In this era of recapturing students’ attention, engaging spaces are another tool to help students’ minds connect with the material and each other to increase enthusiasm for learning and results.
Encouraging the use of an active learning classroom is an approach of John Kerrigan, Director of Curriculum and Instruction for Middletown Township Public Schools in New Jersey and recent winner of a technology and Learning Innovative Leader Award for Director of Innovative Curriculum. Kerrigan has an active learning classroom in her district and believes the concept can be an inspiration to others.
What is an active learning classroom?
The active learning classroom model that Kerrigan uses is a concept developed by Rutgers University. It features an alternative classroom layout with wall-to-wall whiteboards, collaborative seating, and the teacher’s desk in the middle of the room. Students can also use personal whiteboards and laptops in the room to research and collaborate.
“This type of classroom promotes a ‘sideways guidance’ approach to teaching and learning, making the instructor one with the students rather than the sole dispenser of information in front of the room,” Kerrigan says. “I have been using these spaces with a flipped classroom model to really take advantage of the deep mathematical discourse and in-person learning that I can support. “We took the design of this room and brought it to our high school math spaces, employing a variety of seating types, moving desks and tables, personal and wall-to-wall whiteboards, etc.”
While it may seem like a classroom “renovation” project would only be possible in the country of deep-pocketed districts or schools capable of taking a hit to the budget, the design philosophy is based on proven results and studies that have shown the benefits from this. type of collaborative learning. It can also be achieved through innovative budgeting, grants and professional development, or even by appealing directly to companies that specialize in educational supplies.
“Our district supported this initiative to help increase student achievement in mathematics,” Kerrigan says. “We have also applied for grants through various local resources and classroom furniture and school supply companies to offset the costs.”
It’s more than just a nice place
These impressive spaces, combined with the technology-enhanced flipped classroom model, have led to significant improvements in both scores and engagement.
“We have deliberately arranged for these spaces to be used by all 6th-12th grade math courses, including inclusion and Advanced Placement courses,” Kerrigan says. “We have seen steady increases in the percentage of students earning a three or higher on the AP Calculus AB, AP Calculus BC, and AP Statistics exams. “We have also seen a positive trend in New Jersey Student Learning Assessment (NJSLA) scores over the past two years since we resumed testing.”
Reimagining the classroom also allows for additional attention to equity concerns and ensuring accessibility for students.
“We continue to close the opportunity gap by allowing all students to use this space to participate in personalized learning activities,” Kerrigan says. “These spaces have also led teachers to embrace the ‘Building Thinking Classrooms’ model, which is currently popular in mathematics education.”
Welcome visitors, welcome results
History buffs may have heard stories about the early United States and the pineapple. Across the pond, the fragile nature and long delivery route made it such a status symbol that English nobility rented the fruit as a centerpiece to impress guests. George Washington became a great admirer during his visit to Barbados. Being much closer to the producing region, presenting the fruit in colonial America was used as a sign of hospitality, displaying it outside the main door as a symbol that the host had returned from a trip and would welcome guests again.
This bit of historical trivia and tradition has lent itself to a new school symbol in the Kerrigan district that also supports active learning.
“We are big advocates of teacher leadership and expert learning in the classroom,” Kerrigan says. “The ‘Pineapple Graphic’ method involves teachers being willing to have visitors to their classroom place a pineapple outside their door. It is a symbol of hospitality. Each participating teacher then shares a time slot for an interesting part of their class (bell ringer, activity, technology implementation, active learning, etc.). Teachers can sign up to attend and observe for a short period of time (coverage pending). “This allows teachers to learn from their peers in the moment in the authentic, live classroom environment.”
The district also offers job-embedded professional development and open EdCamp-style professional development sessions during which teachers propose topics and stakeholders participate in discussions. Fostering connection and next-level educational improvement continues inside and outside of the active learning classroom.
“We’ve seen more interest in STEM and risk-taking in classrooms in these spaces,” Kerrigan says. “In my conversations with teachers and students, they have said that these spaces make them feel comfortable and more connected to their teachers.”
