I’m currently reading The Art of Gathering by Priya Parker. In this book, she devotes a whole chapter (or more) to the importance of the physical space aligning appropriately to the purpose of your gathering.

Arguably, most of my thoughtful gatherings are in classrooms where I have little control over the physical space. (Digression: exceptions are the years I taught in a vacant residence ballroom, which was a remarkable space for a large lecture, and – the years I was fortunate enough to teach in the newly designed state of the art learning theatre (see image below) owned by physics before they realized how amazing the space was and took it back.) (I realize physics doesn’t really own the learning theatre, and yes, I’m still bitter – *sigh*.)

Hennings 200 Active Learning Theatre, UBC

Students working on phylogeny construction, Biology 121 in Totem Park Ballroom, UBC

Most of my courses are large-ish (100-250 students), which means they are scheduled in typical large lecture theatres (NOT like the Active Learning Theatre shown above, and more like the static-seat typical room shown below).

Biological Sciences 1000, UBC

My current “me” problem is that I don’t really *lecture* (in the traditional sense). My purpose for the learning space is not to stand up front and deliver knowledge.

My purpose is to get students learning – and the business of learning is best supported with movement.

(I swear this is true – at least for many or most students). (Digression: I, myself, am a partially-diagnosed person with ADHD. When I am stuck sitting still during things like faculty meetings, I have a hard time paying attention. My mind wanders, I get wiggly and bored. I know this is also true for many students because they tell me.)

This learning space does not mesh with my purpose, so I get creative. Here are some examples:

Example 1:

Our first unit is genetics and the first topic is typically cell division. I haul in an armload of pool noodles and students use the isle space to create improv interpretive dances of cell division. Pool noodles act as chromatids and groups are assigned a particular scenario (type of division, crossover location, division error, and/or genotype). This typically spills over into 2 lectures because engagement is high and they want to show off their dances.

Example 2:

Our second large unit is ecology. The segue between genetics and ecology is typically Hardy Weinberg equilibrium, which models the change (or not) of allele frequencies in a population through generations. I get students moving here with playing cards. I have several decks collected from the dollar store so that every student gets 2 cards which represent alleles (black and red). I secretly stack-the-deck at the start so that most students are heterozygous black or red. We record the numbers of hetero and homozygotes, and then students are instructed to wander around and mate randomly (an assumption of the equilibrium model) by exchanging 1 card with someone else. Invariably, they do not mate randomly at first and we talk about why. Once they understand the importance of random mating, they mate again and the 3rd generation is typically in equilibrium. The art of movement again enhances engagement with the material.

Example 3:

I demonstrate Mark-Recapture (a way of estimating population size) by marking students with candy. Students are instructed to wander around the room as volunteer ecologists throw candy once, and then twice, to mimic being marked and re-captured.

These movement learning exercises help to re-enforce the importance of assumptions in these models because students actually participate in model violations (not mating randomly or redistributing randomly after being marked).

Example 4:

Throughout the term, I set up various scenarios where students participate in expert groups. Specifically, we dive into the definition of a species as part of our evolution unit. Individual expert groups congregate in the front, back, or sides of the room to deep dive into their specific expertise. Physically, students are often sitting criss-cross on the floor in circles for this because there is sometimes an advantage to other expert groups not eavesdropping. Students also study phylogeny building during our evolution unit. Here, I pass out large poster paper and scented markers (for fun) and students use the walls of the lecture theatre to create and display their phylogenies. We then have a gallery walk to observe and discuss differences.

As we move into a new school year, imagine utilizing the space you are given creatively to help further your purpose in teaching. I am continuing to distance my teaching from a typical slide-deck static scene and am moving further towards  – well, movement! Happy New Year!