Page 11 - spaces4learning, Summer 2022

WAVEBREAKMEDIA/SHUTTERSTOCK.COM
Do you have any advice on how
to prepare teachers for this type of space?
For district leaders looking to update classrooms, start with the why and then build it out from there. When determin- ing this, be sure to involve teachers and students and focus on what you’re trying to accomplish. It’s common for people to want to get the products first and then start the conversations about plans for us- ing the new products. The purchasing pro- cess will be a lot easier if you already have in mind what it is that teachers want, and it will make it a smoother process of pre- paring teachers to teach in these new en- vironments once classrooms are updated.
For principals that just had classrooms updated, encourage teachers to get cre- ative. We had a professional development day at the beginning of the school year and provided teachers opportunities to catch their breath, meet with colleagues, and discuss what was working and what wasn’t working. This was a great opportu- nity to get everyone together so they could bounce ideas off of each other and answer each other’s questions.
Ultimately, teachers need the time to discuss, collaborate, take risks, and ad- just to new learning environments. As the principal, it is important for me to find the time for teachers to collaborate and for me to check in with teachers peri- odically to see if they have any questions or new ideas that I can share with all. Both are great ways to remind teachers that their colleagues are available to pro- vide support.
What are some of the best prac- tices that you've seen teachers use to maximize opportunities for student
engagement?
Teachers are really getting a hang of the idea that everything new in their class- rooms was designed with instruction in mind. For example, when a lesson calls for cooperative learning, students can quickly create a learning space that is most conducive to their preferred design. Earlier this year, I observed a group of six students in a fourth-grade classroom working on a science experiment around soil erosion. Two students were using the floor-level lap desk, two students sat at the round sushi table, and two were tak- ing part in the activity using the standing desks. Students tend to be more engaged and ready to participate when learning in an environment comfortable and suitable to their preference.
Another example is our small group annex pod where a group of eight stu- dents sit in a semi-circle around a shared 60-inch interactive display. Again, the level of engagement and participation increases in this pod format as students and teacher have a more intimate space to delve into a subject matter.
OUR GOAL WAS TO GIVE TEACHERS MORE FLEXIBILITY AND ADDRESS DIFFERENT LEARNING STYLES.
How can the creativity sparked in an active learning environment take root outside of the classroom?
With classrooms being such flexible learning environments, I think it has helped teachers really think outside the box and beyond the traditional learning environment. Teachers are feeling less restricted to just using class- room space and are finding ways that differ- ent settings can benefit specific lessons.
For example, a couple of our science teachers wanted an outdoor science educa- tion area to teach subjects like agriculture and earth science. Capturing some adja- cent land on school grounds, we quickly transformed the space into an outdoor
science hub where students could conduct experiments and observations. Learning can happen anywhere, and teachers are re- ally grasping on to that idea as they are creating new lessons.
Were there any difficulties during the installation process?
As many can imagine and also relate to in 2021, timing and supply issues were our biggest concerns. There were ship- ping delays for some of the furniture and some of the technology, such as display monitors and AV equipment, and items were still arriving at the beginning of the school year. Issues with shortages of workers and contractors was another issue we dealt with, but we were able to adapt.
All of our difficulties were things out of our control, so no one could get too frustrated about things arriving later than anticipated. We were 80 percent complete at the start of the school year when we initially planned to be finished, but a few things were still being installed and com- pleted as the school year started.
What kind of feedback have you gotten from students & teachers?
Of course, there were the initial “oohs” and “ahs” and initial excitement among everyone seeing the brand-new class- rooms and furniture. Early feedback from teachers was mostly about the apprecia- tion for having more flexibility. They liked how it was easier for small groups to get together, to utilize floor space, or to not need a “front” of the classroom. Now, with this more flexible setting, teachers are seeing an increase in student engagement and easily finding ways to encourage students to participate.
Students are feeling more comfortable in the classroom versus when they were sit- ting on a chair at a desk. They can be sit- ting, kneeling, laying down, leaning on the wall, basically being positioned any way they are comfortable. That’s how they’re learning at home, and we’ve been able to create that extension to help students feel more at ease when learning at school too.
Having the new furniture has been great, but it’s not just about the physical furniture. Teachers and staff have really come together to create such a safe, mo- tivating, and positive learning environ- ment for students.
spaces4learning.com | SUMMER 2022 11