2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact
My LSRSv3 room evaluation & FLEXSpace blog entry was a project we created after studying active learning spaces and assessment tools. The subject of active learning spaces is not something you hear about as much as other topics in education, but I feel it makes a difference. It is also something that becomes more important the more technology-rich the environment is. I conducted the research and wrote the blog entry myself, yet I gained a lot of ideas through other entries that are included in on the FLEXSpace website.
Standard 2.2, Research-Based Learner Strategies - model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. The subject of active learner spaces is completely learner centered. By keeping in mind active learning space, teachers and learners feel more comfortable and are afforded opportunities that don’t exist in traditional classroom models. By researching experts (Ellis & Goodyear, 2019) (Lombardi & Shipley, 2021) in this emerging field, I now have a better understanding of what is meant by active learning spaces. It is great to see more schools and districts embracing these ideas. This artifact proves my ability to help facilitate active learning space design. I have a plan for my own personal classroom and have researched many other spaces that exist across the nation. I also gained some great insight as to how to fund this endeavor by being introduced to resources that are available for those who seek to improve learning spaces. Educators need to be educated on how learning spaces can help motivate and accommodate students of all cognitive levels and abilities. Having a framework like the Learning Space Rating System (LSRS) gives me a framework in which to guide me in assessing what works and what needs improvement in learning spaces.
By completing this artifact, as well as assessing my personal classroom, I was able to gain valuable insight into emerging fields within the education field. This helps separate me from many other candidates and will give me an upper hand. As I mentioned earlier, I also feel that active learning spaces have an even more important role to play in technology classes and Project Based Learning (PjBL) classrooms. Traditional classroom setups do not work for many PjBL classes, and often PjBL classroom are set up in an ad-hoc fashion, using whatever furniture there is in surplus. Designing active learning spaces requires much though and research-based solutions and strategies will help me find solutions to spaces that I will experience in the future. Our school district is growing, and I know that there are individuals who are responsible for designing classrooms for these new schools that are continuing to be built. With the increase of STEM and technology-rich classrooms, active learning spaces will only grow in numbers and importance.
By researching for this artifact, I improved my vision for my personal classroom, and positioned myself to be available to assist my district if the right opportunity comes along. I know that Cobb County is growing rapidly. Recently, a state-of-the-art school, the Cobb Innovation and Technology Academy was built in south Cobb. It is a great case study for active learning and the affordances it offers. I also know that another Innovation and Technology Academy is planned. I would love the opportunity to contribute to its design. Again, active learning spaces as a field is only going to continue to grow and evolve. Assessing the impact of active learning spaces can be measuring by resources like the LSRS, as well as the engagement observable in your classrooms. I believe strongly that students who are less frustrated, comfortable, and happy are going to perform at a higher level.
References
Ellis, R. A., & Goodyear, P. (2016). Models of learning space: integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191.
https://doi.org/10.1002/rev3.3056
Lombardi, D., & Shipley, T. F. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43.
https://doi.org/10.1177/1529100620973974
Standard 2.2, Research-Based Learner Strategies - model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. The subject of active learner spaces is completely learner centered. By keeping in mind active learning space, teachers and learners feel more comfortable and are afforded opportunities that don’t exist in traditional classroom models. By researching experts (Ellis & Goodyear, 2019) (Lombardi & Shipley, 2021) in this emerging field, I now have a better understanding of what is meant by active learning spaces. It is great to see more schools and districts embracing these ideas. This artifact proves my ability to help facilitate active learning space design. I have a plan for my own personal classroom and have researched many other spaces that exist across the nation. I also gained some great insight as to how to fund this endeavor by being introduced to resources that are available for those who seek to improve learning spaces. Educators need to be educated on how learning spaces can help motivate and accommodate students of all cognitive levels and abilities. Having a framework like the Learning Space Rating System (LSRS) gives me a framework in which to guide me in assessing what works and what needs improvement in learning spaces.
By completing this artifact, as well as assessing my personal classroom, I was able to gain valuable insight into emerging fields within the education field. This helps separate me from many other candidates and will give me an upper hand. As I mentioned earlier, I also feel that active learning spaces have an even more important role to play in technology classes and Project Based Learning (PjBL) classrooms. Traditional classroom setups do not work for many PjBL classes, and often PjBL classroom are set up in an ad-hoc fashion, using whatever furniture there is in surplus. Designing active learning spaces requires much though and research-based solutions and strategies will help me find solutions to spaces that I will experience in the future. Our school district is growing, and I know that there are individuals who are responsible for designing classrooms for these new schools that are continuing to be built. With the increase of STEM and technology-rich classrooms, active learning spaces will only grow in numbers and importance.
By researching for this artifact, I improved my vision for my personal classroom, and positioned myself to be available to assist my district if the right opportunity comes along. I know that Cobb County is growing rapidly. Recently, a state-of-the-art school, the Cobb Innovation and Technology Academy was built in south Cobb. It is a great case study for active learning and the affordances it offers. I also know that another Innovation and Technology Academy is planned. I would love the opportunity to contribute to its design. Again, active learning spaces as a field is only going to continue to grow and evolve. Assessing the impact of active learning spaces can be measuring by resources like the LSRS, as well as the engagement observable in your classrooms. I believe strongly that students who are less frustrated, comfortable, and happy are going to perform at a higher level.
References
Ellis, R. A., & Goodyear, P. (2016). Models of learning space: integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191.
https://doi.org/10.1002/rev3.3056
Lombardi, D., & Shipley, T. F. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43.
https://doi.org/10.1177/1529100620973974