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Flexible Classroom Design and Its Effects on Student-Centered Teaching and Learning Mark Fehlandt Hamline University

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Flexible Classroom Design and Its Effects on Student-Centered Teaching and Learning Mark Fehlandt Hamline University Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Summer 2017 Flexible Classroom Design And Its Effects On Student-Centered Teaching And Learning Mark Fehlandt Hamline University Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons Recommended Citation Fehlandt, Mark, "Flexible Classroom Design And Its Effects On Student-Centered Teaching And Learning" (2017). School of Education Student Capstone Projects. 6. https://digitalcommons.hamline.edu/hse_cp/6 This Capstone Project is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Projects by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. FLEXIBLE CLASSROOM DESIGN AND ITS EFFECTS ON STUDENT-CENTERED TEACHING AND LEARNING by Mark Fehlandt A capstone project submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching. Hamline University Saint Paul, Minnesota August 2017 Course Project Facilitator(s): Maggie Struck Context Expert: Chantelle Miller 1 Abstract Despite the vast amount of research around the development of modern instructional practices in public education, there is little motivation into adapting the classroom environment to match. This has resulted in a persisting passive model of teaching due to common misconceptions about how students learn and the impacts of classroom design. The purpose of this capstone project is to present the significant influences of the classroom environment by investigating the research question, how can physical ​ classroom design be used to facilitate the implementation of modern teaching practices and create the most effective instructional environment for student learning? Contemporary teaching and learning methods were researched in addition to the classroom design parameters that could facilitate these processes, before concluding the necessity for flexibility both in pedagogy and environment. This capstone discovered that the classroom furniture is the most effective way to facilitate this and create more active student-centered learning. Through the presentation of this research, as well as examples of modern and future furniture designs, this project demonstrates the possibilities and effects of a flexible classroom design. Notwithstanding the evidence, this research and the resulting furniture designs are only effective if used by the very education professionals that will be responsible for instituting a more active student-centered learning environment. 2 TABLE OF CONTENTS CHAPTER ONE: Introduction…………………………………………………………. 6 Fundamental Question………………………………………………………….. 6 Historical and Personal Context………………………………………………... 7 Personal and Professional Rationale…………………………………………… 8 Statement of Purpose………………………………………………………….. 12 Summary………………………………………………………………………. 13 CHAPTER TWO: Literature Review…………………………………………………. 15 Introduction……………………………………………………………………. 15 The Grounds for Classroom Redesign………………………………………… 16 The Dynamic Learning Environment…………………………………………. 21 Pedagogical Transformation…………………………………………………... 30 Classroom Design Conclusions……………………………………………….. 39 Summary………………………………………………………………………. 40 CHAPTER THREE: Project Description……………………………………………... 41 Introduction……………………………………………………………………. 41 Research Approach……………………………………………………………. 42 Project Description…………………………………………………………….. 44 Purpose and Assessment.…………………………………………………...…. 48 Summary……………………………………………………………………..... 49 3 CHAPTER FOUR: Conclusions………...………………………………………...…... 51 Introduction……………………………………………………………………. 51 Research Review....……………………………………………………………. 52 Project Review…..…………………………………………………………….. 52 Personal Reflection……....…………………………………………………..... 55 Conclusion……....………….………………………………………………..... 57 REFERENCE LIST…………………………………………………………………… 58 APPENDIX A: Capstone Project Presentation…………..….……………………...… 63 APPENDIX B: Capstone Project Research Design Goals….………………………… 64 APPENDIX C: BEO (Built for EveryOne) Chair Furniture Design..……....………… 65 APPENDIX D: Rack Stacks Furniture Design…...…………………………………… 67 APPENDIX E: Swap Box Furniture Design………………………………..………… 71 4 LIST OF TABLES Table 1. Emerging paradigm of teaching and learning…………………..…………….. 88 ​ 5 LIST OF FIGURES Figure B1. BEO chair overview.………………………………………………..….….. 88 ​ Figure C1. Rack stacks overview.…………………..…………………………...…….. 88 ​ Figure C2. Rack stack packs…....………………………..……………………...…….. 88 ​ Figure C3. Rack stack storage and work spaces………..…………..…………...…….. 88 ​ Figure C4. Rack stack pack model front view….……………………..………...…….. 88 ​ Figure C5. Rack stack pack model side..view….…………………...…………...…….. 88 ​ Figure D1. Swap box bench desk and floor desk……………….…..…………...…….. 88 ​ Figure D2. Swap box computer desk and drafting table…….……...…………...…….. 88 ​ Figure D3. Swap box reclined seat……………..…………...…………………...…….. 88 ​ Figure D4. Swap box rocking seat…….………..……………...………………...…….. 88 ​ Figure D5. Swap box tall seat…………………..……………...………………...…….. 88 ​ Figure D6. Swap box standing double des….…..……………...………………...…….. 88 ​ 6 CHAPTER ONE Introduction Fundamental Question One of the greatest failures of the education system in our country has been its inability to change. Despite the rapid evolution of modern society into a collaborative, adaptable, and inclusive environment, the classroom has been slow to match that. Because of this, schools have failed to provide their students with the appropriate education that emulates the very pace of the world in which they live (Cornell, 2002, p. 41). As I have learned in my initial research, this is not because of an absence of modern teaching strategies, but instead, an absence of an environment in which these practices can be effectively put to use. In other words, this inability for the school system to evolve is not from a lack of desire, but rather a lack of basic design (Basye, Grant, Hausman & ​ Johnston, 2012, p. 11). ​ This has led me to try to answer a fundamental question to my research. How can ​ physical classroom design be used to facilitate the implementation of modern teaching practices and create the most effective instructional environment for student learning? The first chapter of this capstone will explore the historical context and my personal context related to the advancement of classroom design. The rationale behind my passion for this subject matter will be discussed as it pertains to my worldview into this research 7 and its importance to the profession of education. Finally a statement of purpose in my research will launch into the literature review in the next chapter. Historical and Personal Context Historically, whether hindered by a lack of funding, unmotivated teachers, or a stagnant bureaucracy, the necessity for change to the way our schools operate was relegated to “reactive” decisions rather than “proactive” ones (Rytivaara, 2011, p. 119). For example, rather than focus on the prevention of negative behaviors, the attention of school officials concentrates too heavily on punitive measures instead. Rather than building classroom environments that foster safety, creativity, and synergy, it seems schools are still struggling with bullying, student apathy, and grade competition. It is also apparent that students are being overwhelmingly misplaced into categorical reformatory groups, instead of adapting classrooms and materials to accommodate various learning styles to avoid these issues in the first place (p. 118). These groups include special education, literacy intervention, and even tracking into lower-level instruction classes within their grade level. What is even more, is the underlying oppression of students due to race, class, and gender that is underpinned by such actions and groups as these. Personally, these assumptions and viewpoints that I have on education have been formed by my recent graduate education paired with my fieldwork within the schools. I have worked in various settings including early childhood, elementary, and middle school education. As I moved from class to class on a daily basis as a substitute teacher, paraprofessional, and student teacher, I have seen the functions and designs of countless classrooms. During my time in graduate school, I have learned many new and modern 8 teaching methods that aim to fix these problems of inequitable, corrective, reactionary practices. However, while working in these many school settings, I have yet to see these techniques being used with nearly as much regularity or consistency as I had hoped to find. This has led me to believe that schools are adapting at a rate too slow to provide maximized education to its students at any one time. My convictions on this matter stem from what I perceive to be a large systemic design deficiency that fails to provide the flexible environment necessary to adapt these more modern teaching practices. This failure in design reaches down from each district, through each of its schools, and into every classroom, restricted not only by a lack of budget, but also by a simple lack of creative, artistic knowledge. Personal and Professional Rationale In my many years in education, I have witnessed a wide variety of teaching styles, instructional methods, and classroom environments. Most of them have had common threads to each other and common threads to what I have learned
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