According to David Jonassen (2000), “students [do not] learn from computers or teachers-which has been a traditional assumption of most schooling… students learn from thinking in meaningful ways.” This idea supports the new BC curriculum that encourages teachers to provide students with opportunities to creatively and critically think, as well as to collaborate and communicate with their peers. Our math and science (actually ALL!) learning spaces need to provide students with a variety of areas that contain flexible seating, as well as tools that encourage students to think critically. The reason for providing choice is because not all students learn in the same way. Some students would prefer to stand, others sitting on the floor, others need to fidget and still some of our learners prefer desks and chairs. Students should have the freedom to move between these workstations freely (as long as they can handle this responsibility). Since many teachers are moving away from doing whole class lessons, students need areas to work on exploratory activities in small groups. The designer of these spaces should ensure that they contain a variety of technology tools (VR, iPads, laptops, 3D printers, etc.) and seating choices (hokki stools, tables, couches, rugs, standing desks, etc.). All of the materials, tools and furniture in the room should moveable so that it’s easy to create different learning areas, depending on the activities the students are engaging in.
This is would be the ideal classroom that I would teach in. I could change the room around based on my students’ needs, learning styles and curriculum activities. The problem is that many districts do not have a large budget for furniture and/or technology. How do we convince our districts of the importance of flexible seating and variety of technology tools?
Hi Nicole,
As you mention being flexible and giving students choice is so important and essential because everyone learns differently and has different needs. I struggle with this in my class because I have such a large number – 27 students, but I am mindful that I need to give them choices for particular tasks. A quote I heard once that always stuck with me was “if we give students all the same assignment we’re not creating learning, we’re creating a recipe.” When it comes to summative tasks and assessments, I usually try to give students a choice over how they show their learning.
As you mention, the cost of creating a classroom with all the ideal seating arrangements and tools are out of reach for many of us. Have you come across any unique or creative ideas on how schools or teachers can do it on a budget?
Cheers,
Sarah
Hi Sarah,
I’m struggling with finding ways to get more technology and flexible seating. My school has limited technology and absolutely no flexible seating. I am pretty sure the desks and chairs are from the 70s and 80s. We have some desks that have the chairs attached to them and they are the old metal ones. I am so curious as to how some school districts manage to find money? Do some districts just have a larger budget because of student population? Or do some teachers apply for grants? I have looked and the only grant I have seen for technology is through Canada Best Buy. I have seen nothing for furniture or flexible seating.
Hi Nicole,
Flexible seating is really popular at my school. So many teachers have changed their classrooms in the past 2 years and it’s been amazing! Students have choice how they want to work. We have high tables, sofas, comfy pillows, low tables, stools, rugs etc. and it really gives students choice. Our admin is really supportive of flexible seating. It’s interesting as one teacher has half her classroom as flexible seating and other half as regular seating with desks as she found that some students cannot handle flexible seating and require structure. She said it really depends on the students and their learning personalities. Have you tried flexible seating and how have you found it?
Hi Amanda,
Yes, at my previous school we had flexible seating and the students LOVED it. It was a bit of an adjustment at first, but once we worked out the kinks the students were able to manage it quite well. There are always those one or two students who either do not like it or are not able to manage their behaviour. Coming up with rules and enforcing these was key for us. Do you know how your school got the funding for your flexible seating? Our school doesn’t have any and the reason that I have been given is that we don’t have funding or a budget for new furniture.
Hi Nicole,
After reading your post, I feel that both of our posts are very similar as I am pro-choice in my classroom as well. A design for anything, that involves children, cannot be rigid. You cannot force a teaching strategy on a child whereas they might learn better with a different teaching strategy. Although, I think it is also important to note that if we were to think in a high school setting where you don’t need to provide many options as compared to an elementary school setting; but they should still have the opportunity to choose between with or without technology-based activities. My design for TELE will include a classroom where students are given the option to work in a TELE but at the same time can opt to use a piece of paper and pencil to solve the equation.
Great post!
GK
Thanks for your comments Gursimran. Giving students a choice is key in getting them motivated. However, i do realize that this is not always an option. I just think that’s it is something that we need to be aware of. I think is great that you allow your students to use technology or use pencil and paper. How do we get more teachers to see the importance of choice?