Many well designed learning environments support a range of pedagogies. They are often student-centred and provide direct access to a variety of other learning spaces and activities. Innovative Learning Environment not only support a variety of pedagogical concepts but also offer both students and teachers flexibility, agility and access to a range of resources.
Providing users with an open, flexible learning space where communication, collaboration and critical thinking can lead to the development of a robust and continuously improving community of practice should be our goal. This improvement should be paramount in the design of any Innovative Learning Environment. To gain the best returns on these learning environment designs they are best supported with a fully developed school-wide pedagogical model.
Learning Space Spectrum
Heidi Hayes Jacobs developed the Learning Space Spectrum in 2017 to give teachers and schools an understanding of the process they can implement when starting the move to contemporary pedagogies an subsequently the move to Innovative Learning Spaces.
The infographic shows how educators can start with some basic facility changes, such as moving furniture and fixtures to create a more accommodating learning environment.
H.H.Jacobs (2017)
Each of these segments could be a full series of workshops by themselves, however this is a cIear and concise graphic to show the flow of innovation that is often necessary to reach each stage ready and prepared for the next stage. I would differ to her advice on one point. I think you could easily swap sections 4 and 5. The deployment of outdoor spaces especially when next to Innovative Learning Space can be an inexpensive exercise with a significant change to the pedagogical practice and dynamic of the learning. Students enjoy and learn to relish the trust of being only partially supervised and working outside. They feel a sense of independence and are able to get messy without worrying so much about the lovely furniture or carpet.
https://my.aasa.org/AASA/Resources/SAMag/2017/Oct17/Jacobs.aspx
Learning Space Matrix
The 9 different pedagogical modes identified by Ken Fisher from the Melbourne University School of Design actually sits within a matrix that incorporates elements of both collaborative and self directed learning practices. SCEC suggests that teachers can configure the pedagogical modes within Thornburg’s Primordial Spaces.
SCEC have created a Matrix overlaying the Pedagogical Modes and the Primordial Spaces. Situating the pedagogical modes on this matrix allows teachers to map out their own pedagogical practices and implement strategies for moving students towards a more self directed paradigm. As a teacher we should be intentionally designing learning activities that moves our students into and around these different pedagogical spaces.
Can you identify your comfort zone?
Workshop Overview
This workshop is designed to allow teachers to;
- identify the way they currently use spaces
- investigate ways they could use other pedagogical modes
- intentionally design learning activities to make use of all available spaces
- start to articulate their own pedagogical practices
By the end of this workshop teachers will be able to identify the different pedagogical modes they use in their classroom. They will be able to identify those which they fell most comfortable in and those which they tend to struggle with. Teachers will be able to articulate their pedagogical models and evaluate the relevance of their current use of space and practices.