Identify desired learning

Redesigning space and using different furniture will only impact on student learning if the teaching practice and pedagogy also changes. The first step when redesigning a learning space is to have a clear purpose and rationale for change and a clear picture of the type of learning and teaching that will take place as a result; the vision will help to identify how the space might operate and what furniture technology and other elements are needed.

Key questions

  • What learning problem/s are you trying to solve?
  • What are the underlying principles of your desired learning outcomes?
  • What pedagogical models are you looking to implement or expand?

Tips for identifying desired learning

For registered professional learning to guide you through the learning space design process, attend Flexible Learning Space by Design or Flexible Learning Space by Design (online).

Evidence

There is no one single effective teaching method or strategy. Teachers need to be proficient in many teaching practices and, more importantly, be able to assess their impact on students and adapt their teaching practices to assist students if they are not responding or engaged. Effective teachers are highly proficient in assessing student needs and talents, evaluating their impact, intervening using multiple methods and providing feedback to students on their learning, (NSW Department of Education 2013).

Innovative learning environments enable a repertoire of pedagogies and the development of a range of capabilities and future-focused skills (Ructtinger, L. and Stevens R. 2017).

Flexible learning spaces are conceptualised and designed to support the move from traditional teacher-focused instruction, to active competency-based, student-centred ways of working. These spaces accommodate the socially oriented, participatory, independent learning approaches required of the 21st century student (LEARN 2016).

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