Back to School Learning Space Tips

Consider these seven questions as you design your learning space.

Learning spaces include classrooms, hallways, entryways, office spaces, a library, and so many other locations. Each can be designed to support the needs of students. Each section contains some myths around space design and some practical tips for where to begin. For more information about space design, click HERE and to get a PDF version of the Back to School Learning Space Guide, click HERE

1. Do you have a designer’s mindset?

Designers have empathy. They design with students and base all decisions on high levels of intentionality.

Three Myths:

• Designing is decorating. Actually, decorating can be neat, fancy, and cute, but it rarely impacts learning.
• Designing requires a specific degree. Not true. The designer’s mindset is something that all educators can grow.
• Design is about specific rules. There are some rules, but they are more principles that guide our creation.

Three Things to Try:

• Try noticing your space in a new way. Sit on the floor, stand in the corner. Get a new perspective.
• Consider all of the decisions in your space that were based in tradition, inertia, and momentum. Make a change.
• Make a list of all the things that may negatively impact the learners in your space.

2. What are your verbs?

This is the central question to space design. If you know that you want students to create, make, and design then you can design instruction and space to meet those goals.

Three Myths:

• Classroom environments and instruction can be separate. Actually, both are linked and require attention to keep them in sync.
• Students know the purpose of the space. Not true. We need to be explicit about the learning verbs
• Great instructional design leads to engagement. This is partially true, but the learning environment plays a central role in engaging students.

Three Things to Try:

• Post your verbs in the classroom and refer to them often.
• Make three changes in your space designed to promote your verbs.
• Co-create the verbs of your learning space with students to make sure that they know what they mean.

3. How much of your space is available to students?

There are many learning spaces where the adults consume a lot of square feet. Let’s attempt to give more space back to learning.

Three Myths:

• Teacher desks are bad. Nothing is inherently bad. It is all about being intentional with every decision.
• Students have access to the whole room. There are often informal barriers that keep students from believing that they can use the entire space.
• Pushing everything to the edge help. Trapped spaces can be worse than limited space based on the design.

Three Things to Try:

• Move some items away from the whiteboards so students have more access.
• Be explicit with students that they can be anywhere in the space. Do this often.
• Consolidate spaces where piles form as this space could be converted into new learning space.

4. Can you add writable space to support learning?

Having students sketch, draw and think on writable space helps to visualize learning and supports collaboration among students.

Three Myths:

• Whiteboards help with individual learning. They do, but they are a great way to collaborate as well.
• Adding a writable space is expensive. Actually, there are a ton of new products that can turn any space into a writable space.
• Adding whiteboards is the only solution. Not true. Many current desks have a writable surface with the right markers and clean up.

Three Things to Try:

• Consider using a product like Thinkboard as a way to make your desks writable.
• Use Expo markers on glass and desks that are writable.
• Make sure that you limit the amount of adult writing on whiteboards to save that space for kids.

5. What are the important things in your space?

Most learning spaces would be optimized with less visual stimulus and clutter. These shifts can lead to more focus and greater engagement.

Three Myths:

• It is essential to save school supplies and resources. Unfortunately, this mindset can lead to clutter and excess.
• There is a need to have seats for every student. This isn’t true for all classes. Students just need positions in the room, not seats.
• Having all of the resources available every day is important. Actually, a good rotation of supplies and resources can keep things fresh.

Three Things to Try:

• Put ten items in your trunk. If you need them, go get them, but less can be more.
• Remove a desk or two and observe if it works. This can create fresh space.
• Consider covering cluttered areas or turning little-used shelves around to decrease visual noise.

6. How frequent is your student feedback loop?

Student voice is essential in keeping your room agile and flexible. Student feedback should be an important element of your learning space design.

Three Myths:

• We know what works for our students. This answer changes so quickly. It is important to ask often.
• It is easy to get a feel for what is working in the space. Actually, so much is happening while we orchestrate the learning. We miss a lot.
• Students are willing to tell us what they need. This isn’t true. Lots of our students are people pleasers, and they tend to not speak up on things like this.

Three Things to Try:

• Every two weeks ask your student what they like and don’t like about the space.
• Videotape segments of your class to use as feedback around engagement and movement.
• Consider having students draw the ideal class and move items to show what they need in their learning space.

7. What is the non-verbal story of your space?

Every element of your space is telling the non-verbal story about your learning priorities. Craft a story that showcases the amazing things that are happening.

Three Myths:

• Teachers can control the story of their classroom. There are limitations to this as every item in the room plays a part in the story of the learning.
• Most people miss the details. Even when we don’t see the details, they are felt and impact the space.
• Work product tells a story. It does, but images of students learning showcase to all the amazing things that are happening.

Three Things to Try:

• What do you want others to say about the learning space? Make sure the details tell this story.
• Allow student voice to tell your story as well. Student video and audio about your space is gold.
• Visit another classroom and use the space to tell a story. This is good practice for your storytelling through space.

 

Dr. Robert Dillon has served as an educational leader throughout the Saint Louis area over the last twenty years as a teacher, principal, and director of innovation. He has a passion to change the educational landscape by building excellent engaging schools for all students. Dr. Dillon has had the opportunity to speak throughout the country at local, state, and national conferences as well as share his thoughts and ideas in a variety of publications. He is the author of four books on best practices in learning including co-authoring The Space: A Guide for Educators.

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