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INF536   Blog

​Designing Spaces for Learning
Session 2 2019

Assessment Item 1

4/8/2019

4 Comments

 
The Problem Space
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The Year 5 learning space has undergone some significant changes this year. Originally 3 separate classrooms, the teachers of these classes decided to remove the walls between the rooms in an attempt to enable a new pedagogic approach. The classrooms were separated by solid wall partitions on tracks that locked together to create a wall. In previous years, these partitions remained closed. The teachers wanted to develop a more flexible learning space and facilitate team teaching models and enable new types of learning.
Removing the walls was only the first step. Utilising the existing classroom furniture represented further challenges. To enable the type of learning teachers were planning, students needed a variety of seating arrangements. This proved hard to achieve with individual student desks. To assist in the trial, several group tables were swapped in from other locations around the school and some of the individual desks were removed. The only furniture purchased were shelves of trays to provide students with a place to keep their personal equipment and remove the need for individual tidy-trays in desks. One of the teachers supplied an old couch of her own for the space. ​
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Observations
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The lesson observed began with all students gathered for approximately 10 minutes of direct instruction. They then broke off into different groupings to work with particular teachers or independently. The teachers later explained their desire to keep explicit instruction included in their approach. This style of teaching is of notable importance according to Hattie (2012). During the observation, noise level was initially noted. With so many children occupying the one open space, all sounds and voices compounded. The start of the lesson also presented volume challenges. With all students gathered and a single teacher giving the instructions, it was unclear if all students could see or hear the teacher. During the main part of the lesson, all three teachers instructing their groups could be heard at different times.

The lack of space in general appeared to cause issue and was a second point of note. A number of students worked on the floor or other soft furnishing while the students in groups with teachers made use of the larger desks in front of the boards, the location of which ultimately dictated this layout. The 3 classes occupying the space presented almost 90 students in total. The space felt very full. Ensuring every student had a place to be productive seemed like a challenge as several of the seating arrangements didn’t seem suitable for extended periods of time.

​Opportunities for Change


The wall partitions seem like they could be utilised more to help segment the space and perhaps block noise. By creating a half wall, the teachers could then section off part of the classroom into a smaller group working space. Furniture options that partition off areas and provide students with low distraction working spaces may also be helpful.
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​Some of the furniture in the middle classroom could be removed so that all students can fit and see during times when all 3 classes are together for direct instruction. A teacher microphone that plugs into the classroom AV system might also help students hear instruction during this time. 
​It appeared that all 3 classrooms were trying to suit every purpose – from whole class teaching, to group work and individual work. Perhaps separating the roles of the 3 spaces might help them achieve what the teachers are hoping, using 1 whole classroom for the group instruction and using the other 2 spaces for groups and individual work. As stated by Razzouk (2012) design is an iterative process, solutions may be modified or new solutions may be developed until an optimal solution is found. This could be a second iteration of a possible solution. ​
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There was an impression that there were a lot of unknowns about what the desired result really looks like. As Eris' (2004) definition of "the brief" explains, “we don’t know what we don’t know” and would like the design process to unearth that. It is possible that as the teachers continue to work in this space, they will learn more about what they are looking for. This "fuzzy" problem (Melles, 2010) has the opportunity for unexpected solutions.

References

Eris, O. (2004). Effective inquiry for innovative engineering design. Springer Publications

Hattie, J. & Yates G. C. R. (2013). Visible learning and the science of how we learn. Routledge.

Melles, G. (2010). Curriculum design thinking: a new name for old ways of thinking and practice? Sydney: Proceedings of the DTRS8 Conference 299-308. 

Razzouk, R., Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, September, 82 (3), 330–348
4 Comments
Rachel link
9/8/2019 06:09:36 pm

Hi Laura,
I enjoyed reading your blog about a school taking the initiative to enhance their learning space and hence learning experience for their year 5 students. I liked their idea of opening the space up to make it more collaborative but understand the issue of noise can make learning difficult. However, I do wonder if putting half-wall partitions in to divide the room once again to help reduce noise will create a set-back to the now collaborative nature of the learning space. Whilst it may not be an option at present due to available space and budgets, perhaps smaller class sizes would be a better option in reducing noise levels and encouraging group collaborative learning. You also mention the removal of some furniture to free up some space. Perhaps the room would benefit from the furniture being replaced with move-able and versatile furniture as well. This could include furniture on wheels, furniture that easily folds away, or multi-purpose furniture. This will make the space multi-functional without feeling crowded. I do feel this problem learning space will be one that needs tweaking for some time through prototyping, workshopping and experience with the space. I suppose the possibilities and solutions here could be endless.

Reply
Amanda Wood
10/8/2019 09:33:46 pm

Hi Laura,
I love that the teachers involved have taken the leap and moved into, what essentially is their own design process. I agree instead of acting as 3 spaces trying to cater for every need, the spaces must become truly amalgamated into one space. The use of cushions, lap tables and other more portable options may elevate some of the more interesting workstation choices that the students were choosing, that weren't so viable for a longer period of time. These options may also suit budgetary restrictions. The position of IWBs and other boards used for explicit teaching may restrict the design of the classrooms' amalgamation and the teachers' own teaching styles and class management techniques must also be taken into account and maybe evolve or change to suit the space. What works this year for this cohort of learners, may not work for next year's, the design and use of classrooms is an ongoing process and as Brown states it must begin and end with the human element (Brown 2009).

Brown, T. (2009). Change… by design. A summary of highlights compiled by Michael Kellar. Retrieved from: https://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2012/09/Change-By-Design-Tim-Brown.pdf

Reply
June Wall
14/8/2019 11:52:13 am

Thanks Laura, a great description and suggested solutions. Have you spoken with the teachers? I'd be interested to know if they considered how they would be teaching and facilitating learning before they opened the space up? Some of the issues are not just about space but about pedagogical practices that needed to be discussed. Some simple actions or procedural changes on their part could have sorted some of this out. Eg as explicit teaching is important to them, did they consider 1 teacher in front of 90 children with the other 2 supporting?

Reply
Lisette Robey
14/8/2019 03:08:38 pm

Hi Laura,
This is a great description of a collaborative learning space and the god work off teachers who are attempting to elevate engagement through the design of their spaces. The redesign of their classroom reflects my ideal space. In recent weeks I have been asking my students where they learn best. Two-thirds indicate some soft furnishing and the other third indicate a desk (90% of these also say it it by parent decree that they work at a desk and this is not actually their preference). I've also asked them if they are comfortable in their chairs and only 1 in over 100 has said yes. Perhaps it's time to consider the physical learning needs of students which is what these three wonderful teachers have done by giving them choice and creating task specific spaces for instruction. Bravo!

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    About me:

    ​Hello, my name is Laura. I am currently studying my Masters of Education, specialising in Information Technologies. I work as the Head of Digital Learning and Innovation at an independent school in Queensland. I invite you to connect with me on social media via the links below.

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