Learner-Centred spaces

It was wonderful reading this chapter again in light of the last 3 day input from Dr Michael McDowell on Rigorous PBL - one of the best professional development opportunities I have had of late. From the heading the focus is on the Learner. My new learnings  or should I say, 'recalibrated' learning makes for a more accurate critiquing of this information in Learning Transformed . A few things come to mind:

• Not underestimating the importance of surface knowledge in order to get to Deep and Transfer. This is often best done individually and not collaboratively.
• The 'guide from the side' is a diluted image of the complex work of  a great teacher who is way more than a mere guide but an astute curriculum designer and activator of student learning and attitude.
• The importance of knowing when to get learners to collaborate - what is the purpose? (Diverse points of view or perspectives for example)
• The importance of class and overall school culture and associated protocols - learning protocols not just behavioural to the learning process.

I totally agree that design can empower learning however I believe that what has a greater effect size is far more than design - and that is the teachers approach to how students learn eg clarity of learning intention, students' clarity of learning intentions and success criteria, students being able to identify the 'gap', the complex and intentional design of learning that assists learners to move from the surface level to the transfer. It is my opinion that some of these essential requirements can happen in spaces that are not deemed, contemporary by todays standards.

The danger when discussing learners' spaces is that the spaces becomes a distractor to what actually impacts on learning - the focus on pedagogy; he design and implementation of learning and the involvement of the learner in this process in a rigorous way.

Of course comfort, safety, air flow, light are important factors to be considered. Colour and distractions are also worth considering. I think that with greater intentionality teachers can assess their classroom walls and displays and reflect on the potential for learning impact. I wish I had this knowledge when I was in the classroom because I would have been more discerning as to what i had up around the room.