Inspired after a great meeting of the minds, I brought the spaces & places concept to a middle school math curriculum planning session I had been invited to at one of my campuses, Ed White Middle School. The idea itself was originally intended to create assisted and unassisted learning zones and literacy work stations that support student learning and independence in the preschool and elementary classroom.
While the concept was not intended for the secondary classroom, our middle schol math teachers teach in 90 minute blocks which lend themselves to stations, mini-activities, and learning centers. With the big push to integrate technology and utilize existing campus resources (e.g. iPads, iPods, computers with interactive sites, document cameras to record student work, etc…) to foster engagement and achievement, the idea of creating a student-centered secondary classroom is not so far-fetched. I realized that not every teacher would feel comfortable with removing his/her teacher desk from the classroom and allowing someone to have creative control over the initial setup. Nevertheless, a risk-taker and change agent, I tossed the idea out there and surprisingly was met with eagerness and willingness from one teacher in particular, Ms. Scalia. I jumped on the opportunity and we scheduled a date to work on the room.
Since the rooms had been cleaned over the summer and most teachers had to pack up and move out, the classrooms were pretty much a blank canvas. Working with an older building, technology truly has to be the driving force in creating the space. I noticed we had 5 internet drops on one wall (not including two drops on the teacher raceway) and two on the opposite wall. Before moving furniture, we decided to take inventory of the current pieces we had and the locations of drops and outlets. From there, we sketched a crude blueprint and began assigning each piece a home.
We moved a table to the front right of the room to create a Teaching Station which would house an Avermedia document camera and laptop dock with the intention that it would be accessible for the teacher during direct teach time and the students during guided practice or reteach. We then opted to use a teacher’s desk as a computer station on the end of the far right wall. The drawers to the desk could easily be used for daily supplies, manipulatives, and activities for the day or computer supplies like headsets and wipes. Another table was moved between the original table and the teacher’s desk (now a student computer station) and created a place for two student computers. As we were running short on tables, we left a place closer to the front open to house another two computers.
Scalia had two filing cabinets available. Not feeling too confident in moving them ourselves and not wanting to scrape up the freshly waxed floor, we asked a custodian to help us move them on either side of the student computer station. This provided a divided workspace as well as a place to have task cards & activity menus, or a Magnetic Center on the front and sides of each.
From there we moved the four mobile student tables in the center of the room and added 8 student desks on each side (2 rows of 4). This arrangement provides enough seating for 24 students (not including the newly created computer work stations) and gave us an opportunity to remove some of the broken and graffiti’d desks from the classroom to give it a more uniform and fresh look. Scalia already had 6 stools that could be used as seating for the student tables and a few chairs for the computer stations so we placed those as well. Removing the 2 teacher desks (one was an inclusion teacher’s) not only freed up at least 20-30 square feet of usable instructional space, it changed the focus of the room to a more student-focused environment.
All in all, the whole process took about an hour and a half. Before we left, we made a list of the other items we would like to add to the room: 5 more desktop computers, 2 more student tables (and perhaps a kidney-shaped one to work with small groups under the dry-erase board in the Proof Place, and a few more stools and chairs. Ideally, she would like to have all student desks removed in favor of the mobile tables but we are still in the process of hunting these pieces down. We even discussed how she could use one of her cabinets to house teacher supplies, trays to turn in work, and other classroom trappings that students would have access to on a daily basis but would typically be cluttering a table top. Using the Classroom Architect Tool layout, I compiled the existing pieces and layout with the additional requested items to show what the finished classroom layout will look like.
I am looking forward to returning and seeing how she has organized the student cabinet, created interactive bulletin boards, and added her own personal charm and warmth to the space. Perhaps she will even create a Scalia Store (or Shop) and a Practice Plaza. While Scalia’s classroom was once a theater room and boasts a 6 inch raised stage platform (purple square rug) with a SMARTboard (green rectangle) mounted where the curtains might have been, I am confident that she will take a more “guide on the side” role rather than a “sage on the stage”.
Check out some of these sites for further info on learning stations for secondary students: Using Learning Centers in High School (also some great MS info), Launching Learning Centers in the Middle Grades, Learning Centers in the Middle School Classroom (loved the idea of reciprocal teaching), TeacherVision Learning Centers (highlights different types of centers: enrichment, skill, interest and exploratory, and how to set up the parts of a learning center), and Problem Solving Learning Centers in Mathematics (consider using the computer stations to create a multi-step cartoon to solve an algebraic equation).
Also see Part 1: Removing the Instructional Clutter