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Classroom Redesign Challenge! Think Like a Designer
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Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By using UDL, teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience. ","status":"publish","parent":0,"modified":1688689183,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1182},"headData":{"title":"How Universal Design for Learning helps students merge onto the 'learning expressway' | KQED","description":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Universal Design for Learning helps students merge onto the 'learning expressway'","datePublished":"2023-07-03T00:00:18.000Z","dateModified":"2023-07-07T00:19:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","authors":["11721"],"categories":["mindshift_192","mindshift_20523"],"tags":["mindshift_485","mindshift_20538","mindshift_167","mindshift_20792","mindshift_20616","mindshift_21362","mindshift_21050","mindshift_828"],"featImg":"mindshift_61733","label":"mindshift"},"mindshift_40571":{"type":"posts","id":"mindshift_40571","meta":{"index":"posts_1591205157","site":"mindshift","id":"40571","score":null,"sort":[1432039180000]},"guestAuthors":[],"slug":"10-solutions-for-students-who-fidget-in-the-classroom","title":"10 Solutions for Students Who Fidget in the Classroom","publishDate":1432039180,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Our \u003ca href=\"http://www.npr.org/sections/ed/2015/05/14/404959284/fidgeting-may-help-concentration-for-students-with-adhd\">story last week\u003c/a> about the connection between ADHD, movement and thinking struck a nerve with readers. We reported on a small study in which students with attention deficit hyperactivity disorder performed better on memory tasks when they were allowed to spin and move around in a swiveling chair.\u003c/p>\n\u003cp>We got hundreds of comments, tweets and emails. Even the CEO of Donors Choose, a fundraising site for teachers, wrote in to say that there are 1,455 projects with the key word \"fidget\" \u003ca href=\"http://www.donorschoose.org/donors/search.html?historical=true&keywords=hokki%20stool\">on his site\u003c/a>. More than 1,000 teachers requested something called a \"\u003ca href=\"http://www.donorschoose.org/donors/search.html?historical=true&keywords=hokki%20stool\" target=\"_blank\">Hokki Stool\u003c/a>\" — a backless seat that allows kids to sit and wiggle.\u003c/p>\n\u003cp>On social media, meanwhile, we heard lots of ideas from teachers who've found creative ways to accommodate some students' need to fidget without disrupting the whole class. Among them:\u003c/p>\n\u003cp>\u003cstrong>Bike inner tubes\u003c/strong>: Wrapped around the legs of a chair, they allow kids to bounce their legs during learning. There's even a \u003ca href=\"http://bouncybands.com/\">commercial version.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Chewing gum: \u003c/strong>Unjustly banned?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Coloring books:\u003c/strong> Stressed-out high school students love to color, several people reported. \u003ca href=\"http://www.npr.org/2015/04/01/396634471/artist-goes-outside-the-lines-with-coloring-books-for-grown-ups\">So do adults.\u003c/a>\u003c/p>\n\u003cp>[contextly_sidebar id=\"yRSkB3isE2Mk1pHyGYjxbATBTbktDy4u\"]\u003c/p>\n\u003cp>\u003cstrong>Desk placement:\u003c/strong> \"I put my moving kids on the outside edges of desk clusters, just because they can move and not distract sitters,\" Donna Bernens-Kinkead, a fifth-grade teacher, posted on Facebook. \"I also never keep them seated more than 15 minutes at a time.\"\u003c/p>\n\u003cp>\u003cstrong>Knitting:\u003c/strong> Many teachers wrote about the calming power of knitting, which is regularly taught in Waldorf schools. It can be done with fingers alone if needles are banned.\u003c/p>\n\u003cp>\u003cstrong>Pencil sharpening:\u003c/strong> Some said their students with ADHD were given special permission to get up and walk around, perhaps to sharpen pencils.\u003c/p>\n\u003cp>\u003cstrong>Stability balls:\u003c/strong> They're also known as \"yoga balls,\" used as occasional or even continuous seating.\u003c/p>\n\u003cp>\u003cstrong>Standup desks: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/21/how-standing-desks-can-help-students-focus-in-the-classroom/\">Increasingly popular\u003c/a>\u003c/strong>, sometimes sold with adjustable stools and a foot board that wiggles. \u003ca href=\"@npr-b556be7c7b5457b9a2eb9818ca6decce\">Julie Bishop\u003c/a> commented on our story, \"I always let the kids in my after-school program who had ADHD stand at the end of the tables while they did their homework. They'd bounce and wiggle and toe-tap without bothering the other kids and they always got their work done.\"\u003c/p>\n\u003cp>\u003cstrong>Stress balls:\u003c/strong> Many \"fidget toys\" are sold for use by students, such as \"squeeze balls,\" \"squeeze ducks\" and Koosh balls. Sometimes their use is even written into an IEP, one teacher reported.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Do you have a favorite solution for a fidgeting student? Let us know.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+You+Do+With+A+Student+Who+Fidgets%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Stress ducks, Hokki Stools and other classroom strategies for students who need to move to learn.","status":"publish","parent":0,"modified":1432211886,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":422},"headData":{"title":"10 Solutions for Students Who Fidget in the Classroom | KQED","description":"Stress ducks, Hokki Stools and other classroom strategies for students who need to move to learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Solutions for Students Who Fidget in the Classroom","datePublished":"2015-05-19T12:39:40.000Z","dateModified":"2015-05-21T12:38:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40571 http://ww2.kqed.org/mindshift/?p=40571","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/19/10-solutions-for-students-who-fidget-in-the-classroom/","disqusTitle":"10 Solutions for Students Who Fidget in the Classroom","nprByline":"Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2015/05/19/407001890/what-do-you-do-with-a-student-who-fidgets\"> NPR\u003c/a>","nprStoryId":"407001890","nprApiLink":"http://api.npr.org/query?id=407001890&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/05/19/407001890/what-do-you-do-with-a-student-who-fidgets?ft=nprml&f=407001890","nprRetrievedStory":"1","nprPubDate":"Tue, 19 May 2015 07:52:00 -0400","nprStoryDate":"Tue, 19 May 2015 06:38:00 -0400","nprLastModifiedDate":"Tue, 19 May 2015 07:52:27 -0400","path":"/mindshift/40571/10-solutions-for-students-who-fidget-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our \u003ca href=\"http://www.npr.org/sections/ed/2015/05/14/404959284/fidgeting-may-help-concentration-for-students-with-adhd\">story last week\u003c/a> about the connection between ADHD, movement and thinking struck a nerve with readers. We reported on a small study in which students with attention deficit hyperactivity disorder performed better on memory tasks when they were allowed to spin and move around in a swiveling chair.\u003c/p>\n\u003cp>We got hundreds of comments, tweets and emails. Even the CEO of Donors Choose, a fundraising site for teachers, wrote in to say that there are 1,455 projects with the key word \"fidget\" \u003ca href=\"http://www.donorschoose.org/donors/search.html?historical=true&keywords=hokki%20stool\">on his site\u003c/a>. More than 1,000 teachers requested something called a \"\u003ca href=\"http://www.donorschoose.org/donors/search.html?historical=true&keywords=hokki%20stool\" target=\"_blank\">Hokki Stool\u003c/a>\" — a backless seat that allows kids to sit and wiggle.\u003c/p>\n\u003cp>On social media, meanwhile, we heard lots of ideas from teachers who've found creative ways to accommodate some students' need to fidget without disrupting the whole class. Among them:\u003c/p>\n\u003cp>\u003cstrong>Bike inner tubes\u003c/strong>: Wrapped around the legs of a chair, they allow kids to bounce their legs during learning. There's even a \u003ca href=\"http://bouncybands.com/\">commercial version.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Chewing gum: \u003c/strong>Unjustly banned?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Coloring books:\u003c/strong> Stressed-out high school students love to color, several people reported. \u003ca href=\"http://www.npr.org/2015/04/01/396634471/artist-goes-outside-the-lines-with-coloring-books-for-grown-ups\">So do adults.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Desk placement:\u003c/strong> \"I put my moving kids on the outside edges of desk clusters, just because they can move and not distract sitters,\" Donna Bernens-Kinkead, a fifth-grade teacher, posted on Facebook. \"I also never keep them seated more than 15 minutes at a time.\"\u003c/p>\n\u003cp>\u003cstrong>Knitting:\u003c/strong> Many teachers wrote about the calming power of knitting, which is regularly taught in Waldorf schools. It can be done with fingers alone if needles are banned.\u003c/p>\n\u003cp>\u003cstrong>Pencil sharpening:\u003c/strong> Some said their students with ADHD were given special permission to get up and walk around, perhaps to sharpen pencils.\u003c/p>\n\u003cp>\u003cstrong>Stability balls:\u003c/strong> They're also known as \"yoga balls,\" used as occasional or even continuous seating.\u003c/p>\n\u003cp>\u003cstrong>Standup desks: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/21/how-standing-desks-can-help-students-focus-in-the-classroom/\">Increasingly popular\u003c/a>\u003c/strong>, sometimes sold with adjustable stools and a foot board that wiggles. \u003ca href=\"@npr-b556be7c7b5457b9a2eb9818ca6decce\">Julie Bishop\u003c/a> commented on our story, \"I always let the kids in my after-school program who had ADHD stand at the end of the tables while they did their homework. They'd bounce and wiggle and toe-tap without bothering the other kids and they always got their work done.\"\u003c/p>\n\u003cp>\u003cstrong>Stress balls:\u003c/strong> Many \"fidget toys\" are sold for use by students, such as \"squeeze balls,\" \"squeeze ducks\" and Koosh balls. Sometimes their use is even written into an IEP, one teacher reported.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Do you have a favorite solution for a fidgeting student? Let us know.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+You+Do+With+A+Student+Who+Fidgets%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40571/10-solutions-for-students-who-fidget-in-the-classroom","authors":["byline_mindshift_40571"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_20784","mindshift_1040","mindshift_498","mindshift_20771"],"featImg":"mindshift_40574","label":"mindshift"},"mindshift_38553":{"type":"posts","id":"mindshift_38553","meta":{"index":"posts_1591205157","site":"mindshift","id":"38553","score":null,"sort":[1417012788000]},"guestAuthors":[],"slug":"how-a-moveable-space-can-ignite-creativity-in-the-classroom","title":"How a Moveable Space Can Ignite Creativity in the Classroom","publishDate":1417012788,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38555\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\" alt=\"Scavenged casters. (Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>[contextly_sidebar id=\"du40aWLme4cEBCytbfwkf4z5TctMcRqG\"]\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","status":"publish","parent":0,"modified":1417013574,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1377},"headData":{"title":"How a Moveable Space Can Ignite Creativity in the Classroom | KQED","description":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a Moveable Space Can Ignite Creativity in the Classroom","datePublished":"2014-11-26T14:39:48.000Z","dateModified":"2014-11-26T14:52:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38553 http://blogs.kqed.org/mindshift/?p=38553","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/26/how-a-moveable-space-can-ignite-creativity-in-the-classroom/","disqusTitle":"How a Moveable Space Can Ignite Creativity in the Classroom","path":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38555\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\" alt=\"Scavenged casters. (Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","authors":["4354"],"categories":["mindshift_20579","mindshift_20523"],"tags":["mindshift_564","mindshift_20538","mindshift_167","mindshift_20784","mindshift_1040","mindshift_20569"],"featImg":"mindshift_38555","label":"mindshift"},"mindshift_38120":{"type":"posts","id":"mindshift_38120","meta":{"index":"posts_1591205157","site":"mindshift","id":"38120","score":null,"sort":[1413896790000]},"guestAuthors":[],"slug":"how-standing-desks-can-help-students-focus-in-the-classroom","title":"How Standing Desks Can Help Students Focus in the Classroom ","publishDate":1413896790,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38173\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38173\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The rise of the standing desk may appear to be a response to the modern, eat-at-your-desk, hunched-over worker chained to her computer, but history paints a different picture: Hemingway, Benjamin Franklin, and Thomas Jefferson all stood while they worked. Donald Rumsfeld had a standing desk, and so did Charles Dickens. \u003ca href=\"http://www.nytimes.com/2012/12/02/business/stand-up-desks-gaining-favor-in-the-workplace.html\">Workplaces\u003c/a> are moving toward more standing desks, but schools have been slower to catch on for a variety of reasons, including cost, convenience, and perhaps the assumption that \"sit down and pay attention\" is the best way to learn.\u003c/p>\n\u003cp>Mark Benden, Associate Professor of Environmental and Occupational Health at Texas A&M Health Science Center, is looking to change all that. Too much sitting is bad for our health, he said, and students are now facing a host of challenges that may stem in part from too much time in a chair, including obesity and attention disorders. So five years ago, Benden and his team began studying what happened to students when they got out of their traditional seats and moved to standing desks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/aside>\n\u003cp>Their findings, \u003ca href=\"http://www.mdpi.com/1660-4601/11/9/9361\">published in a new piece\u003c/a> in the \u003ci>International Journal of Environmental Research and Public Health\u003c/i>, come from a group of 374 elementary school students in College Station, Texas. Students divided into a (traditional desk) control group and a standing desk group were equipped with biometric monitors - what Benden described as “research-level Fitbits” - attached to their arms, which tracked several measurements, like heart rate and intensity of movement, and then calculated their caloric burn. The desks were designed and built locally at \u003ca href=\"http://www.stand2learn.com/\">Stand2Learn\u003c/a>, an A&M faculty-led startup of which Benden maintains part ownership.\u003c/p>\n\u003cp>“We quickly realized they [the students] are more active, they are burning more calories, at the standing desks,” Benden said. “And they’re not necessarily standing the whole time. There’s a stool, too, but even sitting in a stool is different from sitting in a chair. It’s really not sitting or standing - because it opens up your trunk-thigh angle, you’re able to breathe better, and you’re able to swing your legs.”\u003c/p>\n\u003cfigure id=\"attachment_38174\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1-300x450.jpeg\" alt=\"A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\" width=\"300\" height=\"450\" class=\"size-medium wp-image-38174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\u003c/figcaption>\u003c/figure>\n\u003cp>Benden said they found that children in the study who were overweight or obese burned more calories at the standing desks than their normal-weight peers, a result he found surprising. “It’s interesting,” he said. “When you’re thinking about intervention, the children who are normal weight don’t experience a significant change from being in a seated classroom. But overweight kids get a bigger bump, and they’re the ones who need it the most.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In reality, Benden said it’s not about either sitting or standing all the time, but instead about keeping moving. He wants to spread the “gospel of movement,” where kids and adults understand they need to be up and active, free to move around. For the modern student or office worker, standing for part of a day is a good way to keep moving. “We used to be more active, but over time we got conditioned to being inactive,” Benden said. “It’s not normal, and it’s not how we were intended to be. When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/p>\n\u003cp>\u003cstrong>The Impact of Standing on Learning\u003c/strong>\u003c/p>\n\u003cp>While burning calories is certainly important, the real question in classrooms is whether standing desks improve learning. Benden said he brought in Texas A&M’s educational psychology department through a special grant to study whether students were more engaged with the teacher and with their work when they were standing. The psychologists, who were blinded to the study, sat in classrooms for two years watching students and measuring their attentiveness and engagement using a series of markers like how many times students looked at the teacher, how often they wrote on their papers, and how often they were distracted by a neighbor.\u003c/p>\n\u003cp>The results of the study, to be published later this fall, were significant: students were more engaged in activity permissive learning environments than in traditional seated environments. And once again, the children who were overweight and obese showed larger improvements in attention than normal-weight children.\u003c/p>\n\u003cp>“When you look at overweight, and especially obese, children in the study, they were twice as engaged in activity permissive learning environment classrooms,” Benden said. “And that amount of engagement was actually higher than normal-weight peers in normal classrooms. And that just doesn’t happen, this was kind of eye opening.” He mentioned a limited \u003ca href=\"http://www.cnn.com/2012/06/14/health/obesity-affect-school-performance/\">body of research\u003c/a> showing that obese students may get lower grades than normal-weight students; the standing desks may have an opportunity to alter that. “Maybe those overweight kids aren’t less capable academically,” he said. “Maybe they just need to be more active.”\u003c/p>\n\u003cp>\u003cstrong>Standing Desks in the Classroom\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38177\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk-300x300.gif\" alt=\"A family of standing desk users at home. (Courtesy of Sandor Weisz)\" width=\"300\" height=\"300\" class=\"size-medium wp-image-38177\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of standing desk users at home. (Courtesy of Sandor Weisz)\u003c/figcaption>\u003c/figure>\n\u003cp>Educator Katie Caritey has two standing desks for her 24 second graders, but believes that all her students would benefit from using them. She dreams of having more. The desks were provided by a grant six years ago at Mary Lee Burbank School in Belmont, Massachusetts, and for now students take turns.\u003c/p>\n\u003cp>“I have found the standing desks to be a fabulous tool for students that tend to be more active, fidgety or even more tired,” Caritey said. “Movement breaks are an essential part of learning in my classroom, and I have found that the best learning takes place when students are able to move their bodies throughout the day, consistently and frequently.”\u003c/p>\n\u003cp>Caritey’s 7- and 8-year-old students get two 15-minute recesses per day, and 30 minutes of physical education twice a week. Each day, Caritey chooses the students who are particularly energetic or are having a challenging time completing their work to use the standing desks. She also interviewed her students for this story so they could explain how they felt about having them in their classroom. She reports:\u003c/p>\n\u003cblockquote>\u003cp>“In the words of my second grade students, the standing desks ‘help me concentrate without even thinking about what others are doing.’ They also help because ‘being able to stand or swing my legs helps me calm down my brain so I can think better.’ In the words of a more serious, less active student, ‘I would be perfectly fine without the standing desks, but when I can sit at one, it makes the time go by faster and my work gets finished right away.’ Another child reported that ‘when I get to school in the morning, my brain is tired and not ready for learning yet. When I sit at the standing desk, it wakes up my brain and helps me get ready for thinking.’”\n\u003c/p>\u003c/blockquote>\n\u003cp>But what if standing desks -- and yoga balls, \u003ca href=\"http://www.fastcoexist.com/3036607/this-school-has-bikes-instead-of-desks-and-it-turns-out-thats-a-better-way-to-learn\">bicycle desks\u003c/a> and movement breaks -- are only part of the solution? What if they won’t fix the underlying problem, that today’s children don’t get enough whole body movement to be attentive and engaged in school?\u003c/p>\n\u003cp>Pediatric occupational therapist Angela Hanscom has railed against what she calls the “constant upright position” in which children spend too much time, limiting their ability to pay attention because their core muscles aren’t developed enough to keep from fidgeting. “It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past,” she opined in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">The Washington Post\u003c/a>. According to Hanscom, one of the keys to maintaining attention in school is the development of the vestibular, or balance system, located in the inner ear. “In order to develop a strong balance system, children need to move their body in all directions for hours at a time,” she wrote.\u003c/p>\n\u003cp>Whole body movements like spinning in circles and rolling down hills do much more than burn calories; Hanscom said that they engage the hair cells in the inner ear, helping to develop balance, vision and attention. All three are desperately needed for kids if they are expected to pay attention to learn.\u003c/p>\n\u003cp>“Standing can be just as bad as sitting,” Hanscom said about students using standing desks. “From an OT standpoint, it’s still an issue -- if you’re just standing, you’re not getting rapid vestibular movement. You need to move your head in all different directions. If you’re standing still, you’re not moving your head left and right.” Until children get meaningful movement, and lots of it -- she recommends multiple hours a day, whether in or out of school -- their attention will not improve.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mark Benden doesn’t disagree. “There is no replacement for running and playing. Motor skill development is so critical for young children, and it’s very vital that that happen, no question about it,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"Some educators are finding that standing desks are a simple way help fidgety kids settle down and get to work.","status":"publish","parent":0,"modified":1413912664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1599},"headData":{"title":"How Standing Desks Can Help Students Focus in the Classroom | KQED","description":"Some educators are finding that standing desks are a simple way help fidgety kids settle down and get to work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Standing Desks Can Help Students Focus in the Classroom ","datePublished":"2014-10-21T13:06:30.000Z","dateModified":"2014-10-21T17:31:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38120 http://blogs.kqed.org/mindshift/?p=38120","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/21/how-standing-desks-can-help-students-focus-in-the-classroom/","disqusTitle":"How Standing Desks Can Help Students Focus in the Classroom ","path":"/mindshift/38120/how-standing-desks-can-help-students-focus-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38173\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38173\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The rise of the standing desk may appear to be a response to the modern, eat-at-your-desk, hunched-over worker chained to her computer, but history paints a different picture: Hemingway, Benjamin Franklin, and Thomas Jefferson all stood while they worked. Donald Rumsfeld had a standing desk, and so did Charles Dickens. \u003ca href=\"http://www.nytimes.com/2012/12/02/business/stand-up-desks-gaining-favor-in-the-workplace.html\">Workplaces\u003c/a> are moving toward more standing desks, but schools have been slower to catch on for a variety of reasons, including cost, convenience, and perhaps the assumption that \"sit down and pay attention\" is the best way to learn.\u003c/p>\n\u003cp>Mark Benden, Associate Professor of Environmental and Occupational Health at Texas A&M Health Science Center, is looking to change all that. Too much sitting is bad for our health, he said, and students are now facing a host of challenges that may stem in part from too much time in a chair, including obesity and attention disorders. So five years ago, Benden and his team began studying what happened to students when they got out of their traditional seats and moved to standing desks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/aside>\n\u003cp>Their findings, \u003ca href=\"http://www.mdpi.com/1660-4601/11/9/9361\">published in a new piece\u003c/a> in the \u003ci>International Journal of Environmental Research and Public Health\u003c/i>, come from a group of 374 elementary school students in College Station, Texas. Students divided into a (traditional desk) control group and a standing desk group were equipped with biometric monitors - what Benden described as “research-level Fitbits” - attached to their arms, which tracked several measurements, like heart rate and intensity of movement, and then calculated their caloric burn. The desks were designed and built locally at \u003ca href=\"http://www.stand2learn.com/\">Stand2Learn\u003c/a>, an A&M faculty-led startup of which Benden maintains part ownership.\u003c/p>\n\u003cp>“We quickly realized they [the students] are more active, they are burning more calories, at the standing desks,” Benden said. “And they’re not necessarily standing the whole time. There’s a stool, too, but even sitting in a stool is different from sitting in a chair. It’s really not sitting or standing - because it opens up your trunk-thigh angle, you’re able to breathe better, and you’re able to swing your legs.”\u003c/p>\n\u003cfigure id=\"attachment_38174\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1-300x450.jpeg\" alt=\"A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\" width=\"300\" height=\"450\" class=\"size-medium wp-image-38174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\u003c/figcaption>\u003c/figure>\n\u003cp>Benden said they found that children in the study who were overweight or obese burned more calories at the standing desks than their normal-weight peers, a result he found surprising. “It’s interesting,” he said. “When you’re thinking about intervention, the children who are normal weight don’t experience a significant change from being in a seated classroom. But overweight kids get a bigger bump, and they’re the ones who need it the most.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In reality, Benden said it’s not about either sitting or standing all the time, but instead about keeping moving. He wants to spread the “gospel of movement,” where kids and adults understand they need to be up and active, free to move around. For the modern student or office worker, standing for part of a day is a good way to keep moving. “We used to be more active, but over time we got conditioned to being inactive,” Benden said. “It’s not normal, and it’s not how we were intended to be. When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/p>\n\u003cp>\u003cstrong>The Impact of Standing on Learning\u003c/strong>\u003c/p>\n\u003cp>While burning calories is certainly important, the real question in classrooms is whether standing desks improve learning. Benden said he brought in Texas A&M’s educational psychology department through a special grant to study whether students were more engaged with the teacher and with their work when they were standing. The psychologists, who were blinded to the study, sat in classrooms for two years watching students and measuring their attentiveness and engagement using a series of markers like how many times students looked at the teacher, how often they wrote on their papers, and how often they were distracted by a neighbor.\u003c/p>\n\u003cp>The results of the study, to be published later this fall, were significant: students were more engaged in activity permissive learning environments than in traditional seated environments. And once again, the children who were overweight and obese showed larger improvements in attention than normal-weight children.\u003c/p>\n\u003cp>“When you look at overweight, and especially obese, children in the study, they were twice as engaged in activity permissive learning environment classrooms,” Benden said. “And that amount of engagement was actually higher than normal-weight peers in normal classrooms. And that just doesn’t happen, this was kind of eye opening.” He mentioned a limited \u003ca href=\"http://www.cnn.com/2012/06/14/health/obesity-affect-school-performance/\">body of research\u003c/a> showing that obese students may get lower grades than normal-weight students; the standing desks may have an opportunity to alter that. “Maybe those overweight kids aren’t less capable academically,” he said. “Maybe they just need to be more active.”\u003c/p>\n\u003cp>\u003cstrong>Standing Desks in the Classroom\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38177\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk-300x300.gif\" alt=\"A family of standing desk users at home. (Courtesy of Sandor Weisz)\" width=\"300\" height=\"300\" class=\"size-medium wp-image-38177\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of standing desk users at home. (Courtesy of Sandor Weisz)\u003c/figcaption>\u003c/figure>\n\u003cp>Educator Katie Caritey has two standing desks for her 24 second graders, but believes that all her students would benefit from using them. She dreams of having more. The desks were provided by a grant six years ago at Mary Lee Burbank School in Belmont, Massachusetts, and for now students take turns.\u003c/p>\n\u003cp>“I have found the standing desks to be a fabulous tool for students that tend to be more active, fidgety or even more tired,” Caritey said. “Movement breaks are an essential part of learning in my classroom, and I have found that the best learning takes place when students are able to move their bodies throughout the day, consistently and frequently.”\u003c/p>\n\u003cp>Caritey’s 7- and 8-year-old students get two 15-minute recesses per day, and 30 minutes of physical education twice a week. Each day, Caritey chooses the students who are particularly energetic or are having a challenging time completing their work to use the standing desks. She also interviewed her students for this story so they could explain how they felt about having them in their classroom. She reports:\u003c/p>\n\u003cblockquote>\u003cp>“In the words of my second grade students, the standing desks ‘help me concentrate without even thinking about what others are doing.’ They also help because ‘being able to stand or swing my legs helps me calm down my brain so I can think better.’ In the words of a more serious, less active student, ‘I would be perfectly fine without the standing desks, but when I can sit at one, it makes the time go by faster and my work gets finished right away.’ Another child reported that ‘when I get to school in the morning, my brain is tired and not ready for learning yet. When I sit at the standing desk, it wakes up my brain and helps me get ready for thinking.’”\n\u003c/p>\u003c/blockquote>\n\u003cp>But what if standing desks -- and yoga balls, \u003ca href=\"http://www.fastcoexist.com/3036607/this-school-has-bikes-instead-of-desks-and-it-turns-out-thats-a-better-way-to-learn\">bicycle desks\u003c/a> and movement breaks -- are only part of the solution? What if they won’t fix the underlying problem, that today’s children don’t get enough whole body movement to be attentive and engaged in school?\u003c/p>\n\u003cp>Pediatric occupational therapist Angela Hanscom has railed against what she calls the “constant upright position” in which children spend too much time, limiting their ability to pay attention because their core muscles aren’t developed enough to keep from fidgeting. “It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past,” she opined in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">The Washington Post\u003c/a>. According to Hanscom, one of the keys to maintaining attention in school is the development of the vestibular, or balance system, located in the inner ear. “In order to develop a strong balance system, children need to move their body in all directions for hours at a time,” she wrote.\u003c/p>\n\u003cp>Whole body movements like spinning in circles and rolling down hills do much more than burn calories; Hanscom said that they engage the hair cells in the inner ear, helping to develop balance, vision and attention. All three are desperately needed for kids if they are expected to pay attention to learn.\u003c/p>\n\u003cp>“Standing can be just as bad as sitting,” Hanscom said about students using standing desks. “From an OT standpoint, it’s still an issue -- if you’re just standing, you’re not getting rapid vestibular movement. You need to move your head in all different directions. If you’re standing still, you’re not moving your head left and right.” Until children get meaningful movement, and lots of it -- she recommends multiple hours a day, whether in or out of school -- their attention will not improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mark Benden doesn’t disagree. “There is no replacement for running and playing. Motor skill development is so critical for young children, and it’s very vital that that happen, no question about it,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38120/how-standing-desks-can-help-students-focus-in-the-classroom","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_1040","mindshift_20770","mindshift_20771"],"featImg":"mindshift_38173","label":"mindshift"},"mindshift_33653":{"type":"posts","id":"mindshift_33653","meta":{"index":"posts_1591205157","site":"mindshift","id":"33653","score":null,"sort":[1390922410000]},"guestAuthors":[],"slug":"to-inspire-learning-architects-reimagine-learning-spaces","title":"To Inspire Learning, Architects Reimagine Learning Spaces","publishDate":1390922410,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33658\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33658\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/MakerLab_web-e1390868839505.jpg\" alt=\"MakerLab_web\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Allison Arieff\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As K–12 schools refocus on team-based, interdisciplinary learning, they are moving away from standardized, teach-to-test programs that assume a one-size-fits-all approach to teaching. Instead, there is a growing awareness that students learn in a variety of ways, and the differences should be supported. The students often learn better by doing it themselves, so teachers are there to facilitate, not just to instruct. Technology is there as a tool and resource, not as a visual aid or talking head.\u003c/p>\n\u003cp>\u003ca href=\"http://m.gensler.com/\" target=\"_blank\">Gensler\u003c/a>, a national architecture firm that's working with a broad range of schools -- from primary schools in redeveloping inner cities to NYU Magnet, Wharton, and Duke -- is working with one of the global pioneers, the \u003ca href=\"http://www.playmaker.org\" target=\"_blank\">PlayMaker School\u003c/a> in Los Angeles. Behind the venture is GameDesk, which views gaming as an interactive medium for learning. Launched with a sixth-grade class, the PlayMaker program builds on play and explores how its young students can use a variety of tools and games to learn in new ways. Instead of classrooms, PlayMaker School has a suite of spaces that are interconnected physically and visually. There’s an ideation lab, a maker space, and an immersive gaming and learning zone where the students can try out the games they create and the software they develop. [Read more about PlayMaker School \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">here\u003c/a>.]\u003c/p>\n\u003cp>“There’s no teacher at the front,” says Gensler’s Shawn Gehle. “The rooms are like different scenes in a video game. They inspire active learning.\u003c/p>\n\u003cp>Also in Los Angeles, \u003ca href=\"http://www.wiseburn.k12.ca.us/new/default.html\" target=\"_blank\">Wiseburn School District\u003c/a> will collocate three charter schools into a renovated 330,000-square-foot building, the former high-security offices of an aerospace firm. Given the radical change in function, “we’re basically hacking an office building, using strategic interventions to reshape it to fit the schools’ project-based curricula and support their combined staffs and 1,200 students,” says Gensler’s David Herjeczki.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Like PlayMaker, Wiseburn moves away from the traditional classroom, opting for neighborhoods of teaching spaces — “pods”— that open out to a large commons area for each school and an atrium that interconnects all three but provides each with a unique address.\u003c/p>\n\u003cp>[contextly_sidebar id=\"89eba81bd9a675c95e6fb3feb8d1f942\"]\u003c/p>\n\u003cp>When it comes to integrating STEM into classroom space, there are real implications for how teachers interact, says Thaler. “When you put math and science teachers together, they can cross-collaborate on lesson plans. If they’re teaching trigonometry or wave properties in math, they know they have to pull in the physics faculty also.” Schools that embrace STEM end up retraining. “They have to stretch their conception of what’s being taught.”\u003c/p>\n\u003cp>When Gensler first looked at the \u003ca href=\"http://www.d-e.org/\" target=\"_blank\">Dwight-Englewood School in New Jersey,\u003c/a> an independent prep school, its campus planners realized that the STEM program had separate buildings for math and science. “It wasn’t really STEM,” Thaler says. “The new campus plan called for a building that would support a truly interdisciplinary curriculum.” The faculty, administrators, and the design team toured 16 private schools, colleges, and universities on the US East Coast to try to understand the hallmarks of interdisciplinary STEM.\u003c/p>\n\u003cp>They were inspired by facilities that “let spontaneous collisions happen,” Thaler notes, but the takeaway was less a model than a point of view. Gensler documented it in a paper on STEM education. One of its major findings was that, to succeed, STEM and other interdisciplinary programs need to create propinquity—literally, “nearness”—among their participants.\u003c/p>\n\u003cp>“We learned that a STEM building is not a linear thing, with math on one side and science on the other,” Thaler explains. “What we designed is like the petals of a flower, with math and science sharing the classrooms and a great melting pot in the middle.”\u003c/p>\n\u003cp>There are still labs. They operate in two modes: students seated around a large table or working as teams around a lab bench. The lab classrooms can shift easily between the two modes, so they’re slightly larger than tradition dictates. The idea is that you can do a math lab at the table or a science lab at the bench.\u003c/p>\n\u003cp>The labs have all the traditional equipment, but—designed for mobility and portability—they can be quickly reconfigured. “What’s radical about the building is that it can support the gamut—biology, chemistry, whatever anyone wants to teach,” Thaler says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Allison Arieff is editorial director at \u003ca href=\"http://www.spur.org\" target=\"_blank\">SPUR\u003c/a> and writes about architecture and design for The New York Times.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As schools refocus on team-based, interdisciplinary learning, they're moving away from standardized, teach-to-test programs that assume a one-size-fits-all approach to teaching. Instead, there is a growing awareness that students learn in a variety of ways, and the differences should be supported. With that in mind, here's how one architecture firm is redesigning learning spaces.","status":"publish","parent":0,"modified":1390922279,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":788},"headData":{"title":"To Inspire Learning, Architects Reimagine Learning Spaces | KQED","description":"As schools refocus on team-based, interdisciplinary learning, they're moving away from standardized, teach-to-test programs that assume a one-size-fits-all approach to teaching. Instead, there is a growing awareness that students learn in a variety of ways, and the differences should be supported. With that in mind, here's how one architecture firm is redesigning learning spaces.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Inspire Learning, Architects Reimagine Learning Spaces","datePublished":"2014-01-28T15:20:10.000Z","dateModified":"2014-01-28T15:17:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33653 http://blogs.kqed.org/mindshift/?p=33653","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/28/to-inspire-learning-architects-reimagine-learning-spaces/","disqusTitle":"To Inspire Learning, Architects Reimagine Learning Spaces","path":"/mindshift/33653/to-inspire-learning-architects-reimagine-learning-spaces","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33658\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33658\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/MakerLab_web-e1390868839505.jpg\" alt=\"MakerLab_web\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/MakerLab_web-e1390868839505-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Allison Arieff\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As K–12 schools refocus on team-based, interdisciplinary learning, they are moving away from standardized, teach-to-test programs that assume a one-size-fits-all approach to teaching. Instead, there is a growing awareness that students learn in a variety of ways, and the differences should be supported. The students often learn better by doing it themselves, so teachers are there to facilitate, not just to instruct. Technology is there as a tool and resource, not as a visual aid or talking head.\u003c/p>\n\u003cp>\u003ca href=\"http://m.gensler.com/\" target=\"_blank\">Gensler\u003c/a>, a national architecture firm that's working with a broad range of schools -- from primary schools in redeveloping inner cities to NYU Magnet, Wharton, and Duke -- is working with one of the global pioneers, the \u003ca href=\"http://www.playmaker.org\" target=\"_blank\">PlayMaker School\u003c/a> in Los Angeles. Behind the venture is GameDesk, which views gaming as an interactive medium for learning. Launched with a sixth-grade class, the PlayMaker program builds on play and explores how its young students can use a variety of tools and games to learn in new ways. Instead of classrooms, PlayMaker School has a suite of spaces that are interconnected physically and visually. There’s an ideation lab, a maker space, and an immersive gaming and learning zone where the students can try out the games they create and the software they develop. [Read more about PlayMaker School \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">here\u003c/a>.]\u003c/p>\n\u003cp>“There’s no teacher at the front,” says Gensler’s Shawn Gehle. “The rooms are like different scenes in a video game. They inspire active learning.\u003c/p>\n\u003cp>Also in Los Angeles, \u003ca href=\"http://www.wiseburn.k12.ca.us/new/default.html\" target=\"_blank\">Wiseburn School District\u003c/a> will collocate three charter schools into a renovated 330,000-square-foot building, the former high-security offices of an aerospace firm. Given the radical change in function, “we’re basically hacking an office building, using strategic interventions to reshape it to fit the schools’ project-based curricula and support their combined staffs and 1,200 students,” says Gensler’s David Herjeczki.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like PlayMaker, Wiseburn moves away from the traditional classroom, opting for neighborhoods of teaching spaces — “pods”— that open out to a large commons area for each school and an atrium that interconnects all three but provides each with a unique address.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When it comes to integrating STEM into classroom space, there are real implications for how teachers interact, says Thaler. “When you put math and science teachers together, they can cross-collaborate on lesson plans. If they’re teaching trigonometry or wave properties in math, they know they have to pull in the physics faculty also.” Schools that embrace STEM end up retraining. “They have to stretch their conception of what’s being taught.”\u003c/p>\n\u003cp>When Gensler first looked at the \u003ca href=\"http://www.d-e.org/\" target=\"_blank\">Dwight-Englewood School in New Jersey,\u003c/a> an independent prep school, its campus planners realized that the STEM program had separate buildings for math and science. “It wasn’t really STEM,” Thaler says. “The new campus plan called for a building that would support a truly interdisciplinary curriculum.” The faculty, administrators, and the design team toured 16 private schools, colleges, and universities on the US East Coast to try to understand the hallmarks of interdisciplinary STEM.\u003c/p>\n\u003cp>They were inspired by facilities that “let spontaneous collisions happen,” Thaler notes, but the takeaway was less a model than a point of view. Gensler documented it in a paper on STEM education. One of its major findings was that, to succeed, STEM and other interdisciplinary programs need to create propinquity—literally, “nearness”—among their participants.\u003c/p>\n\u003cp>“We learned that a STEM building is not a linear thing, with math on one side and science on the other,” Thaler explains. “What we designed is like the petals of a flower, with math and science sharing the classrooms and a great melting pot in the middle.”\u003c/p>\n\u003cp>There are still labs. They operate in two modes: students seated around a large table or working as teams around a lab bench. The lab classrooms can shift easily between the two modes, so they’re slightly larger than tradition dictates. The idea is that you can do a math lab at the table or a science lab at the bench.\u003c/p>\n\u003cp>The labs have all the traditional equipment, but—designed for mobility and portability—they can be quickly reconfigured. “What’s radical about the building is that it can support the gamut—biology, chemistry, whatever anyone wants to teach,” Thaler says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Allison Arieff is editorial director at \u003ca href=\"http://www.spur.org\" target=\"_blank\">SPUR\u003c/a> and writes about architecture and design for The New York Times.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33653/to-inspire-learning-architects-reimagine-learning-spaces","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_1040","mindshift_47"],"label":"mindshift"},"mindshift_30406":{"type":"posts","id":"mindshift_30406","meta":{"index":"posts_1591205157","site":"mindshift","id":"30406","score":null,"sort":[1376504422000]},"guestAuthors":[],"slug":"to-foster-productivity-and-creativity-in-class-ditch-the-desks","title":"To Foster Productivity and Creativity in Class, Ditch the Desks!","publishDate":1376504422,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignright size-full wp-image-30641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76648929-e13765041936091.jpg\" alt=\"76648929-e1376504193609\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When elementary school teacher Erin Klein sat in one of her students’ desks last year, she noticed a few things about her classroom space.\u003c/p>\n\u003cp>For one, the room itself was long and narrow, and the space was awkward. Large, clunky student desks crowded the classroom. And the desks themselves got in the way of students being able to comfortably work together. Even though Klein had the desks in groups of four, her second-grade students were far from each other because the compartments in the desks for student supplies were large, forcing the kids to communicate and work together over a vast span of desk space.\u003c/p>\n\u003cp>“The desks didn’t allow for much collaboration or comfort,” said Klein, who teaches at an independent elementary school in Bloomfield Hills, Michigan.\u003c/p>\n\u003cp>What she wanted was a classroom where students could move around freely, sit comfortably, and work together. The more she thought about it, the more she knew she wanted her classroom to have a similar feel as the children’s section in Barnes & Noble or a creative play space in a museum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So I decided that the desks were in our way,” she said. “I said, why not get rid of the desks.”\u003c/p>\n\u003cp>That thought led her to start the process of redesigning her room last school year to make it a more inviting space for her students. She continues to work on this project throughout the summer in preparation for the start of the new school year.\u003c/p>\n\u003cp>Research supports the link between classroom space and student learning, Klein said, including work done by\u003ca href=\"http://www.thecenter4learning.com/\"> Susan Kovalik at The Center for Effective Learning\u003c/a>. Just as stores, spas, restaurants, and other businesses spend so much money and time researching ways to make their environments appealing for customers to linger in those spaces, Klein believes teachers should be thoughtful about designing their classroom space.\u003c/p>\n\u003cp>But there's one important factor to consider: Get input from your customers -- the students.\u003c/p>\n\u003cp>“So often we know what we want, but not necessarily what the kids would like. So student voice is really important,” she said. “As a teacher, you are one person. The students are 20 to 30 people using the space. They are the ones the classroom is for.”\u003c/p>\n\u003cp>What her students wanted, she said, was a space they could leave out their games, puzzles and projects if they were in the middle of working on them, but had to move to another activity. They didn’t want to have to put everything away, if they were going to come back to their projects later. Also, they wanted different chairs to sit in while reading.\u003c/p>\n\u003cp>“They love comfy places to sit. That was their biggest thing,” Klein said. “This past year, I put in a rocking chair and an ottoman that rocked as well.”\u003c/p>\n\u003cp>\u003cstrong>REDESIGNING THE SPACE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_30624\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-30624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg\" alt=\"Erin Klein created a comfortable reading nook for her students. \" width=\"300\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335-32x32.jpg 32w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Erin Klein created a comfortable reading nook for her students.\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>Klein started her classroom redesign project last school year by pushing all of her desks against the sides of the room, creating an open space for her students, which lent itself well for students being productive.\u003c/p>\n\u003cp>“When writing, we grabbed clip boards and spread out on the floor or lay next to each other,” she said. “The students could walk around the room. They could go to the computer, or grab an iPad. The children were getting up and moving freely to get the work done.”\u003c/p>\n\u003cp>For this upcoming school year, Klein will ditch the desks. But this doesn’t mean her students won’t have surfaces on which to work. Instead of desks, she bought a breakfast nook, similar to what they offer in restaurants. The nook tucks into a corner of her classroom and provides a place where students can work together, she said. Klein also bought two round tables to go on the outside perimeters of her classroom. In addition, she brought in a small, square table that fits two people, and is good for partner work.\u003c/p>\n\u003cp>Klein is also revamping her classroom library. It’s common for elementary school teachers to keep their classroom library books in tubs, similar to plastic shoe boxes, Klein said.\u003c/p>\n\u003cp>“There’s nothing visually appealing about going to a tub and digging out books,” she said.\u003c/p>\n\u003cp>So she bought a media cabinet for DVDs that will allow her to showcase many of her books with the front covers fully showing. She plans to rotate books through her library as well, focusing on different authors, genres and series. In addition, she has stuffed animals, lamps, stools and rugs in the reading space to make it a cozy nook and feel like a living room.\u003c/p>\n\u003cp>“The space lends itself well to having conversations about books,” she said.\u003c/p>\n\u003cp>She also tries to keep most of the items on her wall eye level with her students, and she changes what’s on her walls to reflect the content the kids are studying.\u003c/p>\n\u003cp>“If the same stuff stays up all year it loses its meaning,” she said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ON CLASSROOM DESIGN\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">\u003cspan style=\"color: #666699\">For Back to School, Reimagine Classroom Design\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/how-would-you-design-the-modern-classroom/\">\u003cspan style=\"color: #666699\">How Would You Design the Modern Classroom?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/classroom-redesign-challenge-think-like-a-designer/\">\u003cspan style=\"color: #666699\">Classroom Redesign Challenge: Think Like a Designer!\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>She brought in items from home to liven up her classroom, including picture frames, live plants and wooden bookshelves that her parents no longer needed. In addition, Klein talks a lot about the colors in her class. They should be neutral and soothing rather than busy and bright with patterns or polka dots everywhere.\u003c/p>\n\u003cp>“When you go to a salon or a spa there are green plants, a water feature and the colors are all neutral,” she said. “It’s a soothing environment. For children the content of what you are teaching needs to be stimulating, not necessarily the environment.”\u003c/p>\n\u003cp>\u003cstrong>GREAT RESULTS\u003c/strong>\u003c/p>\n\u003cp>Last year, her students liked the changes she made to the classroom.\u003c/p>\n\u003cp>“I noticed that the kids’ behavior improved, and I asked them, why do you think that is?” Klein said. “They said, ‘well you know when your mom brings you to a nice restaurant and you can’t run around? It’s the same in here. When we come in here, it’s not like McDonald's. It’s like a nice restaurant.’”\u003c/p>\n\u003cp>Her students even got into the habit of removing the rocks from their shoes that they picked up from recess when coming into the classroom.\u003c/p>\n\u003cp>Redesigning spaces was already in Klein's DNA: she was just a few credits shy of earning her bachelor’s degree in interior design before deciding to switch to education after her daughter was born. So she started all over again, earning a degree in education and then going on to earn a Master’s degree in education as well.\u003c/p>\n\u003cp>Redesigning spaces doesn’t have to be a complicated venture, though. Teachers can start by simply de-cluttering their room and bringing in real plants. Nor does it have to be expensive. Klein finds low-cost decorations in Hobby Lobby, an arts and crafts chain store. She also wrote a grant and received money from her school to purchase round tables and a breakfast nook. And she frequents garage sales looking for good finds she can spruce up and use in her classroom.\u003c/p>\n\u003cp>“It’s easy to pick up a few lamps from a garage sale and get a can of spray paint to make them look nice,” she said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Second-grade teacher Erin Klein wanted a classroom where students could move around freely, sit comfortably, and work together. So she got rid of her desks.","status":"publish","parent":0,"modified":1409587661,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1306},"headData":{"title":"To Foster Productivity and Creativity in Class, Ditch the Desks! | KQED","description":"Second-grade teacher Erin Klein wanted a classroom where students could move around freely, sit comfortably, and work together. So she got rid of her desks.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Foster Productivity and Creativity in Class, Ditch the Desks!","datePublished":"2013-08-14T18:20:22.000Z","dateModified":"2014-09-01T16:07:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30406 http://blogs.kqed.org/mindshift/?p=30406","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/","disqusTitle":"To Foster Productivity and Creativity in Class, Ditch the Desks!","path":"/mindshift/30406/to-foster-productivity-and-creativity-in-class-ditch-the-desks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76648929-e13765041936091.jpg\" alt=\"76648929-e1376504193609\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When elementary school teacher Erin Klein sat in one of her students’ desks last year, she noticed a few things about her classroom space.\u003c/p>\n\u003cp>For one, the room itself was long and narrow, and the space was awkward. Large, clunky student desks crowded the classroom. And the desks themselves got in the way of students being able to comfortably work together. Even though Klein had the desks in groups of four, her second-grade students were far from each other because the compartments in the desks for student supplies were large, forcing the kids to communicate and work together over a vast span of desk space.\u003c/p>\n\u003cp>“The desks didn’t allow for much collaboration or comfort,” said Klein, who teaches at an independent elementary school in Bloomfield Hills, Michigan.\u003c/p>\n\u003cp>What she wanted was a classroom where students could move around freely, sit comfortably, and work together. The more she thought about it, the more she knew she wanted her classroom to have a similar feel as the children’s section in Barnes & Noble or a creative play space in a museum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So I decided that the desks were in our way,” she said. “I said, why not get rid of the desks.”\u003c/p>\n\u003cp>That thought led her to start the process of redesigning her room last school year to make it a more inviting space for her students. She continues to work on this project throughout the summer in preparation for the start of the new school year.\u003c/p>\n\u003cp>Research supports the link between classroom space and student learning, Klein said, including work done by\u003ca href=\"http://www.thecenter4learning.com/\"> Susan Kovalik at The Center for Effective Learning\u003c/a>. Just as stores, spas, restaurants, and other businesses spend so much money and time researching ways to make their environments appealing for customers to linger in those spaces, Klein believes teachers should be thoughtful about designing their classroom space.\u003c/p>\n\u003cp>But there's one important factor to consider: Get input from your customers -- the students.\u003c/p>\n\u003cp>“So often we know what we want, but not necessarily what the kids would like. So student voice is really important,” she said. “As a teacher, you are one person. The students are 20 to 30 people using the space. They are the ones the classroom is for.”\u003c/p>\n\u003cp>What her students wanted, she said, was a space they could leave out their games, puzzles and projects if they were in the middle of working on them, but had to move to another activity. They didn’t want to have to put everything away, if they were going to come back to their projects later. Also, they wanted different chairs to sit in while reading.\u003c/p>\n\u003cp>“They love comfy places to sit. That was their biggest thing,” Klein said. “This past year, I put in a rocking chair and an ottoman that rocked as well.”\u003c/p>\n\u003cp>\u003cstrong>REDESIGNING THE SPACE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_30624\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-30624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg\" alt=\"Erin Klein created a comfortable reading nook for her students. \" width=\"300\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335-32x32.jpg 32w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Erin Klein created a comfortable reading nook for her students.\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>Klein started her classroom redesign project last school year by pushing all of her desks against the sides of the room, creating an open space for her students, which lent itself well for students being productive.\u003c/p>\n\u003cp>“When writing, we grabbed clip boards and spread out on the floor or lay next to each other,” she said. “The students could walk around the room. They could go to the computer, or grab an iPad. The children were getting up and moving freely to get the work done.”\u003c/p>\n\u003cp>For this upcoming school year, Klein will ditch the desks. But this doesn’t mean her students won’t have surfaces on which to work. Instead of desks, she bought a breakfast nook, similar to what they offer in restaurants. The nook tucks into a corner of her classroom and provides a place where students can work together, she said. Klein also bought two round tables to go on the outside perimeters of her classroom. In addition, she brought in a small, square table that fits two people, and is good for partner work.\u003c/p>\n\u003cp>Klein is also revamping her classroom library. It’s common for elementary school teachers to keep their classroom library books in tubs, similar to plastic shoe boxes, Klein said.\u003c/p>\n\u003cp>“There’s nothing visually appealing about going to a tub and digging out books,” she said.\u003c/p>\n\u003cp>So she bought a media cabinet for DVDs that will allow her to showcase many of her books with the front covers fully showing. She plans to rotate books through her library as well, focusing on different authors, genres and series. In addition, she has stuffed animals, lamps, stools and rugs in the reading space to make it a cozy nook and feel like a living room.\u003c/p>\n\u003cp>“The space lends itself well to having conversations about books,” she said.\u003c/p>\n\u003cp>She also tries to keep most of the items on her wall eye level with her students, and she changes what’s on her walls to reflect the content the kids are studying.\u003c/p>\n\u003cp>“If the same stuff stays up all year it loses its meaning,” she said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ON CLASSROOM DESIGN\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">\u003cspan style=\"color: #666699\">For Back to School, Reimagine Classroom Design\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/how-would-you-design-the-modern-classroom/\">\u003cspan style=\"color: #666699\">How Would You Design the Modern Classroom?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/classroom-redesign-challenge-think-like-a-designer/\">\u003cspan style=\"color: #666699\">Classroom Redesign Challenge: Think Like a Designer!\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>She brought in items from home to liven up her classroom, including picture frames, live plants and wooden bookshelves that her parents no longer needed. In addition, Klein talks a lot about the colors in her class. They should be neutral and soothing rather than busy and bright with patterns or polka dots everywhere.\u003c/p>\n\u003cp>“When you go to a salon or a spa there are green plants, a water feature and the colors are all neutral,” she said. “It’s a soothing environment. For children the content of what you are teaching needs to be stimulating, not necessarily the environment.”\u003c/p>\n\u003cp>\u003cstrong>GREAT RESULTS\u003c/strong>\u003c/p>\n\u003cp>Last year, her students liked the changes she made to the classroom.\u003c/p>\n\u003cp>“I noticed that the kids’ behavior improved, and I asked them, why do you think that is?” Klein said. “They said, ‘well you know when your mom brings you to a nice restaurant and you can’t run around? It’s the same in here. When we come in here, it’s not like McDonald's. It’s like a nice restaurant.’”\u003c/p>\n\u003cp>Her students even got into the habit of removing the rocks from their shoes that they picked up from recess when coming into the classroom.\u003c/p>\n\u003cp>Redesigning spaces was already in Klein's DNA: she was just a few credits shy of earning her bachelor’s degree in interior design before deciding to switch to education after her daughter was born. So she started all over again, earning a degree in education and then going on to earn a Master’s degree in education as well.\u003c/p>\n\u003cp>Redesigning spaces doesn’t have to be a complicated venture, though. Teachers can start by simply de-cluttering their room and bringing in real plants. Nor does it have to be expensive. Klein finds low-cost decorations in Hobby Lobby, an arts and crafts chain store. She also wrote a grant and received money from her school to purchase round tables and a breakfast nook. And she frequents garage sales looking for good finds she can spruce up and use in her classroom.\u003c/p>\n\u003cp>“It’s easy to pick up a few lamps from a garage sale and get a can of spray paint to make them look nice,” she said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30406/to-foster-productivity-and-creativity-in-class-ditch-the-desks","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_1040"],"featImg":"mindshift_30641","label":"mindshift"},"mindshift_30457":{"type":"posts","id":"mindshift_30457","meta":{"index":"posts_1591205157","site":"mindshift","id":"30457","score":null,"sort":[1375911721000]},"guestAuthors":[],"slug":"classroom-redesign-challenge-think-like-a-designer","title":"Classroom Redesign Challenge! Think Like a Designer","publishDate":1375911721,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/Ml17ynz8FG4\u003c/p>\n\u003cp>For those of us who love to see spaces transformed, this series of videos and articles called\u003ca href=\"http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill\"> Remake Your Classroom \u003c/a>hits the spot.\u003c/p>\n\u003cp>The crew at \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a> teamed up with \u003ca href=\"http://thethirdteacherplus.com/\">Third Teacher + \u003c/a>to re-imagine a middle-school classroom with 36 kids. They set aside $1,000 and one weekend to do the job, and with the help of the students, the community, designers, and other helpers, they aimed at matching the physical classroom environment with lofty teaching and learning goals.\u003c/p>\n\u003cp>The end result -- complete with surprise unveiling -- shows how imagination and design savvy can make a profound transformation in the learning lives of students and teachers.\u003c/p>\n\u003cp>Here's the final video, but be sure to watch the \u003ca href=\"http://www.youtube.com/watch?v=4y2IaAC5vj4\">first\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=lxHVX7gbk6s\">second\u003c/a> part in the series too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"See how $1,000 and a crew of inspired helpers can completely transform a learning space in one weekend.","status":"publish","parent":0,"modified":1376066440,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":132},"headData":{"title":"Classroom Redesign Challenge! Think Like a Designer | KQED","description":"See how $1,000 and a crew of inspired helpers can completely transform a learning space in one weekend.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Classroom Redesign Challenge! Think Like a Designer","datePublished":"2013-08-07T21:42:01.000Z","dateModified":"2013-08-09T16:40:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30457 http://blogs.kqed.org/mindshift/?p=30457","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/07/classroom-redesign-challenge-think-like-a-designer/","disqusTitle":"Classroom Redesign Challenge! Think Like a Designer","path":"/mindshift/30457/classroom-redesign-challenge-think-like-a-designer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Ml17ynz8FG4'\n title='//www.youtube.com/embed/Ml17ynz8FG4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For those of us who love to see spaces transformed, this series of videos and articles called\u003ca href=\"http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill\"> Remake Your Classroom \u003c/a>hits the spot.\u003c/p>\n\u003cp>The crew at \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a> teamed up with \u003ca href=\"http://thethirdteacherplus.com/\">Third Teacher + \u003c/a>to re-imagine a middle-school classroom with 36 kids. They set aside $1,000 and one weekend to do the job, and with the help of the students, the community, designers, and other helpers, they aimed at matching the physical classroom environment with lofty teaching and learning goals.\u003c/p>\n\u003cp>The end result -- complete with surprise unveiling -- shows how imagination and design savvy can make a profound transformation in the learning lives of students and teachers.\u003c/p>\n\u003cp>Here's the final video, but be sure to watch the \u003ca href=\"http://www.youtube.com/watch?v=4y2IaAC5vj4\">first\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=lxHVX7gbk6s\">second\u003c/a> part in the series too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30457/classroom-redesign-challenge-think-like-a-designer","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_1040"],"featImg":"mindshift_30474","label":"mindshift"},"mindshift_23151":{"type":"posts","id":"mindshift_23151","meta":{"index":"posts_1591205157","site":"mindshift","id":"23151","score":null,"sort":[1344362641000]},"guestAuthors":[],"slug":"for-back-to-school-reimagine-classroom-design","title":"For Back to School, Reimagine Classroom Design","publishDate":1344362641,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-large wp-image-23162\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0427-620x366.jpg\" alt=\"\" width=\"620\" height=\"366\">\u003c/p>\n\u003ch5>By Therese Jilek\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the school year begins, most classrooms across the country will mirror traditional class design: rows of desks with passive children sitting quietly listening to a teacher in the front of the class.\u003c/p>\n\u003cp>But not at \u003ca href=\"http://www.hartlake.org/\">Hartland-Lakeside\u003c/a>. Across the Hartland-Lakeside school district in Hartland, Wisconsin, teachers have transformed their Industrial Age classrooms into innovative, state-of-the-art learning spaces. Unique spaces allow children flexibility to move, collaborate, and express themselves in creative ways. And as a result of changing the learning environment, classroom instruction changed to fit students' needs too. The innovative spaces were a product of teachers changing how they taught and viewed student learning. Teachers realized that differentiated methods and changing their learning expectations for students required an environment that was radically different than rows or groups of desks. Creating comfortable spaces that reflected the world outside of the classroom began to take shape. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Teachers realized that they needed to do more than rearrange the room; they needed to start over. \u003c/aside>\n\u003cp> As teachers transformed their roles into facilitators of learning, they found that standing in front of the classroom or lecturing was no longer prudent. Teachers and students need to be able to easily move and rearrange furniture, as learning needs change throughout the day. Children need to talk to one another and collaborate with each other to make meaning of their learning; rows, even clusters, of desks, make collaboration difficult. The process of forming strong learning relationships is key to a child’s academic success. Students and teachers work together throughout the day in many different ways. At one point, a student may be researching and need a quiet space to focus. This space is called “the cave.” In \u003c!--more-->the next 15 minutes, that same student may need to pull his or her team together to share the information and plan for next steps. This dynamic is called “the campfire.” In another 20 minutes, the teacher may need to pull the entire class together to allow time for students to report back to the class their discoveries. “The mountain top” is what this type of space is called. This kind of flexible learning requires furniture that's as mobile and fluid as the people who use them. These models are reflective of the type of work we all engage in. This change also reflects the increased use of mobile technology to personalize learning. Rather than relying on a traditional desk full of supplies, mobile resources travel with students wherever their learning takes them. \u003cstrong>DON'T REINVENT THE WHEEL\u003c/strong> There's already plenty of research to show that this kind of change is necessary. Teachers found evidence in the white paper \u003cem>21\u003csup>st\u003c/sup> Century Learning Environments \u003c/em>[\u003ca href=\"http://www.p21.org/storage/documents/le_white_paper-1.pdf\">PDF\u003c/a>]\u003cem>, \u003c/em>and took a close look at their own homes to see how they work and talk with their families. Their own learning was a very important part of this transformation. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-55-59-am/\" rel=\"attachment wp-att-23169\">\u003cimg class=\"size-medium wp-image-23169\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.55.59-AM-300x217.png\" alt=\"\" width=\"300\" height=\"217\">\u003c/a> “I thought about how adults work best – how can we mirror something that it is the workplace – like Starbucks – comfortable environments to work collaboratively,” said Andrea Davenport, a fourth grade teacher. They also researched the effects of color, sound, light, temperature, movement and height of the room. And because learning is a multi-sensory and personal experience that's personal, teachers elicited feedback from their students. It turns out they had a lot to say. “I like the couch because it just looks like a place you can work and read a book,” one student said. “My desk used to feel like my prison,” said a third-grader. “I used to sit in school and think about being at home where I could get comfortable. Now, I'm just as comfortable at school as I am at home.” Some children need to move around or wiggle. Others need a quiet, comfortable nook to curl up with a good book. One student does his learning nestled in a beanbag, while another sits on a chair originally designed for hockey players, a simply designed stool that has a unique feature: When you sit on it, it rolls slightly in any direction, but doesn't tip over; this is ideal when putting on skates, but also perfect for kids who need to be in motion to think. \u003cstrong>THINK DIFFERENT \u003c/strong> Amy Buttner worked with her middle school Spanish students and various consultants to redesign the Spanish classroom. The following is the list of furniture and design elements that resulted in a completely new classroom environment.\u003c/p>\n\u003cul>\n\u003cli>Hokki stools, flexible chairs that students can sit in three different ways and flex back in to go with a newer style of table desk.\u003c/li>\n\u003cli>Desks that easily interconnect to form a pair, trio, or table with four desks.\u003c/li>\n\u003cli>High stools for students to stand or sit in that are paired with tall desk tables in the back of the room. The stools are on casters to facilitate movement in the room and spin so students can move slightly in their chair. The idea is that, since students can see and hear more, they can absorb more.\u003c/li>\n\u003cli>Low tables with casters for ease of movement paired with floor cushions to make it more comfortable.\u003c/li>\n\u003cli>Bean bags that are mobile depending upon the activity.\u003c/li>\n\u003cli>Video rockers for students who like to move.\u003c/li>\n\u003cli>Fresh paint.\u003c/li>\n\u003cli>Pops of bright colors with furniture, bean bags and wall decals, as well as posters on the walls create a vibrant environment.\u003c/li>\n\u003cli>Softer lighting that works with natural light to reduce the glare of fluorescent overhead lights.\u003c/li>\n\u003c/ul>\n\u003cp>Students across the board loved the change. They said they were excited to come to class, that it made them more relaxed and comfortable, and ready to learn more. \u003cstrong>INVOLVE STUDENTS IN THE DESIGN\u003c/strong> A group of students came up with the idea of converting an unused room into a student learning lounge. Over the course of the following year, the students came up with design ideas on how they wanted the room to look and function, browsed online furniture stores, designed a scale model, met with furniture consultants, went on shopping trips, worked within a limited budget, fundraised, and presented their idea to the school board. They did run into obstacles and had to make tough decisions about what they could actually afford compared to their original vision. The fruits of their labor is reflected in a student lounge that's constantly being used during lunch times by students, for staff meetings, by classroom teachers and their students, and by the community. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-57-32-am/\" rel=\"attachment wp-att-23170\">\u003cimg class=\"size-medium wp-image-23170\" title=\"Screen Shot 2012-08-07 at 10.57.32 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.57.32-AM-300x163.png\" alt=\"\" width=\"300\" height=\"163\">\u003c/a> Another opportunity to exercise creative design came up with the purchase of new lunchroom furniture for the middle school. Administrative assistant Michele Davis worked with a group of sixth- and seventh-grade students to design the cafeteria. The students overwhelmingly decided their top priorities were easy accessibility for all students, oval and round tables to offer more inclusive social interactions, and incorporating café tables and booths. Throughout the planning process, students met with various staff, such as the building engineer to discuss how the furniture changes would impact his time, lunchroom management, the buildings manager, principal, and the superintendent. They also spent a day surveying fellow students on their lunchroom ideas. When the final design was formulated the student team presented their design ideas to the school board for approval. \u003cstrong>SEEDS OF CHANGE\u003c/strong> The concept of change in classroom design is not new. Teachers move desks, add beanbags and couches in bold and creative attempts to make classrooms match what they know about student learning. But in Hartland-Lakeside, teachers realized that they needed to do more than rearrange the room; they needed to start over. Light and mobile furniture provide the freedom to creatively change the environment, enabling teachers to adapt flexibly to student learning needs without disrupting the learning. No longer is furniture a hindrance. “There's freedom in choosing how you want to be engaged as you learn,” said Holly Albrecht, a fifth-grade teacher. Change doesn't happen overnight -- and it's much more than just putting a couch in a room or painting an accent wall. To create meaningful change, teachers involved a variety of voices to bring richness and flavor to the design, including Bernajean Porter who shared the beauty of storytelling, architects who showed teachers how to look at space through different eyes, and parents who showed them that they support and care for the schools. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-57-02-am/\" rel=\"attachment wp-att-23171\">\u003cimg class=\"alignright size-medium wp-image-23171\" title=\"Screen Shot 2012-08-07 at 10.57.02 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.57.02-AM-300x234.png\" alt=\"\" width=\"300\" height=\"234\">\u003c/a>As a result of all the work, none of the classrooms look the same. Teachers were active agents in the transformation of learning spaces and exercised freedom in color, furniture, and design. The concept of infusion, the process of bringing in a new element or quality and becoming one with the existing structure, played an important role in the success of classroom transformations. Every space looks different, but every space is designed with the same goals in mind: collaboration, flexibility, and meaningful learning. “I have always experienced a direct connection between the physical setup of a classroom and the learning and engagement of students in that classroom,” said multi-age classroom teacher Alicia Moore. “The classrooms in Hartland-Lakeside now reflect what we believe about how students learn best, and it has a positive impact on both teaching and learning.” Teachers can start the redesign process right now. Let go of one thing from the past and bring in a new idea. Build a team. Start talking about it. Get ideas from your own home. Get started! \u003cstrong>RESOURCES\u003c/strong> \u003ca href=\"http://www.thethirdteacher.com/\">The Third Teacher\u003c/a> \u003ca href=\"http://www.designshare.com/\">Design Share\u003c/a> \u003ca href=\"http://schoolstudio.typepad.com/\">School Design Studio\u003c/a> Furniture: \u003ca href=\"http://www.henricksen.com/\">Henricksen\u003c/a>, \u003ca href=\"http://www.demco.com/goto?PNHA11\">Demco\u003c/a>, \u003ca href=\"http://www.thecozysac.com/\">The CozySac\u003c/a> This \u003ca href=\"http://www.youtube.com/watch?v=GPua_6tS-_I&feature=youtu.be\">video slideshow\u003c/a>, Innovative Classroom Design, provides a glimpse into some of these new learning spaces: http://youtu.be/GPua_6tS-_I \u003cem>Therese Jilek is the Director of Technology and Instruction for the Hartland/Lakeside School District\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1409250063,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1649},"headData":{"title":"For Back to School, Reimagine Classroom Design | KQED","description":"By Therese Jilek As the school year begins, most classrooms across the country will mirror traditional class design: rows of desks with passive children sitting quietly listening to a teacher in the front of the class. But not at Hartland-Lakeside. Across the Hartland-Lakeside school district in Hartland, Wisconsin, teachers have transformed their Industrial Age classrooms","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Back to School, Reimagine Classroom Design","datePublished":"2012-08-07T18:04:01.000Z","dateModified":"2014-08-28T18:21:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23151 http://blogs.kqed.org/mindshift/?p=23151","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/07/for-back-to-school-reimagine-classroom-design/","disqusTitle":"For Back to School, Reimagine Classroom Design","path":"/mindshift/23151/for-back-to-school-reimagine-classroom-design","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-23162\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0427-620x366.jpg\" alt=\"\" width=\"620\" height=\"366\">\u003c/p>\n\u003ch5>By Therese Jilek\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the school year begins, most classrooms across the country will mirror traditional class design: rows of desks with passive children sitting quietly listening to a teacher in the front of the class.\u003c/p>\n\u003cp>But not at \u003ca href=\"http://www.hartlake.org/\">Hartland-Lakeside\u003c/a>. Across the Hartland-Lakeside school district in Hartland, Wisconsin, teachers have transformed their Industrial Age classrooms into innovative, state-of-the-art learning spaces. Unique spaces allow children flexibility to move, collaborate, and express themselves in creative ways. And as a result of changing the learning environment, classroom instruction changed to fit students' needs too. The innovative spaces were a product of teachers changing how they taught and viewed student learning. Teachers realized that differentiated methods and changing their learning expectations for students required an environment that was radically different than rows or groups of desks. Creating comfortable spaces that reflected the world outside of the classroom began to take shape. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Teachers realized that they needed to do more than rearrange the room; they needed to start over. \u003c/aside>\n\u003cp> As teachers transformed their roles into facilitators of learning, they found that standing in front of the classroom or lecturing was no longer prudent. Teachers and students need to be able to easily move and rearrange furniture, as learning needs change throughout the day. Children need to talk to one another and collaborate with each other to make meaning of their learning; rows, even clusters, of desks, make collaboration difficult. The process of forming strong learning relationships is key to a child’s academic success. Students and teachers work together throughout the day in many different ways. At one point, a student may be researching and need a quiet space to focus. This space is called “the cave.” In \u003c!--more-->the next 15 minutes, that same student may need to pull his or her team together to share the information and plan for next steps. This dynamic is called “the campfire.” In another 20 minutes, the teacher may need to pull the entire class together to allow time for students to report back to the class their discoveries. “The mountain top” is what this type of space is called. This kind of flexible learning requires furniture that's as mobile and fluid as the people who use them. These models are reflective of the type of work we all engage in. This change also reflects the increased use of mobile technology to personalize learning. Rather than relying on a traditional desk full of supplies, mobile resources travel with students wherever their learning takes them. \u003cstrong>DON'T REINVENT THE WHEEL\u003c/strong> There's already plenty of research to show that this kind of change is necessary. Teachers found evidence in the white paper \u003cem>21\u003csup>st\u003c/sup> Century Learning Environments \u003c/em>[\u003ca href=\"http://www.p21.org/storage/documents/le_white_paper-1.pdf\">PDF\u003c/a>]\u003cem>, \u003c/em>and took a close look at their own homes to see how they work and talk with their families. Their own learning was a very important part of this transformation. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-55-59-am/\" rel=\"attachment wp-att-23169\">\u003cimg class=\"size-medium wp-image-23169\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.55.59-AM-300x217.png\" alt=\"\" width=\"300\" height=\"217\">\u003c/a> “I thought about how adults work best – how can we mirror something that it is the workplace – like Starbucks – comfortable environments to work collaboratively,” said Andrea Davenport, a fourth grade teacher. They also researched the effects of color, sound, light, temperature, movement and height of the room. And because learning is a multi-sensory and personal experience that's personal, teachers elicited feedback from their students. It turns out they had a lot to say. “I like the couch because it just looks like a place you can work and read a book,” one student said. “My desk used to feel like my prison,” said a third-grader. “I used to sit in school and think about being at home where I could get comfortable. Now, I'm just as comfortable at school as I am at home.” Some children need to move around or wiggle. Others need a quiet, comfortable nook to curl up with a good book. One student does his learning nestled in a beanbag, while another sits on a chair originally designed for hockey players, a simply designed stool that has a unique feature: When you sit on it, it rolls slightly in any direction, but doesn't tip over; this is ideal when putting on skates, but also perfect for kids who need to be in motion to think. \u003cstrong>THINK DIFFERENT \u003c/strong> Amy Buttner worked with her middle school Spanish students and various consultants to redesign the Spanish classroom. The following is the list of furniture and design elements that resulted in a completely new classroom environment.\u003c/p>\n\u003cul>\n\u003cli>Hokki stools, flexible chairs that students can sit in three different ways and flex back in to go with a newer style of table desk.\u003c/li>\n\u003cli>Desks that easily interconnect to form a pair, trio, or table with four desks.\u003c/li>\n\u003cli>High stools for students to stand or sit in that are paired with tall desk tables in the back of the room. The stools are on casters to facilitate movement in the room and spin so students can move slightly in their chair. The idea is that, since students can see and hear more, they can absorb more.\u003c/li>\n\u003cli>Low tables with casters for ease of movement paired with floor cushions to make it more comfortable.\u003c/li>\n\u003cli>Bean bags that are mobile depending upon the activity.\u003c/li>\n\u003cli>Video rockers for students who like to move.\u003c/li>\n\u003cli>Fresh paint.\u003c/li>\n\u003cli>Pops of bright colors with furniture, bean bags and wall decals, as well as posters on the walls create a vibrant environment.\u003c/li>\n\u003cli>Softer lighting that works with natural light to reduce the glare of fluorescent overhead lights.\u003c/li>\n\u003c/ul>\n\u003cp>Students across the board loved the change. They said they were excited to come to class, that it made them more relaxed and comfortable, and ready to learn more. \u003cstrong>INVOLVE STUDENTS IN THE DESIGN\u003c/strong> A group of students came up with the idea of converting an unused room into a student learning lounge. Over the course of the following year, the students came up with design ideas on how they wanted the room to look and function, browsed online furniture stores, designed a scale model, met with furniture consultants, went on shopping trips, worked within a limited budget, fundraised, and presented their idea to the school board. They did run into obstacles and had to make tough decisions about what they could actually afford compared to their original vision. The fruits of their labor is reflected in a student lounge that's constantly being used during lunch times by students, for staff meetings, by classroom teachers and their students, and by the community. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-57-32-am/\" rel=\"attachment wp-att-23170\">\u003cimg class=\"size-medium wp-image-23170\" title=\"Screen Shot 2012-08-07 at 10.57.32 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.57.32-AM-300x163.png\" alt=\"\" width=\"300\" height=\"163\">\u003c/a> Another opportunity to exercise creative design came up with the purchase of new lunchroom furniture for the middle school. Administrative assistant Michele Davis worked with a group of sixth- and seventh-grade students to design the cafeteria. The students overwhelmingly decided their top priorities were easy accessibility for all students, oval and round tables to offer more inclusive social interactions, and incorporating café tables and booths. Throughout the planning process, students met with various staff, such as the building engineer to discuss how the furniture changes would impact his time, lunchroom management, the buildings manager, principal, and the superintendent. They also spent a day surveying fellow students on their lunchroom ideas. When the final design was formulated the student team presented their design ideas to the school board for approval. \u003cstrong>SEEDS OF CHANGE\u003c/strong> The concept of change in classroom design is not new. Teachers move desks, add beanbags and couches in bold and creative attempts to make classrooms match what they know about student learning. But in Hartland-Lakeside, teachers realized that they needed to do more than rearrange the room; they needed to start over. Light and mobile furniture provide the freedom to creatively change the environment, enabling teachers to adapt flexibly to student learning needs without disrupting the learning. No longer is furniture a hindrance. “There's freedom in choosing how you want to be engaged as you learn,” said Holly Albrecht, a fifth-grade teacher. Change doesn't happen overnight -- and it's much more than just putting a couch in a room or painting an accent wall. To create meaningful change, teachers involved a variety of voices to bring richness and flavor to the design, including Bernajean Porter who shared the beauty of storytelling, architects who showed teachers how to look at space through different eyes, and parents who showed them that they support and care for the schools. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/screen-shot-2012-08-07-at-10-57-02-am/\" rel=\"attachment wp-att-23171\">\u003cimg class=\"alignright size-medium wp-image-23171\" title=\"Screen Shot 2012-08-07 at 10.57.02 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-07-at-10.57.02-AM-300x234.png\" alt=\"\" width=\"300\" height=\"234\">\u003c/a>As a result of all the work, none of the classrooms look the same. Teachers were active agents in the transformation of learning spaces and exercised freedom in color, furniture, and design. The concept of infusion, the process of bringing in a new element or quality and becoming one with the existing structure, played an important role in the success of classroom transformations. Every space looks different, but every space is designed with the same goals in mind: collaboration, flexibility, and meaningful learning. “I have always experienced a direct connection between the physical setup of a classroom and the learning and engagement of students in that classroom,” said multi-age classroom teacher Alicia Moore. “The classrooms in Hartland-Lakeside now reflect what we believe about how students learn best, and it has a positive impact on both teaching and learning.” Teachers can start the redesign process right now. Let go of one thing from the past and bring in a new idea. Build a team. Start talking about it. Get ideas from your own home. Get started! \u003cstrong>RESOURCES\u003c/strong> \u003ca href=\"http://www.thethirdteacher.com/\">The Third Teacher\u003c/a> \u003ca href=\"http://www.designshare.com/\">Design Share\u003c/a> \u003ca href=\"http://schoolstudio.typepad.com/\">School Design Studio\u003c/a> Furniture: \u003ca href=\"http://www.henricksen.com/\">Henricksen\u003c/a>, \u003ca href=\"http://www.demco.com/goto?PNHA11\">Demco\u003c/a>, \u003ca href=\"http://www.thecozysac.com/\">The CozySac\u003c/a> This \u003ca href=\"http://www.youtube.com/watch?v=GPua_6tS-_I&feature=youtu.be\">video slideshow\u003c/a>, Innovative Classroom Design, provides a glimpse into some of these new learning spaces: http://youtu.be/GPua_6tS-_I \u003cem>Therese Jilek is the Director of Technology and Instruction for the Hartland/Lakeside School District\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23151/for-back-to-school-reimagine-classroom-design","authors":["4354"],"categories":["mindshift_20729","mindshift_193"],"tags":["mindshift_20538"],"featImg":"mindshift_23162","label":"mindshift"},"mindshift_3077":{"type":"posts","id":"mindshift_3077","meta":{"index":"posts_1591205157","site":"mindshift","id":"3077","score":null,"sort":[1287619288000]},"guestAuthors":[],"slug":"how-would-you-design-the-modern-classroom","title":"How Would You Design the Modern Classroom?","publishDate":1287619288,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_3082\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100940630/\">\u003cimg class=\"size-medium wp-image-3082\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Why do our kids' classrooms look exactly the same as our grandparents'? \u003ca href=\"http://www.slate.com/id/2269307/\">Slate's Linda Perlstein asks this question \u003c/a>and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new charter school.\u003c/p>\n\u003cp>Some cool ideas have emerged:\u003c/p>\n\u003cp>- 3 walls (optional light controlled glass on the 4th, or no 4th wall)\u003c/p>\n\u003cp>- Reconfigurable round/bean shaped table and chairs on casters\u003c/p>\n\u003cp>- Outdoor classroom with a rain barrel to capture water, perennial flower beds, earth science station, and shade structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>- Infrastructure for on-demand learning via video presentations and online group lessons.\u003c!--more-->\u003c/p>\n\u003cp>- Standing desks with stools or high seating\u003c/p>\n\u003cp>- Individual desks combined with group working areas\u003c/p>\n\u003cp>- Classrooms with 15 to 20 cubicles similar to Hollywood Squares crammed with technology that communicates with the teacher.\u003c/p>\n\u003cp>- Couches in the classrooms to allow for more informal discussions.\u003c/p>\n\u003cp>- Desks with connections to restricted set of online resources.\u003c/p>\n\u003cp>- Use headgear to enter 4D virtual reality, for example when studying astronomy or geography.\u003c/p>\n\u003cp>But what's resonated more with me are some of the responses about how the \u003cem>learning process\u003c/em> would change. One commenter says:\u003c/p>\n\u003ch5>\"By combining access to digital resources with a 'coach,' the student can access 'facts' that were formerly taught by teachers. In this space, teachers stop being \"the provider\" and start being a guide - a curator of relevant digital resources. Class wikis, blogs and online calendars make this easy for the teacher and convenient for the student.\"\u003c/h5>\n\u003cp>Another writes about using the community as classroom, including museums and workplaces.\u003c/p>\n\u003ch5>\"All students would have a home base, preferably around a discussion table, with non-florescent lighting, and lots of computers, board games, art supplies and tons of books in every room.\"\u003c/h5>\n\u003cp>On \u003ca href=\"http://www.joannejacobs.com/2010/10/design-a-21st-century-clasroom/\">Joanne Jacobs' blog\u003c/a>, EB mentions how technology can help with \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/\">differentiated learning\u003c/a>.\u003c/p>\n\u003ch5>\"We are starting to realize that children learn better and faster if they are learning in their zones of proximal development, which can only be done in a classroom of 25 K-3 children if their practice is automated at some level.\"\u003c/h5>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2269307/\">Perlstein's article\u003c/a> also addresses this:\u003c/p>\n\u003ch5>\"In places where schools have moved away from the idea of teachers as sole practitioners, away from the science-then-reading-then-math-then-social-studies way of breaking up the day, and away from treating students as a mass toward treating them as individuals, some innovative classrooms have emerged. Architects have begun to toss out the usual set of spaces--classroom, cafeteria, auditorium, gym, hallway--for more flexible layouts.\"\u003c/h5>\n\u003cp>I'll be following the progression and report back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1376503649,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":446},"headData":{"title":"How Would You Design the Modern Classroom? | KQED","description":"Why do our kids' classrooms look exactly the same as our grandparents'? Slate's Linda Perlstein asks this question and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Would You Design the Modern Classroom?","datePublished":"2010-10-21T00:01:28.000Z","dateModified":"2013-08-14T18:07:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3077 http://blogs.kqed.org/mindshift/?p=3077","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/20/how-would-you-design-the-modern-classroom/","disqusTitle":"How Would You Design the Modern Classroom?","path":"/mindshift/3077/how-would-you-design-the-modern-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_3082\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100940630/\">\u003cimg class=\"size-medium wp-image-3082\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Why do our kids' classrooms look exactly the same as our grandparents'? \u003ca href=\"http://www.slate.com/id/2269307/\">Slate's Linda Perlstein asks this question \u003c/a>and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new charter school.\u003c/p>\n\u003cp>Some cool ideas have emerged:\u003c/p>\n\u003cp>- 3 walls (optional light controlled glass on the 4th, or no 4th wall)\u003c/p>\n\u003cp>- Reconfigurable round/bean shaped table and chairs on casters\u003c/p>\n\u003cp>- Outdoor classroom with a rain barrel to capture water, perennial flower beds, earth science station, and shade structure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>- Infrastructure for on-demand learning via video presentations and online group lessons.\u003c!--more-->\u003c/p>\n\u003cp>- Standing desks with stools or high seating\u003c/p>\n\u003cp>- Individual desks combined with group working areas\u003c/p>\n\u003cp>- Classrooms with 15 to 20 cubicles similar to Hollywood Squares crammed with technology that communicates with the teacher.\u003c/p>\n\u003cp>- Couches in the classrooms to allow for more informal discussions.\u003c/p>\n\u003cp>- Desks with connections to restricted set of online resources.\u003c/p>\n\u003cp>- Use headgear to enter 4D virtual reality, for example when studying astronomy or geography.\u003c/p>\n\u003cp>But what's resonated more with me are some of the responses about how the \u003cem>learning process\u003c/em> would change. One commenter says:\u003c/p>\n\u003ch5>\"By combining access to digital resources with a 'coach,' the student can access 'facts' that were formerly taught by teachers. In this space, teachers stop being \"the provider\" and start being a guide - a curator of relevant digital resources. Class wikis, blogs and online calendars make this easy for the teacher and convenient for the student.\"\u003c/h5>\n\u003cp>Another writes about using the community as classroom, including museums and workplaces.\u003c/p>\n\u003ch5>\"All students would have a home base, preferably around a discussion table, with non-florescent lighting, and lots of computers, board games, art supplies and tons of books in every room.\"\u003c/h5>\n\u003cp>On \u003ca href=\"http://www.joannejacobs.com/2010/10/design-a-21st-century-clasroom/\">Joanne Jacobs' blog\u003c/a>, EB mentions how technology can help with \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/\">differentiated learning\u003c/a>.\u003c/p>\n\u003ch5>\"We are starting to realize that children learn better and faster if they are learning in their zones of proximal development, which can only be done in a classroom of 25 K-3 children if their practice is automated at some level.\"\u003c/h5>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2269307/\">Perlstein's article\u003c/a> also addresses this:\u003c/p>\n\u003ch5>\"In places where schools have moved away from the idea of teachers as sole practitioners, away from the science-then-reading-then-math-then-social-studies way of breaking up the day, and away from treating students as a mass toward treating them as individuals, some innovative classrooms have emerged. Architects have begun to toss out the usual set of spaces--classroom, cafeteria, auditorium, gym, hallway--for more flexible layouts.\"\u003c/h5>\n\u003cp>I'll be following the progression and report back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3077/how-would-you-design-the-modern-classroom","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_20538","mindshift_129","mindshift_110"],"featImg":"mindshift_3082","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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