Last term, I had the opportunity to lead some of my colleagues on a 'Space Walk' throughout the Year 6, 7 and 8 flexible learning spaces in our Middle College. I consider our Middle School to be a place where students enjoy coming to school and love being in their classrooms. For our Middle School teachers, signifying Middle School principles and pedagogy drive their classroom layouts.
On entering the Year 6 learning spaces, an instant calm washes over you. Gone are the traditional desks and chairs and in their place are collaborative work spaces of various levels and in different configurations. It looks homely.Tables with writable surfaces - round, square and rectangular; wooden cable spools; soft furnishings like floor cushions, beanbags and lounges; a conference table for teacher/student mini-lessons, master classes or checkpoint meetings; wobbly balance boards, stools, fit balls and padded milk crates as seating options - all in place to cater for student choice and comfort.
In our Year 6 classrooms, differentiated group rotations and activities drive instruction. Cooperative learning structures are used on a daily basis, and this classroom space enables student movement and flexible groupings to occur throughout the day in a variety of subjects. This year group also uses 1-1 iPad devices, and mobility is a priority when collaborating, creating and sharing their work. Comfort, choice, space and flexibility, along with structure, are priorities for the teachers of these classes when creating their learning spaces.
The Year 7 space has a similar feel. In a polished cement floor warehouse-style room, freedom of movement and collaborative group work are clear priorities.There is a dedicated meeting place on the mat at the front of the room, where direct instruction or student-led teaching takes place. Other seating arrangements include, whiteboard-surfaced desks, kneeling tables, a stage area, picnic table, soft byte ottomans, conference table and byte desks. An outside patio area is also made available to the students. Wobbly balance boards, fit balls, chairs, stools and cushions are all seating choices.
The Year 8 learning space was designed for open-plan, team-teaching, project-based learning with 75 students and 3 teachers. Again, the furniture choices are guided by the teaching pedagogy - 4-member teams of students working collaboratively on their group projects, a whole-class instructional space, three Homeroom group areas for pastoral activities, small group seminar spaces, performance space, conference area for masterclass, mini-lessons or teacher/student checkpoint meetings, outdoor area, and quiet area for students who find noisy environments challenging.Choice of furniture included standing, whiteboard and standard tables; booths; tiered seating/stage area; soft furnishings such as cushions, ottomans, splats and benches; a horseshoe seminar area where students' attention can be focused; glassed classroom within a classroom for quiet, Homeroom or withdrawal work; and outdoor furniture with sit-down or stand-up options.
With all options, students have the choice of movement and comfort, in a working space that will best support the activity goal.
Research has shown desks and chairs in traditional classrooms are not appropriate for 83% of students, and that remaining still actually involves the highest demand loading for the body and that moving is necessary for many children when they are learning and creating.
Children have widely different furniture needs and generally the choices they naturally make are the right choices for their bodies (Faith Lutheran Occupational Therapist report, Faith Matters; Article 21, March 2016).
Whilst the furniture:student size ratio for this year level was slightly disproportionate (adding cushions to the chairs would help raise the height of seated students), the calm and homely ambience of the classroom environment was overwhelming.Lighting was reduced to fluoros at the back of the classroom only, supported by standing and table lamps, fairy lights and various strings of LED's around the room. This reduction in lighting game the classroom a much calmer feel.
The class teacher reported a much calmer classroom with no behaviour problems, due to flexibility of seating choice and movement within the classroom. Students were better focused and engaged longer in tasks. Seating options were more conducive to group work, collaboration and communication.A video reflection from the students indicated they loved coming into their classroom because it felt like home, was comfortable and they could choose where they sat (and move if they weren't comfortable).
Here are some links to other blogs and research on flexible learning spaces:
https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer
https://www.edutopia.org/blog/visualizing-21st-century-classroom-design-mary-wade
https://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need
http://www.designshare.com/Research/Wolff/Project_Learning.htm
http://www.learningspaces.edu.au/docs/learningspaces-final-report.pdf
https://education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexible-learning-spaces/FLS-How-the-design-of-spaces-can-help-student-achievement.pdf
https://blairsmithteaching.com/2017/02/10/how-to-get-rid-of-student-desks-in-a-flexible-seating-classroom/#more-1635
