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HIGHER EDUCATION Lessons learned from students and teachers: space and learning
Lessons learned from students and teachers: space and learning
by Yanira Oliveras-Ortiz
As 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
align to their learning preferences and interests. Student-centered instruction has been at the forefront of instructional initiatives for years; the lessons learned from the students who have been part of these ongoing research projects have validated the need to continue to move away from teacher-centered practices and embrace student-centered instruction.
Cognitive challenges. Students have clear visions of what interests them and how they prefer to use learning spaces. They also consistently express their desire to be challenged. While we at times believe we need to create a foundation for our students and make sure that they’re ready for standardized tests and the next grade level, learning and true engagement in learning goes beyond what politicians, accountability systems and evaluation systems have set as priorities. Students want to be challenged. They want to be given the opportunity to explore beyond those basic concepts and beyond a lesson’s predetermined goals. Instructional goals, as set by teachers, should be a starting point, a guide and not a limitation.
In speaking to teachers in new learning spaces that had worked at different schools prior to moving to a new learning space, they have found extreme reward and a rejuvenated passion for teaching because of the joy they see in their students when challenged. Students enjoy having the opportunity to fail, to learn from the failures and ultimately achieve their goals. Think about the satisfaction we, as adults, get when we accomplish something that we anticipated and perceived as challenging. We need to afford our students the same opportunities. It is essential that students exercise their abilities to overcome challenges and experience failure. The ability to persist despite challenges and failure will be key to students’ success in the future.
During the countless interviews we have conducted over the last five years, students have brought unique insights into the importance of learning spaces and the impact teachers’ decisions have on their learning. We have also explored teachers’ perceptions about the difference new learning spaces have on their planning and teaching.
Empowering teachers. Providing teachers with learning spaces and the resources they need while allowing them to make instructional decisions that best fits their lessons is extremely powerful. As principals, we empower teachers to make instructional decisions that best fit their teaching styles and the needs of their students. Do we ever consider how providing purposefully designed spaces could enable teachers to go beyond what we as leaders think is best for students and teachers? Having the freedom to explore and find different ways to teach and allowing teachers to engage students in different ways of learning is powerful. Feeling supported, trusted, and empowered is a great motivator not only for students but also for teachers. While as school leaders we are also former classroom teachers, we must recognize that our teachers are the experts and the ones who directly impact our students’ learning and achievement. Empower them to be innovative and creative so they can empower students to do the same.
Not just about the space. To maximize the use of learning spaces, regardless of whether it’s a traditional classroom or an innovative space, teachers and administrators must understand the impact of learning spaces and the most efficient ways to use space to enhance students’ learning experiences. While educators have a plethora of ideas on how to teach certain concepts, having the opportunity to engage in professional learning opportunities or experiences focused on the importance of learning spaces could have an impact on how teachers evolve while offering the opportunity to teach in new or redesigned learning spaces. It’s not just about the learning space; it’s about empowering teachers with the knowledge, skills and the trust to use those spaces for their designed purpose.
School culture. Through numerous conversations with teachers, professional learning opportunities and feeling empowered to be innovative were topics repeatedly mentioned. However, the most powerful message teachers shared was the unwavering support from their school administration to “think outside the box.” Teachers valued and were motivated when working with administrators who modeled innovation and expected teachers to take risks. Teachers appreciated knowing that there was safety in failure and that failure is an expectation if they are being truly innovative and creative in the way they use learning spaces and teach the
curriculum. The teachers reiterated what so many studies have demonstrated throughout the year – school culture matters and plays a key role in teachers’ satisfaction and retention. Teachers appreciate purposefully designed spaces but would go back to traditional classrooms if school leaders were not supportive and did not promote innovation to maximize the use of learning spaces.
The lessons learned by listening to students have been enlightening. Having a deeper understanding of the impact learning spaces have is critical as we continue to refine our practices to better serve our children. Students expressed the importance of space, but also value being trusted and challenged by their teachers. The effective use of learning spaces impacts students’ mood, engagement and enjoyment of school. An elementary student shared his disappointment due to his perception that the school day at his new school was shorter without realizing that the district had extended the school time.
While at another school, students enjoyed being at school so much that faculty members have asked if they could host birthday parties in their science labs.
While school districts certainly do not have the funds to redesign every school or build new buildings for each community, the perceptions shared by students and teachers at the school designed by VLK Architects give us a rare insight into what students value, and what teachers and educational leaders can do to increase student engagement in learning, and teachers’ satisfaction and commitment to innovation. n Oliveras-Ortiz, Y., Bouillion, D. E., & Asbury, L. (2018). The impact of learning environments on student engagement. VLK Architects Research Report. https://vlkarchitects.com/ assets/img/01_Original-Research_Digital.pdf Oliveras-Ortiz, Y., Bouillion, D. E., & Asbury, L. (2019). Listening to high school students: Purposefully designed spaces and the impact on students’ engagement in learning. VLK Architects Research Report. https://vlkarchitects.com/ assets/img/02_Original-Research-Digital.pdf Oliveras-Ortiz, Y., Bouillion, D. E., & Asbury, L. (2020a). Learning spaces matter: Student engagement in new learning environments. Journal of Education. https://doi. org/10.1177/0022057420908062 Oliveras-Ortiz, Y., Bouillion, D. E., & Asbury, L. (2020b). Teachers’ Instructional Decisions and Student Agency in New Purposefully Designed Learning Spaces. VLK Architects Research Report. https://scholarworks.uttyler.edu/ education_fac/28/
Dr. Yanira Oliveras-Ortiz is an associate professor and the assistant director of the school of education at the University of Texas at Tyler. She serves on the Board of the Texas Council of Professors of Educational Administration (TCPEA) and the TASA Higher Education Committee. Oliveras’ research agenda and service focus on the development of instructional supervisors in Belize and the impact learning spaces have on student engagement in Texas schools.
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