Agnes' Page
May 14 - How Space Unexpectedly Affected My Learning
I want to give two contrasting examples of when space affected my learning style. The first is of my first college biology class at Tufts University. The lecture was held in the largest, indoor auditorium on campus. The size alone affected the way that I learned. The large space made the learning distant since the professors would be on a stage with a podium standing between the professor and the students. The space was so large that it was necessary to use a microphone. This made it harder for students to interact with the professor because of the distance and object blocking any sort of intimacy that could even remotely be created in that particular space. Addtionally, the space was darkened to show powerpoint slides. This made it especially difficult for professors to effectively communicate with students since the auditorium was darkened to provide better view of the slides. Also, the darkened space made it difficult for students to communicate with one another since the conditions were so similar to a movie theater - where the norm is to be quiet during the show. For some students this space could be condusive to learning. The slides were in perfect viewing condition, the seats were comfortable, and the professor was perfectly audible - and notes couldn't be missed in this environment. For myself, it was horrible, since I like to see the human in the professor, the darkness made it difficult to stay awake, and I like to communicate with peers when I am learning.
The second example is of my language classes during my time at Tufts. The classrooms were small, only enough to fit about 20 chairs (uncomfortably!) into the classroom. Each class had about 12-15 desk-chairs, with a larger table near a chalkboard on one side of the room. Each room was bright - plenty of lights and huge windows that spanned from the floor to the ceiling. The room was so small and so intimate that it forced conversations and interactions within the room. The room was not especially flexible nor was it in exceptional condition, but because of the lighting and the small, but comfortably intimate size, it worked for a language learning classroom. Personal and academic conversations were always going on, and the space almost forced even the most quiet and shy students to speak out multiple times during the one hour classes. This affected my learning because both the professor and the students always became my friend, and I always became comfortable enough with them to ask questions and make mistakes (especially important in a language class!)
SO WHAT? So I'd like to so what this WIKI posting and answer the question myself. It's important to apply how environments can affect my learning to how a space is designed. I'd like to apply what I've learned through this WIKI to the preschool design project that my group and I are working on. Size makes a difference - and it makes a difference in a preschool classroom, too. The different portions and "academic/social/play centers" in the classroom need different amounts of room to be conducive to different types of interactions. Although reading is important, perhaps a reading nook should only be large enough to fit an adult and 2-3 children (or about 4-5 children) so that intimate interactions can happen in the space. Whereas, the block building area needs to be larger to accomodate jumping, laughing, dancing, block structures, and a bit of shouting. Lighting can also be used in the classroom - where during quieter hours of the day (naps, rest, group reading, individual puzzles), teachers can use blinds/curtains and lights to dim the lighting to create less noisiness and physical activity among the children. While bright lighting is needed during circle times, teacher-directed activities and student work/play times of the day.
Dan: Nice job to 'so what yourself, very useful in many elements of life. I am interested to hear more about what you find out about lighting and wht research you are able to garner up on square footage per student type things. I am often asked about this and I do not know much about the research in this area. Also nice contrast in your language and biology classes. It speaks to what different disciplines have as their teaching goal. I think, in general, foreign language instructors believe much more in the value of scaffolding and immediacy whereas natural sciences instructors tend to believe that all the info is out there, it is up to the student to 'get it' however she/he needs to. Nice reflections here.
Past Entries
April 17 - Free write on Readings
April 19 - Thoughts on a Campus Learning Space
May 5 - Readings and Preschool Design
Bunny Chan