Curriculum Guide:

Transforming Elementary
Learning Spaces
By:
Amanda Iadeluca, Mary-Lynne Grant and Jonathan Weber
Table of Contents

● Introduction p. 3
● Key frameworks for teachers p. 4
● Pacing guide p. 5
● Pacing guide teaching prompts p. 6
● Pedagogical background for students p. 7-8
● Resources p. 9-11
● Learning inventory p. 13-14
● Sample Padlet p. 15
● Sample designs with SketchUp p. 16
● Rubric for student-designed space p. 17
● References p. 18

2
 In order to be prepared for the 21st century workplace, students
need skills such as “critical thinking and problem solving; collaboration
and leadership; agility and adaptability; initiative and entrepreneurialism;
effective oral and written communication; accessing and analyzing
information; and curiosity and imagination” (Benade, 2017, p. 797).
Traditional classroom spaces confined within four walls with students
assigned to individual desks and fixed seating, do not reflect the creative
and flexible aspects required in the 21st century workplace.

Introductio
However, for many K-12 educators, redesigning a classroom space
can seem like an overwhelmingly daunting task due to the countless
possibilities and the potential costs. There are a number of examples on
Facebook, Instagram and Pinterest, but is this just another educational
fad that will disappear in a few years?

This curriculum guide will demonstrate, with the help of academic

literature, that flexible learning spaces do have a positive impact on
student learning and engagement. Through various student-centered
activities, it will also support teachers in introducing, discussing and
designing a flexible learning space with their students that will best

n
support their needs and learning objectives.

In order to develop a plan for the redesign of their classrooms,

teachers will guide students through activities by using a Learning by
Design approach. The idea is that “the curriculum [...] will encourage
learners to be actively and purposefully engaged in their learning by
setting them real intellectual and practical challenges” (Kalantzis & Cope,
2010, p. 204). Students will learn about and tackle a situation that
impacts their everyday life at school: the layout and functionality of their
classroom.

The successful creation of a

flexible learning space will require
students to develop 21st Century
skills necessary for a Learning by
Design approach (www.p21.org, n.d.):

● collaboration
● communication
● innovation
● reflection
● critical thinking
● problem solving
● creativity
● adaptability

3
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the
new media age. E-Learning and Digital Media, 7(3), p. 208.
What challenges do teachers face when implementing a flexible
learning space?
(Benade, 2017, p. 803) (Saltmarsh, Chapman, Campbell and Drew, 2015) (Gislason, 2010, p. 140)

● Cost ● Integration of technology

● Time ● Teacher competence
● Student learning ● Classroom management
● Traditional vs. 21st Century
Learning Pedagogy

Key Framew
What are the benefits of redesigning a classroom?
(Oblinger, 2005, p. 14) (Neill & Etheridge, 2008) (Gislason, 2010, p. 128) (Weaver, 2006)
● Has a positive impact on student behaviour and work ethic
● Enhances problem solving, creativity and collaboration
● Increases student engagement
● Facilitates collaborative learning
● Allows for a variety of digital uses
● Enhances the teaching/learning styles of participants
● Student ownership and agency over their own learning and
environment
● Adaptability and sensitivity to cultural differences within a class
Clark (2002) stated that “changes in pedagogy too, require a variety of
flexible spaces for varying group sizes as there is a move towards a more
problem-based, project-oriented curriculum” (p. 12). Schools that have

o
implemented open-floor plans, flexible seating or flexible learning spaces have

rks for Teac

received overwhelmingly positive reactions from students, reporting increases in
student achievement, mastery, and retention (Oblinger, 2005, p. 14) (Neill &
Etheridge, 2008) (Gislason, 2010, p. 128) (Weaver, 2006).

How can students and teachers redesign a classroom?

Through the use of differing furniture, floor plans and technologies, these
new learning spaces become suitable for 21st Century Learning. Modular furniture
with writable surfaces that can be placed in varying configurations, as well as
writable paint that can be added to any flat surface, allow for the easy
transformation of a space in a short amount of time and give the teacher efficacy
over their own learning space (Oblinger, 2005, p. 17).
Floor plans that support communication, collaboration and keep students
hers
connected both in person and online are necessary for the advancement of
emerging pedagogies, while modular rooms can also adapt to aid the focus of
multiple groups. Flexible spaces also benefit institutions, as the convertible
spaces easily adapt to a myriad of technologies and can be changed to support
new technologies as they emerge (Weaver, 2006). Technological integrations
such as cloud computing and wireless networking allow for increased freedom
and for the learning space to blend both physical and virtual worlds,
encompassing all aspects of the curriculum. 4
For a more in depth look at the theories and pedagogies, you can click here.
Pacing Guide

This generalized pacing guide can be used as a benchmark on how

to progress with this design project over the course of three school
weeks. Each lesson is based on the block scheduling and can be
adapted to fit the schedules and timeframes of any school or

Pacing Gu
classroom.

● Day One - Overview of pedagogical background and

resources for students culminating with Learning Preference
Inventory
● Day Two - Analyzing the Results and Solidifying Key Findings
● Day Three - Analyzing the Physical Space and Identifying Key
Areas to Improve
● Day Four - Introduction to Padlet
● Days Five and Six - Curating Inspiration
● Day Seven - Introduction to SketchUP

ide
● Days Eight, Nine and Ten - SketchUP Classroom MockUPs
Creation
● Days Eleven and Twelve - Presentation of Group Ideas and
Evaluation According to the Rubric
● Days Thirteen and Fourteen - Synthesis of Ideas and New
SketchUP Mockup Creation
● Day Fifteen - Evaluation of Final Design Based on the Rubric

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Pacing Guide Teaching Prompting Questions

Day Two - Analyzing the Results and Solidifying Key Findings

❖ What common themes came out of the learning preferences?
❖ Based on the learning survey, what about our current classroom
helps to meet individual learners’ needs? What parts of our
classroom need to be reimagined to better meet individual learners’

Pacing
Guide Tea
needs. (Chart main themes on board as guides)
❖ How does the current classroom layout rate based on the Elements
of Flexible Learning Space Rubric?

Day Three - Analyzing the Physical Space and Identifying Key Areas to
Improve
❖ Based on the Flexible Learning Space Rubric, what improvements
are needed in our current physical space?
❖ Did the improved physical space target everyone’s learning
preferences?
❖ What categories should still be added to the rubric to make it fit our

ching Pro
individual learning needs?

Days Eleven and Twelve - Presentation of Group Ideas and Evaluation

According to the Rubric
❖ Based on all on the designs, which one best suited our classroom
learners and culture? Explain.
❖ Which design element(s) was your most and least favourite? Explain.
❖ Which design elements from separate designs should be integrated
into our final design?
❖ Which design element was the easiest and hardest to produce?
Explain.
mpts
Day Fifteen - Evaluation of Final Design Based on the Rubric
❖ What was the best part of this experience?
❖ What was your least favourite part of this experience?
❖ Does this experience make you want to redesign other classrooms?
Why or Why not?
❖ If your principal asked you why is it important to redesign a
classroom, what would tell them?

6
Glossary of Important Terms for Students

● 21st Century Learning: relates to the skills, knowledge and expertise

that students need to succeed in work, life, and citizenship. These
subjects often include: learning and innovation skills, information,
media and technology skills, and life and career skills (www.p21.org, n.d.)

Pedagog
Backgrou
ical
nd for Stu
● Collaboration: to work jointly with others or together especially in an
intellectual endeavor (collaboration, n.d.)

● Convertible furniture: furniture that has more than one function

depending on placement or configuration

● Learning by design: pedagogical approach where learners are actively

engaged as knowledge producers and in which teachers are designers of
high quality learning environments (Design New Learning, n.d.)

● Flexible learning space: mobile and adjustable spaces which allows

comfort, integration of technology and facilitates learning for all
dents
● Floor plan: a scale diagram of a room or suite of rooms viewed from
above and used especially for planning effective use and arrangement of
furnishings (Floor plan, n.d.)

● Learning style: an individual's unique approach to learning based on

strengths, weaknesses, and preferences

● Modular furniture: standardized units that can be configured in multiple

ways

● Writable surface: any surface that has been finished in a way that allows 7
for writing and erasing
Design Elements that Students Should Take Into
Consideration
Effective learning should always remain the main objective of a
learning space. However, there are a number of other important
factors to take into account when redesigning a learning space.

Here are some examples (Oblinger, 2005, p. 17):

Pedagog
Backgrou
● Design learning spaces around people
● Support multiple types of learning
● Enable connections, inside and outside
● Make space flexible
● Accommodate information technology
● Design for comfort, safety, and functionality
● Reflect institutional values
If you have time and are interested in reading all of Oblinger’s (2004)
insightful article on transforming learning spaces, click here.

ical
nd for Stu
dents (co
nt.)

Innova Design Solutions. (n.d.). Retrieved March 26, 2018, from

https://visual.ly/community/infographic/education/classroom-design-affects-student-learning
Make Space for Everyone!

Considering Universal Design, the physical space allows for learners

to move around and shift as varying tasks change over the day. The
origin of the term Universal Design for Learning (UDL) is generally
attributed to David Rose, Anne Meyer, and colleagues at the Center

Resources
for Applied Special Technology (CAST). The goal of UDL is to use a
variety of teaching methods to remove any barriers to learning and
give all students equal opportunities to succeed. It’s about building
in flexibility that can be adjusted for every student’s strengths and
needs. That’s why UDL benefits all kids.
Student-created flexible learning spaces support CAST'S (2014)
three principles of Universal Design for Learning:

Multiple Means of Action & Expression

● Long tables support group work & creating hands on activities

● A variety of sitting options (stools, couch, pillows, chairs) fosters
differentiation of needs from differing body shapes to learners
needing the ability to stand and move around frequently
● Easy access to creating supplies

Click on the picture to view the video

Teacher granted permission to use photo

Multiple Means of Engagement

● Learner autonomy is supported in choice on where to be, who to

work with and with what tools

Resources
● Space for access to technology, where tools are embedded and
made available for all learners

(cont.)
Teacher granted permission to use photo

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Image Source
Multiple Means of Representation

● Open spaces for big group interactions, small group &

individual studying and work

Resources
● Whiteboard space & walls offer visual collaboration areas
● Smartboard screens
● Learner goals clearly posted
● Classroom sound system with speakers
● Technology access supports learning at one's own pace

(cont.)
Image Source

Image Source
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Student
Activities
There has been criticism against Gardner’s Multiple intelligence
theory (2011), as it is “an inaccurate description of the mind" and that
"the more closely an application draws on the theory, the less likely
the application is to be effective " (Willingham, D. T. 2004 p. 24). That
being said, the Multiple Intelligences theory is a valuable pedagogical
reform that empowers students to discover their own strengths and
weaknesses. In turn, using that data can be effective for designing
and creating a learning space that best fits students’ cognitive and

Learning I
social needs.

Here are two surveys that can be used to help determine your
classmates’ and your personal learning styles. Feel free to add to
these surveys or use informal ones of your own to get a feel for
everyone’s learning preferences. Remember, make a space for
everyone!

nventory

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 Learning I
Modified table from Armstrong, T. (2009). Multiple intelligences in the classroom. Ascd.
nventory

These Google Stock Images are available

for personal or commercial use only

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Think of Padlet as your class’ online bulletin board to curate ideas. This
sample Padlet can be shown to give some ideas of what students can
do to collect ideas. Each picture is accompanied by a link as a citation
and a rationale to explain to the group what the thought behind the
idea is.

Content C
You can use goo.gl to shorten any links that you are going to post on
Padlet.

Remember, on your class’ Padlet, you should have examples of:

▸ Seating
▸ Desks
▸ Writable surfaces (if needed)
▸ Room layouts
▸ Colour schemes
▸ And anything else that inspires you!

uration wi
th Padlet

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 Design Id
Click the above pictures to view introduction tutorials on SketchUP

eas with S
SketchUP is a program that is easily used to create 3D models.
Using the free, web based version, you can work with your
classmates to redesign the space in ways that incorporate ideas
from the Padlet. These ideas will be evaluated based on the
included rubric and then combined into a final design. The
following samples walk you through an example of the process.

ketchUP
Before
Model #2

Combined
Model #1 Model
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The following rubric gives you a starting point to develop criteria for
your designs. Taking into consideration the results of your learning
inventory and the content curation on Padlet, modify this rubric to fit
the needs of your classroom. Remember, this space is designed to be
YOUR learning space, so ensure that all voices are heard in the

Rubric for Student-D

creation of the rubric. Extra spaces are available to insert additional
criteria.

esigned Space

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Benade, L. (2017). Is the classroom obsolete in the twenty-first century?
Educational Philosophy and Theory, 49(8), 796-12.
Collaboration. (n.d.). In Merriam-Webster Online. Retrieved from
https://www.merriam-webster.com/dictionary/collaboration
Gislason, N. (2010). Architectural design and the learning environment: A
framework for school design research. Learning Environments

Reference
Research, 13(2), 127-145.
Design New Learning. (n.d.). Glossary Learning. Retrieved March 28,
2018, from http://newlearningonline.com/learning-by-design/glossary
Floor plan. (n.d.). In Merriam-Webster Online. Retrieved from
https://www.merriam-webster.com/dictionary/floor%20plan
Innova Design Solutions. (n.d.). Retrieved March 26, 2018, from
https://visual.ly/community/infographic/education/classroom-design-aff
ects-student-learning
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the

s
new media age. E-Learning and Digital Media, 7(3), p. 200-222.

MasterSketchUP. (2012, March 19). Retrieved March 30, 2018, from

https://www.youtube.com/watch?time_continue=624&v=UsHRGDvN4s
M
Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning:
Theory and practice. CAST Professional Publishing.
Oblinger, D. (2005). Leading the transition from classrooms to learning
spaces. Educause quarterly, 28(1), 14-18.
Partnership for 21st Century Learning. (n.d.). Frameworks. Retrieved March 28,
2018, from http://www.p21.org/our-work/p21-framework
Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting
"structure within the space": Spatially un/responsive pedagogic
practices in open-plan learning environments. Educational Review,
67(3), 315-327.
SketchUP. (2016, March 29). Retrieved March 30, 2018, from
https://www.youtube.com/watch?v=pv7TrGnZ17w&feature=youtu.be
Weaver, M. (2006). Exploring conceptions of learning and teaching through
the creation of flexible learning spaces: The learning gateway—a case
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study. New Review of Academic Librarianship, 12(2), 109-125.