HIGHER EDUCATION Lessons learned from students and teachers: space and learning by Yanira Oliveras-Ortiz
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s school principals, we regularly engage teachers in conversations about students’ needs, curriculum, instructional practices, differentiation and assessment. In some cases, as needed, we also address classroom organization and arrangement of students’ workspaces. However, how often do we not consider the students’ and teachers’ preferences regarding the learning spaces, and the impact those spaces have on teaching and learning? Over the last five years, two colleagues and I have explored the impact learning spaces have on student engagement and teachers’ instructional practices in purposefully designed spaces fashioned by VLK Architects. (Oliveras-Ortiz, Bouillion, & Asbury, 2018, 2019, 2020a, 2020b). Throughout the last few years, I have reflected on the countless conversations I have had with teachers and educational leaders over the last 27 years. I always end up reaching a similar conclusion — I wish I were more aware of the impact learning spaces have on students and teachers earlier in my career.
Students’ intuitions While it was early during our first study at two elementary schools, as 10- and 11-year-olds spoke about newly designed spaces, that the impact spaces have on teaching and learning (Oliveras-Ortiz, Bouillion, & Asbury, 2018, 2020a) first dawned on me, over the last five years, I’ve had the privilege to interview elementary and high school students, principals at both levels, as well as high school teachers. Regardless of the age group, one thing is clear — our students pay attention to the classroom environment, the spaces, and how their teachers use those spaces. The following are tidbits of knowledge grounded on students’ perceptions that could make us stronger instructional leaders and educators. Space matters. Students in new learning spaces have reported that traditional classrooms are convoluted, and the provided learning spaces negatively impact teachers’ instruction and lesson’s flow. We must pay attention to learning spaces and how those spaces are used regardless of how old our facilities are. Teachers’ decisions regarding the use of those spaces matter to students. Awareness of preferences. Students value having spaces where they can learn based on their learning preference. They need spaces where they can work quietly or where they can collaborate. Those who prefer to find a quiet place and work individually need spaces away from those who are collaborating while still feeling connected to the class. While learning preferences was not a new concept to me; it was eye-opening to hear elementary age students speak about their desire to make decisions related to their workspaces. Educators must value their students’ opinions; the decision about the students’ workspace should not be solely made by teachers. Students should be given the option to choose the setting that best fits their needs and preferences. Relevancy and ownership of learning. As we explored students’ perceptions of the learning spaces and their experiences in purposefully designed spaces, students consistently referenced their eagerness to lead their own learning. They want the opportunity to explore concepts related to the curriculum, aligned to the curriculum but also aligned to their interests. Students have a desire to be trusted with their own learning and be allowed to use the spaces in the classroom in ways that 26
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