The Classroom Is a Mirror: Learning Spaces as a Reflection of Instructional Design
Voices from the Middle
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Each playlist was color-coded and designed to ensure students met the required first day expectations (signing up for and logging in to online classroom/school websites and reading the syllabus) while giving students opportunities for self-expression, collaboration, and independent work. Student-driven active learning was central to Hamiltons teaching philosophy, and the stations introduced students to a variety of activities, both individual and collaborative, during the first week of class, which gave her opportunities for formative assessment in multiple areas. Students took the survey during their day at the computer lab, responding to both checklists (check all that apply) and long form questions, including "How does the learning space help you learn or impact the kinds of learning experiences you have in the classroom?" When she read the data, Hamilton found that almost 90% of her students believed that cozy seating helped them as learners and nearly 74% believed that the soft lighting was beneficial to their learning (see Table 1). Using Color, Lighting, and Organization to Improve Student Mood Studies corroborate Hamilton's and her students' experiences with the positive effect of the classroom environment (e.g., lighting, decor) on the student learning experience (Barkmann et al., 2012; Choi et al., 2014; Knez, 1995).
English language arts classroom; Learning spaces; Instructional design; Classroom environment; Student learning and needs
Curriculum and Social Inquiry | Education | Educational Methods
The Classroom Is a Mirror: Learning Spaces as a Reflection of Instructional Design.
Voices from the Middle, 28(1),