The Effective Teaching and Learning Spatial FrameworkJo Dane, Monash University

(the soon-to-be-completed-never-ending PhD)

EFFECTIVE TEACHING AND LEARNING:1 ...promotes student activity and engagement with content; empowers students with

choices and maintains interest through a variety of activities, resources and learning styles.(J. Biggs & Tang, 2007; Chickering & Gamson, 1987; Entwistle, 2009; Hounsell, 1997; Prosser & Trigwell, 1999; Ramsden, 2003, p. 93; Shuell, 1986; Skinner, 2010)

2 ...encourages the teacher to view teaching from the student’s perspective and build meaningful relationships with students(Entwistle, 2009; Laurillard, 2002; Marton & Booth, 1997; Prosser & Trigwell, 1999; Ramsden, 2003; Rogers, 1969)

3 ...is a social process whereby knowledge is socially constructed(Dewey, 1897, 1961; Garrison & Archer, 2000; Laurillard, 2002; Lave & Wenger, 1991; Piaget & Inhelder, 1969; Vygotsky, 1978)

4 ...fosters a deep approach to learning that encourages student independence(Dewey, 1961; Hounsell, 1997; Marton & Saljo, 1997; Rogers, 1969)

5 ...is contextualised & relevant; teachers have an awareness of student prior learning (J. Biggs & Tang, 2007; Entwistle, 2009; Hounsell, 1997; A. Kolb & Kolb, 2005; Laurillard, 2002; Prosser & Trigwell, 1999; Ramsden, 2003; Rogers, 1969; Shuell, 1986; Skinner, 2010)

6 ...involves teachers continually evaluating how students perceive their learning situation, the learning approaches being adopted, as well as providing regular and targeted feedback to students, including formal assessment(J. Biggs & Tang, 2007; Chickering & Gamson, 1987; Entwistle, 2009; Hounsell, 1997; Laurillard, 2002; Prosser & Trigwell, 1999; Ramsden, 2003)

...promotes student activity and engagement with content; empowers students with choices and maintains interest through a variety of activities, resources and learning styles.

1

Students can engage with the learning content in a variety of ways that may be individual or group-based Students are able to choose how they engage with the content to be learned Students are able to utilise learning resources including the available educational technologies Students can capture content presented by the teacher and/or the product of interactions with each otherBE

HAVI

OU

R

...promotes student activity and engagement with content; empowers students with choices and maintains interest through a variety of activities, resources and learning styles.

1

SPACIOUSNESS to enable easy movement around the room ACCESSIBLE EDUCATIONAL TECHNOLOGY for students as well as the teacher MOBILE FURNITURE to enable quick and easy reconfiguration of the classroom

Students can engage with the learning content in a variety of ways that may be individual or group-based Students are able to choose how they engage with the content to be learned Students are able to utilise learning resources including the available educational technologies Students can capture content presented by the teacher and/or the product of interactions with each otherBE

HAVI

OU

RSP

ACE

SPACIOUSNESS

ACCESSIBLE TECHNOLOGY

MOBILE FURNITURE

University of QueenslandCollaborative Teaching & Learning Centre

1

...encourages the teacher to view teaching from the student’s perspective and build meaningful relationships with students2

the teacher moves around the room to access all students equally and equitably; the teacher and students accesses the same educational technologies; the teacher is able to engage with students individually, in small groups or as a whole cohort

BEHA

VIO

UR

...encourages the teacher to view teaching from the student’s perspective and build meaningful relationships with students2

VARIETY OF FURNITURE SETTINGS to encourage different types of activities ACTIVE SURFACES for sharing ideas and experiences

BEHA

VIO

UR

SPAC

E

the teacher moves around the room to access all students equally and equitably; the teacher and students accesses the same educational technologies; the teacher is able to engage with students individually, in small groups or as a whole cohort

VARIETY OF FURNITURE SETTINGS

ACTIVE SURFACES

Victoria University Electrical Engineering PBL Precinct

2

...is a social process whereby knowledge is socially constructed3

Students are able to hear and watch the teacher and other students Students are able to interact at a ‘personal’ or ‘social’ distance as tasks are being established Students are able to move around or rearrange the setting to initiate full engagement of tasks at a ‘personal’ or ‘intimate’ distance Different students may be undertaking activities at different levels of engagement and at varying distances, simultaneously in the classroom.BE

HAVI

OU

R

...is a social process whereby knowledge is socially constructed3

VARIETY OF FURNITURE SETTINGS to suit the varying needs of each class and each student MOBILE FURNITURE to enable quick and easy reconfiguration by students STUDENT ACCESS TO ALL FEATURES in the room/precinct: no barriers

BEHA

VIO

UR

SPAC

E

Students are able to hear and watch the teacher and other students Students are able to interact at a ‘personal’ or ‘social’ distance as tasks are being established Students are able to move around or rearrange the setting to initiate full engagement of tasks at a ‘personal’ or ‘intimate’ distance Different students may be undertaking activities at different levels of engagement and at varying distances, simultaneously in the classroom.

VARIETY OF FURNITURE SETTINGS

MOBILE FURNITURE

STUDENT ACCESS TO ALL FEATURES

University of MelbourneLearning Lab

3

...fosters a deep approach to learning that encourages student independence4

BEHA

VIO

UR

Students and the teacher are able to manipulate the physical environment to access appropriate resources and to suit their immediate needs Students making choices about their learning activities and/or content in consultation with the teacher Different students may engage in different activities at the same time, relational to the choices they have made Students being able to express their previous knowledge and experiences relevant to the learning encounter, through discussion and activity

...fosters a deep approach to learning that encourages student independence4

ACCESSIBLE EDUCATIONAL TECHNOLOGY, internet-enabled and in multiple numbers VARIETY OF FURNITURE SETTINGS to enable different activities ACTIVE SURFACES for capturing and sharing ideas

BEHA

VIO

UR

SPAC

E

Students and the teacher are able to manipulate the physical environment to access appropriate resources and to suit their immediate needs Students making choices about their learning activities and/or content in consultation with the teacher Different students may engage in different activities at the same time, relational to the choices they have made Students being able to express their previous knowledge and experiences relevant to the learning encounter, through discussion and activity

ACCESSIBLE EDUCATIONAL TECHNOLOGY

VARIETY OF FURNITURE SETTINGS

ACTIVE WALLS

1. CTLC, University of QLD2. Deakin Immersive Learning Environment, Burwood3. Learning Lab, UMelb

2 3

1

4

...is contextualised & relevant; teachers have an awareness of student prior learning5

The teacher adapts their teaching approach in response to different student cohorts based upon their prior learning experiences Students undertake learning activities that are relevant to them and their learning context Students work at their own pace Various students may undertake different activities simultaneously Students access appropriate and relevant resourcesBE

HAVI

OU

R

...is contextualised & relevant; teachers have an awareness of student prior learning5

ACCESSIBLE EDUCATIONAL TECHNOLOGY, internet-enabled and in multiple numbers VARIETY OF FURNITURE SETTINGS to enable different activities

BEHA

VIO

UR

SPAC

E

The teacher adapts their teaching approach in response to different student cohorts based upon their prior learning experiences Students undertake learning activities that are relevant to them and their learning context Students work at their own pace Various students may undertake different activities simultaneously Students access appropriate and relevant resources

ACCESSIBLE EDUCATIONAL TECHNOLOGY

VARIETY OF FURNITURE SETTINGS

1. G60 Lab, Monash University2. S15, Monash University3. S15, Monash University 3

1

2

5

6 Teachers move easily and equitably around the room to interact

with all students Teachers are able to visually scan the room to monitor students, evaluate progress and effectively identify students who may need assistance Teachers are able to meet individually and/or privately with students to provide direct feedback Student groups display the product of their interactions and discussions for the teacher and other students to see Students present their work to the teacher and the student cohort, for feedbackBE

HAVI

OU

R...involves teachers continually evaluating how students perceive their

learning situation, the learning approaches being adopted, as well as providing regular and targeted feedback to students, including formal assessment

6

SPACIOUSNESS to enable easy movement around the room and to access all students ACTIVE SURFACES for viewing student progress and ideas

BEHA

VIO

UR

SPAC

E...involves teachers continually evaluating how students perceive their

learning situation, the learning approaches being adopted, as well as providing regular and targeted feedback to students, including formal assessment

Teachers move easily and equitably around the room to interact with all students Teachers are able to visually scan the room to monitor students, evaluate progress and effectively identify students who may need assistance Teachers are able to meet individually and/or privately with students to provide direct feedback Student groups display the product of their interactions and discussions for the teacher and other students to see Students present their work to the teacher and the student cohort, for feedback

SPACIOUSNESS

ACTIVE SURFACES

Australian School of Business, UNSW

6

Key Spatial Qualities:

– Spaciousness – Accessible educational technology – Mobile furniture – Variety of furniture settings – Active surfaces – Student access to all room features

EFFECTIVE TEACHING AND LEARNING:

TEACHING & LEARNING BEHAVIOUR: SPATIAL QUALITIES

1 ...promotes student activity and engagement with content; empowers students with choices and maintains interest through a variety of activities, resources and learning styles.

- Students can engage with the learning content in a variety of ways that may be individual or group-based- Students are able to choose how they engage with the content to be learned- Students are able to utilise learning resources including the available educational technologies- Students can capture content presented by the teacher and/or the product of interactions with each other

SPACIOUSNESS to enable easy movement around the roomACCESSIBLE EDUCATIONAL TECHNOLOGY for students as well as the teacherMOBILE FURNITURE to enable quick and easy reconfiguration of the classroom

2 ...encourages the teacher to view teaching from the student’s perspective and build meaningful relationships with students

- the teacher moves around the room to access all students equally and equitably;- the teacher and students accesses the same educational technologies;- the teacher is able to engage with students individually, in small groups or as a whole cohort

VARIETY OF FURNITURE SETTINGS to encourage different types of activitiesACTIVE SURFACES for sharing ideas and experiences

3 ...is a social process whereby knowledge is socially constructed

- Students are able to hear and watch the teacher and other students- Students are able to interact at a ‘personal’ or ‘social’ distance as tasks are being established- Students are able to move around or rearrange the setting to initiate full engagement of tasks at a ‘personal’ or ‘intimate’ distance- Different students may be undertaking activities at different levels of engagement and at varying distances, simultaneously in the classroom.

VARIETY OF FURNITURE SETTINGS to suit the varying needs of each class and each studentMOBILE FURNITURE to enable quick and easy reconfiguration by studentsSTUDENT ACCESS TO ALL FEATURES in the room/precinct: no barriers

4 ...fosters a deep approach to learning that encourages student independence

- Students and the teacher are able to manipulate the physical environment to access appropriate resources and to suit their immediate needs- Students making choices about their learning activities and/or content in consultation with the teacher- Different students may engage in different activities at the same time, relational to the choices they have made- Students being able to express their previous knowledge and experiences relevant to the learning encounter, through discussion and activity

ACCESSIBLE EDUCATIONAL TECHNOLOGY, internet-enabled and in multiple numbersVARIETY OF FURNITURE SETTINGS to enable different activities ACTIVE SURFACES for capturing and sharing ideas

5 ...is contextualised & relevant; teachers have an awareness of student prior learning

- The teacher adapts their teaching approach in response to different student cohorts based upon their prior learning experiences- Students undertake learning activities that are relevant to them and their learning context- Students work at their own pace- Various students may undertake different activities simultaneously- Students access appropriate and relevant resources

VARIETY OF FURNITURE SETTINGS to enable different activitiesACCESSIBLE EDUCATIONAL TECHNOLOGY for students as well as the teacher

6 ...involves teachers continually evaluating how students perceive their learning situation, the learning approaches being adopted, as well as providing regular and targeted feedback to students, including formal assessment

- Teachers move easily and equitably around the room to interact with all students- Teachers are able to visually scan the room to monitor students, evaluate progress and effectively identify students who may need assistance- Teachers are able to meet individually and/or privately with students to provide direct feedback- Student groups display the product of their interactions and discussions for the teacher and other students to see- Students present their work to the teacher and the student cohort, for feedback

SPACIOUSNESS to enable easy movement around the room and to access all studentsACTIVE SURFACES for viewing student progress and ideas

1. simplify space evaluation – focus on whether or not effective teaching and learning is taking place, and the spatial enablers and inhibitors.

2. provide a checklist for designing new generation classrooms (but deliberately non-deterministic, so as not to kill creativity or innovation)

3. create a mechanism for professional development of teachers, to raise spatial awareness of enabling features of the classroom, and promote effective teaching and learning practice.

The Effective Teaching and Learning Spatial Framework can:

The Effective Teaching and Learning Spatial FrameworkJo Dane, Monash University