The Spiral of Inquiry – What is it?
Inquiry, learning, and action are integrated in the six interconnected phases of the spiral of inquiry model for long-term professional learning and development (PLD) that are shown in the above image: scanning, focussing, developing a hunch, taking action, and checking.
Inquiry Question: How does the permanent architecture and the organization of the classroom affect how students learn?
Statement: Throughout our program, we have been educated on a variety of subjects and skills to best set our future students up for success in the realm of education. However, these teachings and beliefs may be more difficult to utilize or succeed to the full extent due to the physical barriers present within schools and their learning spaces. One major topic that has been discussed continuously in our program is that of accessibility and student diversity in needs both physical and academic- are doorways wide enough for all students to access and enter, are there windows, are the sinks in the class at accessible heights, are the lights too bright or too dark, what colours are used in the classroom and can all see them, what does the organization of student seating look like and is it beneficial to student learning? These are all aspects of accessibility I have pondered while deliberating my inquiry question of “How does the permanent architecture and the organization of the classroom affect how students learn?”
Data: To attempt to answer my inquiry question (I say attempt as I am only going off of 3 short period data sets which will make up a very small data pool and perhaps not be as accurate as it will become once I have worked in multiple classrooms for longer durations of time) I will be focussing on ‘data’ and findings (observations) from my first 2 teaching practicums within 2 separate secondary schools, 2 different age groups and 3 different classrooms. The first collection of data was taken in a more ‘rural’ school (not found within the bowl area of PG) within a twelfth-grade Contemporary Cultures class, we will refer to this pool as ‘Castle’. The next 2 sets of data are from the same school (found within the bowl) but two different grade 8 English courses and classrooms, we will refer to these pools as ‘Lab’ and ‘Relay’.
Pool 1- Castle
This classroom had the most peculiar layout I have ever experienced for a humanities classroom. It had whiteboards at the front of the school, but not a single student ‘desk’ space could face either board head-on. The classroom was designed to be a computer lab, with three lines of tables with double rows of computers on either side of the lines going down about 10 computers deep. Below, you will find an image of the layout. The seating areas were built into the floor, making it impossible to reorganize student seating, making it so that the students would have to crane their necks to look at me teach, and show slides or videos, as it was tough for them to move their chairs as the seating was back to back. Another major annoyance was the structural post in the middle of one of the tables, making it very difficult for students to see around when facing the front. Student mobility in this classroom was difficult, and teacher mobility was even more difficult. I had to prowl around the 15-foot space near the whiteboards. I was unable to walk about the classroom during my instructional time.
Another issue I found in this classroom was the distraction that the computers caused. In my instructional period, computers were not to be used by students – it was a film and lecture-based class. Students would only have daily access to the computer if outside of class time and with permission from my CT. However, even off the computers distracted the kids. They would play around with the computer mouse or the keyboards constantly. I recognize that this may have been out of boredom; this was a heavy notes class, and students were expected to make analyses and write formal papers as their primary modes of assessment.
Was there a positive aspect to this class formation? Honestly, not really. The only thing architecture-wise that I found pleasing was the windows that were about 20 feet high in the walls. They allowed some light to come through during the very grey days that occurred in February and made it so that I didn’t have to have all my overhead overly white lights on in the classroom during the teaching periods.
Pool 2 – Lab
I am calling this data set ‘Lab’ because the classroom space is a science lab, and my English class was not being taught there. Sinks and earth science graphics and materials were placed throughout the classroom, making moving desks a little more difficult, and there were no windows to the outside. First thing in the morning, when the space was filled with grumpy grade eight students and only fluorescent lights to brighten it up, it was a very oppressive atmosphere.
There was only really one door in and out of the classroom, but three doors overall. One was a fire door, one was a connection door to the classroom beside it, and one was for access to the lab supply rooms. Only one of the doors had a window, which was in the other class, so I tried to keep the blinds down to stop any distractions. We had no windows in this classroom other than on the adjoining door. The lack of windows was very uninspiring and, I believe, did make it more difficult for students to write poetry inside the class- I had to take them outside.
I had no whiteboard in this class, but I did have three blackboards that I could utilize at the front of the room. Blackboards have their positives and negatives – the main negatives I experienced were the need for chalk and the frequency with which I would break said chalk sticks. The colours of chalk available were also not a great selection, white or light yellow, and they weren’t visibly obvious on the board from past the second row of student desks (we had six rows of desks in this class going back). All students were able to see the blackboards and the projector screen (which would be pulled down over the blackboard when I needed it to be) easily, however, the negative to having the screen pull over the blackboards was that I couldn’t utilize them both at the same time nor could I have students interact easily with the blackboards during class time.
The positives I found in this classroom layout were that students could move about the classroom without barriers and that the students were facing toward the blackboards/screens when seated. The table groups were spaced out enough that a student with mobility aids could come and go without issue, and the desks appeared to be at a good height for students when seated. I did think that the classroom sink was a bit high for an individual who may be in a wheelchair, but I was never able to confirm this theory.
Pool 3 – Relay
I enjoyed this classroom mainly because it was my first classroom to have windows that you could see out of. This classroom was inside a portable one with both a staircase entrance and a wheelchair access door; however, inside the classroom was where accessibility ended for those individuals who require mobility aids. The classroom was quite cramped, with tables so large that it was challenging for me to a) rearrange the desks, b) access my whiteboards, and c) traverse across the room easily to support students and to teach. I enjoyed having a stationary bike in the classroom, as that was of significant benefit to a few students who needed extra energy expulsion during class.
The classroom layout in this setting significantly enhanced student focus. The abundance of natural light, the fresh air from the outdoor portable, and the flexibility to take class activities outside all contributed to a more engaging learning environment. As a result, students were more excited and eager to learn, fostering a positive learning atmosphere.
I found a higher presence of community in this classroom with students being more willing to help one another learn and thrive in the classroom. Group activities were always moments of excitement and students were more free to work in more unique table group configurations. The students all got on well and were very happy to work together on class projects and assignments.
Taking action: How did I modify (if i did) to better student engagement?
A deliberate adjustment that balances the demands of my students with the physical space’s potential was necessary to improve student engagement through classroom design. Based on the data observed from the three classroom environments I worked within (Castle, Lab, and Relay) I found that the following methods lead to the best success in student learning:
- Flexible Seating Arrangements
- Castle: The fixed seating and back-to-back computer setup hindered student engagement. If it was possible to introduce movable seating or adjustable furniture in future classroom designs it would allow for flexible groupings and easier interaction. However since the posts and built-in furniture cannot be moved, I found it best to organize activities that require less focus on the board and more peer interaction, minimizing the discomfort caused by craned necks and limited visibility: interactive workbooklets, murder mystery guides, and questionnaires were good resources to utilize on days when using the screen wasnt necessary.
- Enhance Natural Light and Ventilation
- Relay: The natural light and outdoor access had a positive impact on student engagement. Windows and proper ventilation should be prioritized in classroom design to create a more inviting and energizing learning environment. When working in windowless or poorly lit spaces (like the Lab), use brighter but not harsh artificial lighting, Table lamps with warm lights is a great option I was told about but unable to utilize, and incorporate as much natural light as possible by keeping window blinds open or taking classes outside when feasible.
- Minimize Distractions
- Castle: The presence of computers, even when not in use, distracted students. Future designs should consider separating tech stations from general learning areas or providing covers for unused equipment to minimize distractions. When teaching in spaces where technology is not required, enforce clear guidelines on tech use and physically cover or position screens to reduce temptation ( I asked students to place mouse pads and keyboards on the shelf above their computers). You might also integrate tech breaks where students can briefly use the equipment in a controlled manner such as research projects and only workbooks.
- Incorporate Multi-Functional Teaching Tools
- Lab: The lack of a whiteboard and reliance on outdated blackboards with poor visibility was a challenge. Upgrading to whiteboards or interactive displays that are visible to all students is crucial, I used lots of interactive PowerPoint slides in replacement of whiteboard use when possible (mentimeter). Multi-functional spaces should have technology that complements various teaching styles. If whiteboards or updated tech aren’t available, I optimized the use of existing tools by providing handouts or projecting notes on screens that all students can see, ensuring that all visual materials are clear and accessible.
- Promote Accessibility
- Lab, Castle, and Relay: All classrooms presented challenges for students with mobility issues, such as high sinks or cramped layouts. Classroom designs should ensure accessibility for all students, including those with physical disabilities. In situations where you cannot alter the layout, create clear, accessible pathways and consider the seating arrangements to ensure that all students can participate fully. For example, place students who might need more accessibility closer to exits or areas with more space and perhaps supply them with tables instead of desks as they are less narrow to roll under.
- Encourage Collaborative Learning
- Relay: The positive group dynamics in this classroom suggest that a design facilitating collaboration boosts engagement. Incorporating more group work areas, like round tables or cluster seating would benefit this class as they would further encourage collaboration and a sense of community. In more restrictive environments, like Castle, I would introduce group activities that require minimal movement, using digital collaboration tools or shared materials to foster interaction without needing physical reconfiguration.
- Leverage Outdoor Spaces
- Relay: I found that taking students outside when possible led to higher engagement. Outdoor learning breaks the monotony and re-energizes students, particularly in environments that are less conducive to concentration (Lab). I found it useful to plan lessons that can be conducted outside, even partially, to give students a change of environment (ex. Haiku writing and poetry relays). Activities like reading sessions, group discussions, or hands-on projects can benefit from the natural environment.
From these actions, one may be more able to establish a classroom that is better for student engagement, learning, and general wellbeing by carefully putting these improvements into practice. These changes make the learning environment more inclusive and productive by addressing the physical obstacles as well as catering to the varied demands of the students.
Current Conclusion (this study will continue throughout my career)
From my observations thus far I conclude that the architectural design of classrooms and their physical organisation greatly affect the productive nature of classrooms and individual student learning. If there are barriers (physical or not) students will have greater difficulty staying focused and staying productive in their classroom environment. Visual barriers, table arrangements that are difficult to maneuver, and classroom lighting that is too artificial can all lead to students feeling disinterested and dysregulated in a classroom making it difficult for them to succeed in their class community. Through the implementation of accessible pathways in the class, diverse seating, increased natural light, and unobstructed visuals students are more able to succeed. Therefore, I believe that it should be mandatory for architects and engineers to meet with teachers and faculty in consultation before building schools as a means to best avoid the erection of posts in the middle of classrooms that block student views of the screen, or put in place bolted down tables that are not spaced out well making maneuverability difficult for both able-bodied and disabled individuals alike. I would also love to advocate for more windows, especially at the schools found across SD57. The lack of natural light is hard on both students and faculty alike.