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High Quality Learning Environments
20
REBECCA PICHALOFF
HIGH QUALITY LEARNING ENVIRONMENTS
Physical Structure
Why is it so important?
What does the research say?
Introduction
What effect does it have on student learning?
Importance
THE IMPORTANCE OF AN ORGANISATION'S PHYSICAL STRUCTURE
The educational environment and physical space of a room can positively influence students' attitudes and optimise learning (Park & Choi, 2014). Just like we do in our own home, we want to go to a place where we can be comfortable, take risks, have ownership, feel safe and ultimately enjoy being in. In an educational organisation, the space needs to suit your school’s teaching and learning practices, particularly to meet the needs of today's learners who live in the 'innovation age' (Fishchetti, 2019). Therefore, the physical qualities can contribute to how we work, learn and play which have an incredible impact on the wellbeing and culture in a school.
According to Goffee & Jones (2013) the environment where people want to work is a place where individuals are nurtured, valued and the work itself is meaningful and rewarding. When you feel happy in the environment, you are more inclined to perform better. This also goes for our students. Hannah (2013) calls on teachers to adapt to purposeful change and discover a balance between freedom, flexibility and structure, all of which is vital in establishing a safe learning environment. The physical features (see next slide) impact the way in which we operate, therefore it is important to understand how important the physical structure of an organisation is on individuals.
Importance
Physical aspects
Phillips
(2014)
Nair
(2014)
Barrett et al. (2017)
Cheryn et al. (2014)
PHYSICAL ASPECTS
Colour
Student ownership
Daylight
Natural light
Layout
Flexibility
Fresh air
Minimal noise
Research suggests that these characteristics contribute to effective high quality learning environments.
Layout
Optimal temperature
Air quality
Sound absorbing surfaces
Ownership
Accessibility
Desk arrangement
Zones
Objects & Decor
Complexity
Effect on student learning
Effects on student learning
Students spend a large amount of time at school and within the classroom environment. It needs to be a place that encourages curiosity, growth and the ability to thrive within that environment (Hannah, 2013). When the physical environment is not approached correctly, it can have a negative effect on the student. It can affect their physical (such as focus, attention, body temperature) and psychological (relationships, safety) health.
Watanabe-Crockett (2019) notes the importance of space and classroom layout as an essential part of implementing personalized learning and as a change that underpins his proposed “microshifts” in teaching practice. Utilising evidence-based desgins in the teaching practice can maximise student acheivement (Cheryan et al, 2014) as students learn to think critically, creatively and can communicate and collaborate effectively.
Haertel and Walberg (1980) propose that learning outcomes and positive learning environments are associated with cohesiveness, satisfaction, task difficulty, formality and the material environment. These common attributes optimize student learning, and thus have an impact on the learning environment of a classroom. Phillips (2014) also, suggests the physical structure of a classroom can impact the morale and learning environment and students can have a greater impact on their learning if they are the creators of their environment.
References
References
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j. buildenv.2015.02.013
Cheryan, S., Ziegler, S., Plaut, V., & Meltzoff, A. (2014). Designing Classrooms to Maximize Student Achievement. Policy Insights from The Behavioural and Brain Sciences, 1(1), 4-12. https://doi.org/10.1177/2372732214548677
Fischetti, J. (2019). A Different Kind of Teacher for a Different Kind of School, Teacher Education in the 21st Century. Reginald Botshabeng Monyai, IntechOpen, DOI: 10.5772/intechopen.84372. https://www.intechopen.com/books/teacher-education-in-the-21st-century/a-different-kind-of-teacher-for-a-different-kind-of-school
Goeffe, R & Jones, G. (2013) Creating the best workplace on earth. Retrieved March 24, 2021, from https://hbr.org/2013/05/creating-the-best-workplace-on-earth
Haertal, G.D., Walberg, H.J. (1980). Investigating an educational productivity model. Evaluation in Education, 4, 103-104.
Hannah, R. (2013). The Effect of Classroom Environment on Student Learning (Undergraduate Honors). Western Michigan University
Nair, P. (2014). Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning. Cambridge, Massachusetts: Harvard Education Press
Park, E., & Choi, B. (2014). Transformation of classroom spaces: Traditional versus active learning classroom in colleges. Higher Education, 68(5),749-771. Retrieved March 24, 2021, from http://www.jstor.org/stable/43648751
Phillips, M. (2014). A Place for Learning: The Physical Environment of Classroom. Retrieved from Edutopia: https://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark-phillips.
Watanabe-Crockett, L. (2019). Future-focused Learning: 10 Essential shifts of everyday practice. Bloomington: Solution Tree Press.
Speers Point PS
Context
Speers Point PS
Background
Speers Point Public School is a K-6 primary school located in Lake Macquarie. It has recently been upgraded to accommodate the growing community. The rebuild upgrade included the refurbishment of the existing library and classrooms into special education classrooms and the permanent fixture of five open learning spaces, new hall, amenities and administration.
Although the school is predominantly completely refurbished, there are still classrooms that have not been updated and remain a 'typical' older style classroom located in the older part of the school.
Misfit classroom
Challenges
Description
This classroom is a traditional style classroom. It is currently not utilised by a class as the recent upgrades to the school saw additional spaces for a short number of enrolments. It is located in the older building of the school.
Physical
There are many physical aspects of this classroom that do not represent the research for a quality learning environment such as;
- Windows and blinds are covered with bright coloured paper which is distracting and limiting natural light.
- Student desks are arranged to prohibit collaboration, communication and creativity. Students are facing the wall.
- Small windows located near the ceiling can not be reached to allow fresh air flow. Some are fixed shut.
- Poor, dimmed lighting only operational at the front of the room as the back does not work.
Challenges continued..
Who does it affect?
Physical
- Areas within the room are cluttered and not organised. Whilst there is lots of floor space, accessibility towards the back of the room is limited.
- No zones allocated. e.g. reading area, calm down
- Room temperature is determined from the one air conditioning unit located at the front of the room.
Who does it affect? - Teacher interviewed who had this classroom last year.
- Classroom does not provide enough opportunities for human interaction, collaboration and relationships between students and teachers.
- Students are overstimulated by colour and glaring images on walls which distract learning.
- Room is not inviting, welcoming and engaging. Teachers feel dimensions of the room are problematic and cause concern
when making changes to the environment.
Proposal
What we have now in the new buildings
PROPOSAL
- Update the misfit classroom to reflect that of the new build
- Utilise current furniture but repurposed & refurbished at a small cost
- Incorporate research based ideas
https://youtu.be/er8pgUJHjMU
PROPOSED IDEAS
Room is located in the top part of the school. Shape is rectangular with two entrances (doors) into the classroom. Storage and wet area is adjacent to the room.
PROPOSED IDEAS
Change in layout
- More floor space for accessibility
-Use round tables rather than rectangular
-Create zones using different furnishings
-Reduced clutter
-More air flow
PROPOSED IDEAS
Changes with no cost associated:
- Remove coloured strips on blinds to allow natural light in
-Use current tote tray cupboards as flexible stand up desks
-Use a combination of current chairs and tables. (Relocated for a purpose elsewhere in the room)
-Ensure all windows can be operated
Changes with minor costs associated:
- Whiteboard adhesive to stick to tables for writing
- Blue cushions for sitting and comfort
- Carpet tiles in blue/green/grey calming colours to stick on walls for acoustic
-Change light bulbs to white colour for brightness
Changes with major costs associated:
- Purchase new triange tables (low to ground)
-Semi round soft chairs and softly furnished backings for booths
-Repaint walls
Consequences
Short-term benefits
Long-term benefits
-Classroom is inviting, organised, spacious
-Blends with the newly built spaces (no longer a misfit)
-Space does not require large amount of funds
-Other classes/teachers can utilise space. E.g. for intervention/external therapists, P&C
-Students are engaged and take ownership of learning
-Student choice and voice on how they learn and where
-Student and staff physical and psychological wellbeing is priority
-Increased student outcomes!
HOW WILL THIS AFFECT THE STAFF AND STUDENTS IN THAT SPACE?
As the demographics are changing in the area and the school in growing, this will become a space that will be occupied by a class in the near future. In its current state, teachers are less inclined to work in that space as it is not recently refurbished. Minor changes to the physical components will alter the mindset and attitudes of teachers. For students, it becomes an environment that will stimulate lots of collaboration and communication where they feel proud to showcase their second home. Therefore, the environment can support the teaching and learning that is occurring leading to increased student growth and achievement.