Modern Learning Environments - good for boys or not?

Teaching and learning environments are an important consideration for many Christchurch schools as they begin to rebuild after the 2011 earthquakes. An inquiry into 21st century learning environments recommended that the government design templates for school buildings to be rebuilt and redesigned to be more open, flexible and networked teaching and learning environments (Parliament, 2012). Modern Learning Environments (MLE) are characterized by flexible and open spaces where students are often “team taught” by teachers and opportunities are afforded for students to learn in a manner which best suits their learning needs. Students can learn via direct instruction from a teacher, collaboratively at specifically designed tables or independently in quiet individual learning spaces. Modern learning environments are also characterised by easy access to and use of technology by students and teachers.

Modern learning environment

The purpose of MLE is to accommodate the rapidly changing technological aspects of 21st-century education and to meet the diverse learning needs of students (Schoolnews, 2014). Modern learning spaces can also support teaching as inquiry better than single-cell classrooms. Working in an open, flexible learning environment where inquiries are shared, interventions devised collaboratively and reflections based on both self and peer observations, leads to a more robust, continuously improving community of practice (Osborne, 2014).

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.



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).

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 21^st 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.