Coming out of the closet: From single-cell classrooms to innovative learning environments

Abstract

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Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

“…Other voices from the field At the same time as the Explore team were reflecting, four team leaders at another Bay of Plenty school were similarly researching their practice and inquiring into their personal experiences of collaborative teaching in flexible learning spaces. The transition of Welcome Bay Primary into collaboration and flexible learning spaces is reported elsewhere (Whyte, House & Keys, 2016); however the capabilities their team leaders determined essential for experienced teachers resonates with those the Explore team identified for beginning teachers. Analysis and synthesis of the elements proposed by these primary school team leaders suggests their ideas could be accommodated within the same three capabilities: adaptive, flexible, and relational (inter-and intrapersonal).…”

A Ten-Year Review of Primary School Flexible Learning Environments: Interior Design and IEQ Performance

“…Despite the current trend where classrooms are 'out' and FLEs are 'in', there is no single identifiable approach used across the school, as different FLE models can function simultaneously and effectively within one school, such as open-spaces, double-spaces, and single-cell classrooms [43]. Similarly, the connection between space, power, and pedagogical practice was examined and identified that contemporary educational practices observed in their case-study were not restricted to the constitution of a simple 'opening' or 'dissolving' of boundaries, but rather a specific use of areas different for each student [44].…”

Best intentions: Using convergent practices divergently

“…Teachers can fall into rituals of practice but can deflect routineness with regular reflection and articulation of their own practice (Fraser et al, 2009). Collaborations between the University of Waikato and partnership schools has facilitated the reflection/articulation process for some NZ teachers in the Bay of Plenty (Whyte, House, & Keys, 2016). Observations, followed by discussions, encourage teachers to contemplate, explain and record their learning space practice.…”