In this session, participants will explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Goals:

• Explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Build Background and Reflect

• Read and explore resources from the Edutopia article: Classroom Makeovers to Engage Learning
  • Reflect on the following questions after you have completed the article review:
    • When learners walk into your classroom, what do you want them to see, feel, and think?
    • Reflect on different environments in which you work and how they impact your ability to think, collaborate, be creative, motivate, or increase energy (i.e. The office, coffee shop, your living room, etc).
      • How does form drive function in each of these environments?

Using a paper and pencil or an online tool like Mind Meister, create a mind map that outlines the connection between various flexible learning spaces in your current learning environment and the purpose for those spaces.

Video Session

View the Session Recording 

Interactive Notes Document

Apply Your Learning

Review the research based document from Steelcase Education, shared in the video presentation, to discover ways to redesign your classroom and implement flexible learning spaces that have purpose and drive learning.

You may also consider how to bring elements of flexible learning spaces discussed in the 3rd Teacher to life.

The environment is the context in which learning takes place. It mirrors the ideas, values, attitudes, and cultures of those who use the space. Educators must utilize the learning environment to communicate the beliefs that learners should be at the center of the learning experience and that intentional and inclusive pedagogy are valued in the space. 

Start the Module

Being in nature returns us to the environments where as humans we feel most at ease, and it reconnects us to our innate sense of creativity. What if classrooms could feel more like natural environments, helping to make us happier, more connected, and kinder learners and educators?  What if going back to our roots, connecting with nature and biophilic elements, could redefine what learning spaces could be?

Kate Rancourt discusses the idea of an ecosystem of ‘regions’ within a classroom designed to inspire diversity and mimic what we encounter in the natural environment. Starting from a place where learners are seen as humans first, we can understand the needs of the individual at a biological and psychological level and tap into our powerful relationships to nature. 

Session Video Recording
Slide Deck
Interactive Notes Document

The UDL approach in the laboratory is based on three elements: open-mindedness, supportive communication, and analysis, as well as adaptation of laboratory curriculum. “Supportive communication”, a novel interaction method adapted from counseling therapy, is introduced. A brief description of a workshop for chemistry faculty and graduate students on the UDL approach is presented in this downloadable document.

The Understood Team offers a side by side juxtaposition of traditional education practices with the clasroom practices designed using the Universal Design for Learning (UDL) framework, in this helpful, illustrative chart.    

Blogger and grad student Neelofer Qadir illustrates the implementation of UDL principles through the story of a university student in a basic writing class.  She includes the perspectives of colleagues, and includes links to UDL resources, checklists and teaching tips.