Redesigning Learning Spaces by Robert Dillon, Ben Gilpin, A.J. Juliani and Erin Klein, published in 2016 by Corwin.

This volume is part of the Corwin Connected Educators Series.

This short book has five chapters:

Leading Change Through Classroom Learning-Space Design

This chapter focused on listening to students about what works for them. It also cites the much referenced research study looking at how environmental print and stimulus in the classroom affects student learning. I appreciated the emphasis on creating “truly beautiful places to learn” and how we shouldn’t underestimate the importance of the aesthetic element. The authors discuss the intentional design of learning spaces to focus on exploration and student centred experiences and how this type of design gives the message to students that “I respect you as learners.”

Learning-Space Change as a Lever to Shift School Culture

The overall message of this book is emphasized in this chapter: Learning spaces matter and they impact the entire teaching and learning community. The authors cite a 2012 study that indicates that classroom environment can affect a child’s academic achievement by up to 25%.

Shaping Learning-Space Change for the Community

“Redesigning spaces to maximize learning is primarily a shift in culture and mindset.” The authors share examples of how small changes in schools can have impacts on systems and whole school design can shift the school culture and that of the greater community.

Learning Space as a Lever for Systemic Change

This chapter looks more broadly at systemic change but begins with the metaphor for the classroom of  “habitat” and how a supportive habitat helps students’ learning power to be magnified. The importance of technology and “connected classrooms” as part of a learning ecosystem is emphasized, but acknowledges that the learning environment or habitat of the classroom, seems to be supportive of this.

Systemic change can begin with: 1) new options for lighting, seating, work spaces, ideation spaces, 2) looking for innovative partnerships outside of the school with industry and in community, 3) a “laser” focus on meaningful learning as opposed to what the authors call Pinterest-based learning and 4) with seeing all spaces as potential places for learning such as hallways as ideation spaces. These changes in classrooms spread in schools and then in districts.

Models of Excellence and a Place to Start

The final chapter shares some specific examples and challenges educators to be agents of change.

I appreciated this book as a short and succinct read that I will draw upon when advocating for changes to learning environments in our classrooms and schools. The authors have curated educational and design research that supports shifts in classroom and school learning spaces.

~Janice