It would appear that Open Plan Classrooms (OPCs) are making a comeback. Or probably more accurately, they never really went away. You may have also heard of them being referred to as Modern Learning Environments (MLEs). I have no knowledge of their prevalence, past or present. But it is looking increasingly likely that your local school may be using, or planning to use this kind of space. So for that reason, I think it’s worth taking a look at what they are, and examine their potential impact on teaching and learning. The intent behind these kinds of learning spaces is honourable. But as I have learned over the years, in all aspects of life, behind every good intention is a disaster lurking. The argument given in favour of these kinds of spaces is that they are designed to be flexible and to encourage creativity, critical thinking, and collaboration—among students as well as teachers. And of course, it is that creativity and collaboration that is so desperately needed in schools. It’s just that…. We now know that effective learning is achieved via effective pedagogy. And we now know what that looks like. The improvement that is needed in education will come via a cultural shift; in how we teach, rather than by changing the physical environment. As Hattie suggests in his “Visible Learning” research, unless teacher pedagogy is adapted to innovations (such as open space classrooms) there are no benefits to be gained. I would take this a step further. From a personal perspective, I see open plan classrooms as being detrimental. I have made significant changes in the way I teach. Changes that put me in line with the research. As a result, I am seeing successful learning taking place in my classroom. Success that is obvious to me but somehow not obvious to others, it would seem. I hope that will change one day.

The success I see has been achieved by creating a flowing, open space that invites the children to settle into deep and engaging learning. But the biggest changes have come about as a result of the nature of my relationship with the children, the relationship between the children and the resulting ability to respond to their needs. They are the directors of their learning. I respond and provoke where necessary.

Moving into a large open plan space with more children and more distractions is likely to detract from that. I would argue that it is the intimacy; the ability to develop close relationships with the children that helps create an effective teaching and learning environment. Of course I don’t want to do anything that would dilute my ability to be effective. To make a move into an OPC I would need to be working alongside colleagues who understand and are sympathetic to these fundamental elements of achieving successful teaching and learning.

Proponents of OPCs say that with better organisational and financial support, teachers can be trained to use these spaces effectively. That’s what they always say. It’s not a money issue or an organisational issue. It’s a pedagogy issue. Until more teachers are able to honestly assess the level of their effectiveness and implement an effective pedagogy, this kind of teaching space will fail to achieve what it is supposed to do. Sorry, but it’s about the children.

Ease Education: Teaching at a human scale.

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For further reading on this topic, refer below…

https://www.citylab.com/design/2017/04/who-thought-open-classrooms-were-a-good-idea/524421/?utm_source=nl__link4_042717