Page 41 - spaces4learning, Fall 2024

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Inductive Learning Storage and Organization Areas: In-
ductive learning is a broad category that includes various instruc-
tional approaches such as inquiry, problem-based, project-based,
case-based, discovery, and just-in-time teaching. Learning spaces
should support teachers in easily storing and organizing multiple
instructional materials for students to access for designing, creat-
ing, and presenting projects connected to learning targets and suc-
cess criteria.
Collaborative Learning: Collaborative learning is an edu-
cational approach where two or more students work together to
tackle a learning activity, either by pursuing a course curricu-
lum or trying to figure out a solution to a problem.
Multipurpose Space: As adults do, students prefer specific
spaces to work together. Students might prefer the floor in the
corner of a classroom, being out in the hall, or even in an open
learning commons area. Reimagining how existing classroom
and hallway spaces can be transformed into flexible learning
areas increases student agency and increases their positive emo-
tional learning experiences.
Flexible Seating: Flexible furniture readily supports rede-
signing learning environments—use of furniture that can be
easily reconfigured to create areas for collaborative groups.
Technology-Supported Spaces: Many students also have
digital devices. Therefore, tables, display screens to project onto,
and mobile boards should include various power source outlets.
Outdoor Learning Spaces: Outdoor learning areas also
provide opportunities for flexible, collaborative learning spaces
where students can conduct inductive learning projects. Stu-
dents can meet learning targets and success criteria in many
ways, such as creating gardens, exploring ecosystems in their
local areas, and enhancing school sites.
Challenges and Considerations
Budgetary considerations always exist when designing and
building new schools and retrofitting current ones. Architects
and school leaders must balance the educational benefits to
teachers and students and the long-term costs of creating learning
environments. Retrofitting old buildings for new educational
paradigms also presents structural challenges. However, the data
is clear that students need to be more engaged and have more
agency in the learning process. Innovation in school architecture
is necessary to meet the needs of today’s learners. The challenges
can be overcome by providing multipurpose spaces and outfitting
classrooms and other learning spaces with flexible furniture,
which is necessary for deeper learning.
The Role of School Architects in
Designing for Thrill
Collaboration with educational leaders is essential for designing
learning environments, whereby learning thrill experiences for
students are fostered. School architects should seek to understand
pedagogical goals and learning strategies critical for designing and
creating educational spaces that cater to students and educators’
specific needs and objectives. Integrating educational insights
into architectural planning involves incorporating best practices
and educational research findings into the design process. By
collaborating with academic leaders, architects can create spaces
that look aesthetically pleasing and support effective teaching and
learning methods.
Embracing innovative ideas and technologies is crucial in
staying ahead of the curve in architectural design for education-
al facilities. By being open to innovative approaches and inno-
vative technologies, architects can create spaces that are visually
appealing but also functional and efficient for many enabling
conditions for learning thrill.
Leading the shift toward modern educational facilities that
support deep learning involves designing spaces that encourage
collaboration, critical thinking, and creativity among students.
Architects can create environments that promote deep learning
and student engagement by incorporating elements such as flexible
learning spaces, natural lighting, and interactive technologies. By
working closely with educational leaders, architects can ensure that
the design of the school or learning environment aligns with the
desired outcomes and fosters a conducive learning environment.
Dr. David Cupolo, Ph. D., has 18 years of educational leader-
ship experience and is currently the principal of St. James Inter-
mediate School in Horry County, South Carolina. The school,
which opened eight years ago, is a non-trivial school designed
by SfLA architects and furnished by Meteor Education. Dr. Cu-
polo consults on school design, environment, culture, and in-
structional strategies to enhance educational settings and ped-
agogical practices.
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