Re-Thinking the Learning Environment

There is always a great deal of focus on the why, how, and what in relation to standards, curriculum, and essential concepts when it comes to learning.  While these are definitely important, a rapidly changing world requires the cultivation of disruptive thinkers who have the competence to replace conventional ideas with innovative solutions to authentic problems. Accomplishing this feat also requires educators to take into account when and where students learn.  The former was addressed in a previous post that looked at achieving equity through personalization.  Blended strategies such as station rotation, choice boards, playlists, and the flipped classroom shift how time is used both in and out of the classroom, thus having an impact on when learning occurs.  In this post, I am going to focus on where learning can and should happen. 

As society grapples with exponential change, schools need to take notice and evolve accordingly.  In the lead-up to a curation of a vast amount of research, UNESCO stated the following:

In today’s world, education systems must constantly evolve in order to effectively respond to the rapidly changing demands of the societies they serve. Innovations in curricula, methodologies, materials, and technologies may require major changes in the design and organization of the environments in which they are housed. Innovations can be relatively simple and inexpensive, such as re-arranging schedules and seating patterns to allow additional time and space for guided group practice or collaborative problem solving. 

The big takeaway is as simple as it is blunt.  As the world changes, so does the environment in which students learn.  If we are to adequately prepare future generations for a bold new world of work, then the spaces, both physical and virtual, must authentically replicate where this will happen.  UNESCO defines the learning environment as follows:

The complete physical, social and pedagogical context in which learning is intended to occur. The term most often refers to school classrooms but may include any designated place of learning such as science laboratories, distance learning contexts, libraries, tutoring centers, teachers’ lounges, gymnasiums and non-formal learning spaces. The components and attributes of a learning environment are conceptualized in relation to their impact on learning processes and outcomes in both cognitive and affective domains. This term may also refer to the natural environment surrounding school buildings when they are used as a learning space.

Before the pandemic, a great deal of emphasis was placed on redesigning physical spaces in ways that took into account flexible seating (furniture and layout), temperature, lighting, acoustics, and color. A shift to remote learning and social distancing forced schools to revert back to more traditional arrangements, but new opportunities came in the form of virtual environments consisting of vibrant bitmoji classrooms, breakout rooms, purposeful use of technology, and the effective use of learning management systems. Thus, the aspect of where kids can learn was expanded and is something that I address in detail in Chapter 6 of Disruptive Thinking in Our Classrooms. 

When creating impactful learning environments, both physical and virtual, consider the following:

• Avoid overstimulation as this can detract from learning. For example, having too much stuff on walls or posting a lot of material in the LMS can cause distractions. 
• Use gender-neutral colors to create a culture of respect and understanding.
• Emphasize natural elements such as sunlight, fresh air, and the outdoors as much as possible. These are hardwired into our brains. Humans have the basic need for light, air, and safety. In this area, the impact of lighting, sound, temperature, and air quality are prevalent.
• Provide choice in seating, tasks, programs of study, and virtual courses. As individuals, each of our brains is uniquely organized, and we perceive the world in different ways. Because of this, different people respond to stimuli in various ways. Therefore, the opportunity for some level of choice affects success.
• Create a virtual option as many students flourished in this environment 
• Utilize blended pedagogies that focus on path, pace, and place while developing a more equitable culture.

What works for one learner doesn’t necessarily translate to others. Hence the need to create learning environments that not only challenge all learners to think but also meet individual needs.  They must also better reflect real-world working conditions and emphasize the development of critical competencies needed for success. So, where will you either begin or take the next step in the evolution of your learning environment(s)?

Flexible Spaces Need to Lead to Flexible Learning

Do you remember the classrooms that you learned in as a child?  I sure do and not for many positive reasons. Each room was a carbon copy of one another, where you would have as many uncomfortable desks lined up in cute little neat rows.  The exception was science classrooms flush with lab tables. However, there still was the issue of sitting in chairs for long periods of time that killed our backs. Uncomfortable seating options and a lack of movement not only led to discomfort, but it also had a negative impact on engagement. Now don’t get me wrong; some lessons were extremely engaging.  The issue, however, was that the conditions under which learning was supposed to take place were not conducive to the process at all. Little did we know at the time that classroom design could be something different. It was what we always knew and came to expect and never thought twice about it.

"School should be a place that learners want to come to….not run away from." 

Evolving research on the importance of classroom design and routine movement has begun to uplift the status quo.  Some fantastic changes are being implemented in schools across the world. For some, typical classrooms with desks in rows are now a thing of the past. They have been replaced by more contemporary furniture that is not only comfortable but also modular.  Flexibility, choice, and movement are all being incorporated to make the school experience more enjoyable while setting the stage for increased engagement. The key is to create the conditions for our learners where we, as the adults, would want to learn. 

Here is the rub.  As spaces change has pedagogy as well? In some cases, the answer is no. Now I am not trying to be negative, just honest. If kids are comfortable while receiving direct instruction or all completing an activity at the same time, then what’s the point of new furniture or updated spaces? As the saying goes, if you put lipstick on a pig, it’s still a pig. As precious funds are used to upgrade classrooms and entire schools, improvements to learning must be at the forefront, something Tom Murray and I emphasize in our book Learning Transformed.  Flexible spaces need to lead to flexible learning. 

Here are some questions to consider when it comes to space redesign:

• How will it support more movement and application of knowledge or competencies?
• How will it promote higher levels of student agency?
• How will pedagogy change in ways that emphasize path, pace, and place?
• How will assessment and feedback change or improve?
• What will be the role of technology?
• What professional learning support is needed to maximize the use of flexible spaces?

If you have already invested in flexible seating, think about the questions above in terms of what has changed.  One strategy that addresses all of the questions I posed is a move towards pedagogically-sound blended learning.  It is important not to confuse this with the use of technology to support or enhance instruction. Here is the difference. 

"Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace."

The three “P’s” in the description above combined with choice are what allow flexible seating to live up to both the hype and potential to improve learning for kids.  In my work with schools on implementing blended learning to maximize the investment in innovative spaces, I typically showcase several models that I have found to be most effective. These include station rotation, choice boards, playlists, and flipped lessons. I highly suggest you check out this post, which goes into detail on the pedagogy of blended learning. 

Educators are now inundated with ideas on how to better design classrooms and schools. It is always prudent to take a critical lens to both the work and the investments that are made to determine if there are improvements to learning and school culture.  It is ok to be skeptical of what you might see shared on social media when it comes to learning spaces (or anything for that matter).  We need to move away from classroom design that is “Pinterest pretty” and use research, design thinking, and innovative pedagogy guide the work. The space will not improve outcomes all on its own. It’s how the space is used in ways that better prepare learners for now and the future that will. 

What Are Your Beliefs?

What do you believe in professionally? We all possess a particular set of beliefs that are shaped by our respective value system.  

These impact our work and ultimately determine whether we are successful or not. Mark Lenz provides this great perspective:

Beliefs. We all have them. They came from somewhere. They probably started forming in us as young children and have been strengthened through time. Or maybe they’ve changed over the years. Changing a belief or a belief system is a big deal because our minds are wired to think that our beliefs are the correct ones. It’s been said we are creatures of habit. That’s because we believe the way we do things, the way we think, is right.

I would wager that many of our beliefs in education stem from how we were taught at some point. It is also fair to say that others developed based on how we were led or what others modeled for us.  In either case, once beliefs are in place, people have a hard time changing them when challenged as Lenz alluded to above.  The fact of the matter is what we believe in, can and should evolve. In a world influenced by disruptive change and where information is readily accessible it only makes sense that we are open to adapting what we currently believe in or even developing a whole new set of beliefs.

Having a set of beliefs that align with professional values can be a tremendous asset when it comes to creating a vibrant learning culture primed for success. Mine have certainly changed over the years in large part to first moving from a fixed to growth mindset and my experiences as a teacher and administrator.  They continue to evolve now based on my work in schools, current research, and evidence as to what actually works in what seems like an ocean of never-ending opinions on what educators should be doing.  

Here is what anchors my current belief system.

All kids can learn.

Regardless of zip code or label, every single student who walks into a school is capable of learning. We must be cognizant of the fact that each child is unique and as such he or she learns differently. For this fact alone, we must be open to differentiated and personalized pedagogical strategies. All kids have greatness hidden inside them. It is the job of an educator to help them find and unleash it.

Purpose in learning must be a priority.

School should unleash student passions and creativity, not stifle them. If there are relevance and meaning, kids will be able to tell you why they are learning something, how they will use it outside of school, and what they actually learned. Curriculum and standards are essential, but so are the interests of students as well as the opportunity to authentically apply new knowledge. 

Technology can be a game-changer with a solid pedagogical foundation.

Tools of the digital world provide the means to support and enhance learning like never before.  When adopting a pedagogy first, technology second, and with an appropriate mindset, purposeful use can innovate assessment, increase collaboration, improve feedback, transform time frames (where, when), and empower kids to own their learning like never before. 

Just because it worked in the past doesn’t mean it still does.

The past teaches us not to repeat the same mistakes. The information age has taught us to take a critical lens to practice to improve. We now know that certain homework and grading practices are not effective. If we employ the same type of thinking, then we will get the same old results, or they might be less than what we want. Take the time to reflect on past practice to improve current practice. 

Look through an empathetic lens.

It is impossible to know what is going on in the minds of kids.  Sometimes things can be so bad that they either act out or shut down.  In the words of Jackie Gerstein, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.” When times get tough with kids, try to put yourself in their shoes.

Spaces and environments should be more reflective of the real world.

Ask yourself if you would want to learn in the same spaces and under the same conditions as all of the kids in your school.  If the answer is no, then it is time to embrace a new belief.  Research has shown that classroom design (furniture, layout, temperature, color, acoustics, lighting) impact learning. Elements such as comfort, flexibility, and choice provide the needed elements for blended learning that can meet the needs of more kids.

A push for efficacy benefits all.

I will sound like a broken record here as I have written so much on this topic over the years. Evidence, research, and accountability all matter if we are serious about scaling change. A focus on each of these areas brings more credibility to ideas and strengthens collective calls for innovative change. Efficacy matters plain and simple. 

Chase growth, not perfection.

In education, there is no perfect lesson, teacher, administrator, school, or district.  There is always room for improvement. It took me a while to adopt this belief but has probably impacted me the most as of late.  Striving to be a better iteration of ourselves each day can help us be the best for those we serve.

What do you believe in? Please share in the comments section below. 

Beliefs and values help to not only guide but also influence our work. As everything around us evolves, so should our thinking.  Being open to this shift will go a long way to growing professionally and creating schools that work better for kids. 

Power Up Your Spaces

Times are a changing in case you haven’t noticed. We have seen disruptive innovation across so many different sectors of society.  If you were to go back in time and pinpoint when disruption began to take off, I would wager that it correlates with the proliferation of the smartphone. Pause a second and think about companies such as Uber and Airbnb.  Had it not been for the smartphone their innovative apps might never have come to fruition or experienced immense scalability as they have. Where would many of us be without these or similar apps today?

Now we know that across the world adults have pretty much embraced the smartphone. Some would even go as far to say it has become an additional appendage of many. Statista predicts that approximately five billion people will use a smartphone by 2019. Imagine what this number will be in years to come.  With all of this predicted usage, I was curious to know how many of our learners owned a smartphone. Well, I did find some stats for kids in the United States and am willing to bet that other developing countries have similar numbers.  The site eMarketer found that 41% of students ages 0-11 and 84% ages 12-17 owned a smartphone in 2016.  These numbers are predicted to increase to 49.7% and 92.9% respectively by 2020. Before we know it almost everyone that wants a smartphone across the globe will have one.

The increase in smartphone ownership is a good indicator as to where many schools are headed.  Over the years we have seen more embracement of Bring Your Own Device (BYOD) and 1:1 device rollouts.  Cost and ease of access will only lead to more schools and districts going down this path. The USDOE’s Office of Educational Technology places emphasis on students and educators having access to a robust and comprehensive infrastructure when and where they need it for learning.  The National EdTech Plan goes on to state the following:

Preparing students to be successful for the future requires a robust and flexible learning infrastructure capable of supporting new types of engagement and providing ubiquitous access to the technology tools that allow students to create, design, and explore. The essential components of an infrastructure capable of supporting transformational learning experiences include the following: 

Ubiquitous connectivity. Persistent access to high-speed Internet in and out of school. 

Powerful learning devices. Access to mobile devices that connect learners and educators to the vast resources of the Internet and facilitate communication and collaboration. 

High-quality digital learning content. Digital learning content and tools that can be used to design and deliver engaging and relevant learning experiences. 

Responsible Use Policies (RUPs). Guidelines to safeguard students and ensure that the infrastructure is used to support learning.

Image credit

Now don’t get me wrong, all of the above are great.  However, there is one crucial aspect that needs to be considered. A focus on logistics must complement the pursuit of a more enriched and challenging learning experience for students in the digital age, which Tom Murray and I lay out in Learning Transformed.   In laymen’s terms, this means having enough power to support all of the connected devices.  I know it’s not flashy, aligned to research, or even directly connected to pedagogy….but it is a necessity if the goal is to support learning. 

To begin, consider conducting an audit consisting of walk-throughs with IT, maintenance staff, teacher leaders, and administrators to determine where there are areas of opportunity. Many outlet additions can be completed over summer and holiday breaks.  Polling students to gain their insight is a good move as well.  The next step is to determine if there are excess funds in the budget (there is almost always money to spend at the end of the year) to make changes immediately.  If not, then this should be worked into the budget for the following year.  Below are some practical suggestions to power up your school.

• Transform blocks of hallway lockers into charging bars. During a coaching visit to the Downingtown Area School District, I saw how Lionville Middle School has begun to transition some of their obsolete locker spaces into charging bars (pictures above). Many lockers go unused as our digital learners don't find a need for them so converting them seems like wise decision. 
• Overhaul old typing rooms and computer labs. If your middle or high school building isn’t relatively new, then the chances are that there were at least one typing room and numerous computer labs. These rooms had numerous outlets throughout to power devices so a little innovative design can transform these spaces into power hubs. 
• Purchase furniture and accessories that have built-in electrical outlets. This strategy seems like a no-brainer when schools are looking to refurbish libraries and comfortable furniture for common areas. Check out Steelcase for an array of ideas and solutions specific to education. 
• Replace standard outlets with multi-functional USB combos – When assessing power needs through an audit, count the number of outlets in classrooms, hallways, and common spaces. You can then purchase and replace those outlets with dual USB tamper-resistant models, which will essentially double the available power in any room or space.  
• Invest in school branded charging stations – As the principal, I invested in a few of these mobile stations from a company called Kwikboost and placed them in common areas throughout the building (picture below).  One of the benefits was that each station already came with every type of charging cable pre-installed.  During events like concerts, plays, and art shows these devices can easily be temporarily placed in these spaces to meet the power needs of stakeholders visiting the school while showing off some school pride in the process. 

When more devices, whether school or student-owned, are integrated to support learning an infrastructure must be in place to support the need for power.  What unique ideas and strategies have you seen that you would add to the list above? 

Research-Influenced Learning Spaces

“We need to move away from classroom design that is “Pinterest pretty” and use research/design thinking to guide the work.” – Eric Sheninger and Tom Murray

When Tom Murray and I set out to write Learning Transformed our goal was to connect as much research as possible to our ideas and statements as well as the amazing work taking place in schools, known in the book as Innovative Practices in Action (IPA’s). Research should be used to inform as well as influence the actions we take to implement sustainable change at scale.  It is also a great way to move those who are resistant to change to embrace new ideas. Below is an adapted section of Chapter 4 from our book that looks as research that can influence learning space design in classrooms and schools.

Image credit: http://www.naturalinteriors.com/wp-content/uploads/Steelcase-2.jpg

One area where we found a growing body of research was learning space design. In studying various pieces of literature on the effect of design, Barrett and Zhang began with the understanding that a “bright, warm, quiet, safe, clean, comfortable, and healthy environment is an important component of successful teaching and learning” (p. 2). Their research suggested direct connections between the learning space and sensory stimuli among students. The evidence of such connections came from the medical understanding of how human sensory perception affects cognitive calculations. As such, Barrett and Zang (2009) identify three key design principles:

1. Naturalness: Hardwired into our brains, humans have the basic need for light, air, and safety. In this area, the impact of lighting, sound, temperature, and air quality are prevalent.
2. Individualization: As individuals, each of our brains is uniquely organized and, we perceive the world in different ways. Because of this, different people respond to environmental stimuli in various ways. Therefore, the opportunity for some level of choice affects success.
3. Appropriate Level of Stimulation: The learning space can offer the “silent curriculum” that affects student engagement levels. When designing the space, it’s important for educators not to overstimulate and thus detract students’ ability to focus but to provide enough stimuli to enhance the learning experience. 

Supporting this notion, a research study out of the University of Salford Manchester (UK), followed 3,766 students in 153 elementary classrooms from 27 different schools over a three-year period, analyzing classroom design elements along the way. The report indicates clear evidence that “well-designed primary schools boost children’s academic performance in reading, writing, and math” (Barrett, Zhang, Davies, & Barrett, 2015, p. 3). The study found a 16 percent variation in learning progress due to the physical characteristics of the classroom. Additionally, the study indicated that whole-school factors (e.g., size, play facilities, hallways) do not nearly have the level of impact as the individual classroom.

School leaders will often write off the notion of redesigning learning spaces due to financial constraints. However, research indicates that schools don’t need to spend vast amounts of money to make instructional improvements. In fact, changes can be made that have little to no cost yet make a significant difference. Examples include altering the classroom layout, designing classroom displays differently, and choosing new wall colors (Barrett et al., 2015). These research-based factors are minimal financial commitments that can help boost student outcomes. 

The effect of learning spaces on various behaviors—territoriality, crowding, situational and personal space—has been the focus of some sociological and environment behavioral research. The consensus of this research is that the space itself has physical, social, and psychological effects. One study measured the impact of classroom design on 12 active learning practices, including collaboration, focus, opportunity to engage, physical movement, and stimulation (Scott-Webber, Strickland, & Kapitula, 2014). The research indicated that intentionally designing spaces provides for more effective teaching and learning. In this particular study, all of the major findings supported a highly positive and statistically significant effect of active learning classrooms on student engagement. 

In a research study on the link between standing desks and academic engagement, researchers observed nearly 300 children in 2nd through 4th grade over the course of a school year (Dornhecker, Blake, Benden, Zhao, & Wendel, 2015). The study found that students who used standing desks, more formally known as stand-biased desks, exhibited higher rates of engagement in the classroom than did their counterparts seated in traditional desks. Standing desks are raised desks that have stools nearby, enabling students to choose whether to sit or stand during class. The initial studies showed 12 percent greater on-task engagement in classrooms with standing desks, which equated to an extra seven minutes per hour, on average, of engaged instruction time. 

There’s little disagreement that creating flexible spaces for physical activity positively supports student learning outcomes. However, it’s important to note that it’s not simply the physical layout of the room that affects achievement. One particular study investigated whether classroom displays that were irrelevant to ongoing instruction could affect students’ ability to maintain focused attention during instruction and learn the lesson content. Researchers placed kindergarten children in a controlled classroom space for six introductory science lessons, and then they experimentally manipulated the visual environment in the room. The findings indicated that the students were more distracted when the walls were highly decorated and, in turn, spent more time off task. In these environments, students demonstrated smaller learning gains than in cases where the decorations were removed (Fisher, Godwin, & Seltman, 2014).

In addition to the physical and visual makeup of the learning space, a building’s structural facilities profoundly influence learning. Extraneous noise, inadequate lighting, low air quality, and deficient heating in the learning space are significantly related to lower levels of student achievement (Cheryan, Ziegler, Plaut, & Meltzoff, 2014). Understanding how the learning space itself can affect the way students learn is key. Part of the issue facing school leaders today is that quite often the decision about learning space design is made by those without recent (or any) experience teaching or by those with little knowledge of classroom design. If learning is going to be transformed, then the spaces in which that learning takes place must also be transformed. Design can empower learning in amazing ways.

Today’s educational paradigm is no longer one of knowledge transfer but one of knowledge creation and curation. The “cells and bells” model has been prevalent for more than a century, but it is no longer relevant for today’s learners. As educators work to shift to instructional pedagogies that are relational, authentic, dynamic, and—at times—chaotic in their schools, learning spaces must be reevaluated and adapted as necessary. Pedagogical innovation requires an innovation in the space where learning takes place. Simply put, if the space doesn’t match the desired learning pedagogy, then it will hinder student learning outcomes.

Fore more research-influenced ideas and strategies to transform education grab a copy of Learning Transformed. There is also a free ASCD study guide aligned to the book that can be accessed HERE.



Cited Sources

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student achievement. Behavioral and Brain Sciences, 1(1), 4–12.

Dornhecker, M., Blake, J., Benden, M., Zhao, H., & Wendel, M. (2015). The effect of standbiased

desks on academic engagement: An exploratory study. International Journal of Health Promotion and Education, 53(5), 271–280.

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Scott-Webber, L., Strickland, A., & Kapitula, L. (2014). How classroom design affects student

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