Sennockian 2018-2019 | Page 15

A fle xible learning space Exploring the relationship between the classroom space and the learning that takes place within it. Established in 2017 as a means to facilitate teacher- led research into effective school practice, our Institute of Teaching and Learning has been exploring the notion of a correlation between the physical environment of a classroom space and the learning that takes place within it. As a result, one of the new rooms in our Global Study Centre is defined as a ‘flexible learning space’. This means that it is designed to facilitate varied classroom arrangements and provide support for different teaching and learning approaches, depending on the subject, topic and the size and type of class. GSC2 is a room in which single triangular desks, on wheels, can be placed in varied configurations – from formal rows to small or large groups – in any kind of manner. Desks are ‘writable’; this means that students can use pens to make notes on them (which they subsequently photograph), work collaboratively, draw pictures, graphs, spider diagrams or flow charts – whatever facilitates their learning in the most effective manner. The room also includes a writable wall, which allows students and teachers to make use of a large space that goes from floor to ceiling. The teacher can therefore be more creative, students can work together to explore, experiment with or develop ideas – and their learning made more visible for the teacher to see and provide immediate feedback. In GSC2 the teacher is free to lead from any particular position, but also to move around the room, working with and in support of students, in order to encourage a sense of independence and autonomy – a degree of ‘ownership’ over the content and skills they are learning. The teacher can also make use of a portable digital device to deliver particular content, demonstrate skills, or interact with students live as they also substitute pen and paper for a screen and electronic pen. To date, the room has been used by every subject, and feedback has been hugely positive. Teachers have enjoyed the freedom it has given them to consider learning in their subject in multiple ways; students have valued the opportunities it has provided for more active and collaborative types of learning. It has been used both in normal lesson time as well as after school – sometimes by students on their own for meetings or examination revision. It has also been used as a space in which tables and chairs have been done away with altogether – for drama, dance, or other kinds of more kinaesthetic learning. GCS2 is fundamentally intended to provide staff and students with a new way of working together that will almost certainly inform the development of other new learning spaces through the school. Its presence restates our commitment to the most innovative practices and provision of the most effective way to teach and to learn. Mark Beverley SEVENOAKS SCHOOL 2018-2019 9