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| Modern learning environment |
Teaching and learning in a MLE is often viewed favourably by students
and staff and some research exists that open flexible modern learning environments
can have a positive effect on student achievement (Walker, Brooks & Baepler 2011; Barrett,
Zhang, Moffat & Kobbacy, 2012).
Christchurch Boys’ High School is an inner city school, planning for the
rebuild of up to 50% of its classrooms. Designing new teaching and learning
environments specifically suited to boys requires careful consideration. Some historical
research shows that boys prefer to learn via structured lessons and highly
structured learning environments (Rowe and Rowe, 2002). Others have argued that
the traditional class room set up is not suited well to boys.
Schools love neatness, conformity, sitting quietly,
and words, lots of colourful, descriptive words. These are things many boys
struggle with. Schools must accept that boys need help; stop trying to squeeze
them into four walls and a rigid timetable and create environments that can be
more successful places for all our boys (Irwin, 2009, p. 41).
Robust literature on the topic of modern learning
environments and boys education is in its infancy. One of the few studies which
exist in this area is a 2014 investigation conducted at an independent boys'
only school in Brisbane, Australia. Results revealed a positive shift in
students’ perceptions of their learning experiences and a higher level of
engagement in the New Generation Learning Spaces when compared with traditional
single cell classrooms (Byers, Imms & Hartnell-Young, 2014). The MLE’s in
this study were characterised by a 360 degree layout with multiple teacher and
student focal points. The environment also contained modern moveable furniture,
such as stools, booths, ottomans and portable tables as well as desks and
chairs.
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| New Generation Learning Environment in Brisbane, Australia. |
At present few MLEs exist in boys’ only schools
throughout New Zealand. One school which has a fully functioning MLE is at St
Thomas of Canterbury in Christchurch. The MLE was completed in 2014 and contains
11 classrooms and five break out rooms. Social Sciences and Languages are predominantly taught in the MLE. Deputy Principal Steve Hart
believes the MLE is a very important part of the school – with a strong
preference for staff and students to use this space over the more traditional
class rooms. “Students in the MLE have much more open space for learning and
the different locations to learn allow for a much more positive learning
environment” (Hart, 2014).
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| St Thomas of Canterbury Modern Learning Environment |
The design of the MLE at St Thomas’ allows students to learn at different levels – some students learn at high tables, some at floor level and many at traditional desk height. Glass walls, sliding doors and easily moveable tables in the learning space promotes an open learning environment.
Senior Consultant for Core
education with a specific role for future focused schools, Mark Osborne strongly advocates
for MLE’s:
“The world
is demanding a move away from rote learning to creativity, problem-solving and
innovation, often by merging traditionally separate disciplines and subjects.
This is difficult to achieve with 'industrial-style' architecture, timetabling
etc. Open spaces help us to be more flexible and adaptable in our teaching.
Teacher
collaboration raises outcomes for learners. It supports the growth of quality
teaching, and is best promoted in open, collaboration spaces, where teachers
can work together, support and learn from each other.
Providing
learners with some choices over where they learn, how they learn, what they
learn, with whom they learn is an important part of guiding them towards being
self-actualising, independent learners.
Flexible
spaces provide us with more opportunities to allow learners to move at their
own pace, multi-leveling, accelerating, working from strengths, peer tutoring,
mentoring etc” (Osborne, 2014).
Modern Learning Environments have the capacity to
accommodate the needs of the 21st Century male and learners. Open,
flexible and adaptable spaces are desired by boys and their teachers (Byers, Imms &
Hartnell-Young, 2014). Osborne also believes MLE’s are well suited
to boys and boys’ education: “There's a range of research that shows boys in
particular thrive in active learning situations, where they are able to move
around, make choices, combine abstract and concrete etc. MLE’s offer more
opportunity to use these kinds of pedagogies than traditional architecture”
(Osborne, 2015).
Former University of Canterbury lecturer
and expert in human and brain development Nathan Mikaere-Wallis also believes that
MLE’s can be very beneficial for boys, however MLE’s probably meet girls’ needs
more than boys. “MLE’s facilitate cooperation, collaboration, and
sustained interest - things girls are better at generally, but also executive
functions boys need to improve on. Maybe MLE’s will help to facilitate this
improvement” (Mikaere-Wallis, 2015).
It is likely that boys will benefit from
learning in an MLE but so too can teachers. Open spaces can facilitate better cooperation amongst teachers, where
less experienced teachers could teach next to classes being led by senior
teachers. Allowing less experienced teachers to observe the senior teachers, and
pick up tips that they can immediately test themselves is
likely to improve overall pedagogy.
As with many schools throughout the country, buildings
and classroom design at Christchurch Boys' High School presently reflects a
20th century single cell classroom model. Modern learning environments characterize a
considerable change for teaching and learning spaces. Evidence suggests that MLE's may be beneficial
for secondary school aged boys’ education. However, before embarking on a full
steam ahead approach, it is important to remember that a flexible physical
environment alone does not result in outstanding 21st century teaching and learning. The MLE is
in addition to what educators do now, not an ‘instead of’ (Mikaere-Wallis,
2015). The right kind of teachers, the right
kind of relationships and the right kind of pedagogy are more important than the room itself. “The design of the structure can’t
dictate the activities of those who inhabit it” (Imms, in press, p7).
REFERENCES:
Barrett,
P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level
analysis identifying the impact of classroom design on pupils’ learning. Building
and Environment, 59, 678-689.
Byers,
T., Imms, W., & Hartnell-Young, E. (2014). Making the Case for Space: The
Effect of Learning Spaces on Teaching and Learning. Curriculum and Teaching,
29(1), 5-19.
Imms, W. (in press). Occupying curriculum as
space. In K. Fisher (Ed.) The
Translational Design of Schools – an Evidence Based Approach to Aligning
Pedagogy and Learning Environment Design (pp. 180-) Amsterdam, Netherlands:
Sense Publishing.
Irwin, M. (2009). Educating boys: helping Kiwi boys to succeed at school. Auckland,
New Zealand: HarperCollins.
Osbourne, M. (2014). MLE’s – Do these actually raise student achievement? http://www.vln.school.nz/discussion/view/859552
Parliament,
N. Z. (2012). Inquiry into 21st century
learning environments and digital literacy.
Rowe, K. J., & Rowe, K. S. (2002). What matters most: Evidence-based findings
of key factors affecting the educational experiences and outcomes for girls and
boys throughout their primary and secondary schooling. Invited
supplementary submission to House of Representatives Standing Committee on Education
and Training: Inquiry into the Education
of Boys (MIMEO). Melbourne, VIC: Australian Council for Educational
Research, and Department of General Paediatrics, Royal Children’s Hospital.
Retrieved December 12, 2012 from
http://www.acer.edu.au/research/programs/learningprocess.html.
Schoolnews
(2014). New-look school libraries
designed for 21st-century learning. http://www.schoolnews.co.nz/education/1507-new-look-school-libraries-designed-for-21st-century-learning.
Walker, J. D., Brooks, D. C., & Baepler, P. (2011). Pedagogy and space: Empirical research on new learning environments. Educause Quarterly, 34(4), n4.
