencies that enhance the use of space in a variety of ways to good pedagogical effect?
- How will the environment utilise natural light and natural environments to incorporate light and air?
- What PD will be required to support teachers to visualise and understand spatial possibilities – including modelling the use of such spaces?
Making over physical spaces can soak up a lot of time, energy and money. In the end, you can achieve “beautiful” results in the aesthetics, but if genuine collaborative consideration is not applied to the factors above, what will emerge is beautiful spaces with 20th century pedagogy staring back at you from comfortable chairs, behind tables on wheels!
No amount of consultation with those who have tread the road of disrupting spaces is adequate. I am particularly thankful to the wisdom and generosity of Stephen Harris, Anne Knock and the team at SCIL in addition to Stephen Heppell, Matt Esterman and a range of other online eduadventurers who have been open either online and/or in person sharing their wisdom, experience, successes and mistakes.
A small sample of research utilised in planning for and designing learning spaces:
Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., Aranda, G., 2011. Research into the connection between built learning spaces and student outcomes. http://www.education.vic.gov.au/Documents/about/programs/infrastructure/blackmorelearningspaces.pdf. [Accessed 30 January 2017].
Miller, Herman., “Rethinking the Classroom” 2017. Rethinking the Classroom http://www.hermanmiller.com/research/solution-essays/rethinking-the-classroom.html. [Accessed 2 February 2017].
Miller, Herman., “Adaptable Spaces and Their Impact on Learning” 2017. http://www.hermanmiller.com/research/research-summaries/adaptable-spaces-and-their-impact-on-learning.html. [Accessed 2 February 2017].
Wolff, Susan J., “Design Features for Project-Based Learning, February 2002, http://www.designshare.com/Research/Wolff/Wolff_DesignShare_3_7_02.pdf
“Good things happen when you get your priorities straight” – Scott Caan
This has really come to the forefront in my practice at school. It has actually been at the heart of how I choose to spend time on things I am passionate about and how I use my energy. Let’s face it, what’s the point of saying “I don’t have the time for that”? Be honest and say “I would prefer to do something else” or “I don’t value that enough to give it attention”.
At the beginning of the year I really wanted to develop our class blog and use it as a tool to share in ‘real time’ the learning from school to home. I have always provided the weekly news with photos and student work but I knew the blog would provide an opporutnity for parents, families and friends to interact with what we were doing during each day.
That was the plan. Term 1 passed and I did construct a blog and there was a post which welcomed visitors to the site, but that was it. So was it really a priority? Was I allowing other things to get in the way? Was it a goal that was worthy of more time and effort?
I decided that yes, it definitely could have a positive impact on our community; students, families and friends. Having made this decision, I had to make a commitment to ensure the days, weeks and months didn’t disappear without action.
So I made a commitment, a priority to post something about our learning three times a week. It has led to our students, staff, families and friends becoming involved, interacting and owning it. You can check it out here: http://wirreandaunit.edublogs.org/