Redesigning Classrooms to Support Student Success During the Pandemic
As students return to school, after a disruptive move to distance learning this past spring and a summer of uncertainty and isolation, how will they be welcomed back? How will the new school year bring social and emotional support to students? How will issues of access and equity be managed? How will the requirements for safety be balanced with engaged models of learning that allows students to thrive?
Students are Academically Behind
According to the NWEA, the average student is entering the school year 4-6 months behind academically; and students from socially and economically disadvantaged households are projected to be 9-10 months behind due to a lack of reliable computer resources and WiFi connections. A successful school year balances the physical safety of students with the ability to support them academically, emotionally, and socially.
Our teachers understand this. At their hearts, is the desire to improve the well-being of every child and provide engaging learning experiences that self-motive students toward subject mastery. They need the support from the physical and virtual environments in order to overcome the continually changing circumstances their students and families will encounter this fall.
As schools continue to navigate reopening their school year safely and securely, they have the opportunity to recreate the spaces where children learn and re-imagine an inclusive and autonomous learning environment. A completely remote learning environment will be a challenging solution as all children are not on the same footing. Without the vital resources that schools provide, students will be left behind and vulnerable communities impacted in disproportionate fashions. While classroom capacity numbers will be decreased, we do not believe this forces a “one-size-fits-all” style of instruction.
The intentional organization of a well-designed classroom needs to be anchored in concepts supporting learning modalities, maximizing physical movement and providing students with a choice over where they learn. When properly executed, classroom layouts will be flexible, agile and active. They will support a variety of educational modalities, allowing for guided inquiry-based learning and supporting the hybrid + blended learning models that many districts will be using this fall.
Our Work with St. Martin de Porres High School
Utilizing one of our recent projects as an example, Saint Martin de Porres High School, we developed a series of classroom layouts within one grade level to demonstrate how the CDC and WHO guidelines can be implemented while supporting active and engaged modes of learning. The steps taken to redesign the environment were twofold. First, we reduced the seating density to allow for recommended distancing. Second, we developed geometric layouts that provided 6’ of distance between students, but still placed them in active and engaged modes of learning: inquiry, discussion, collaboration, reflection + discovery. Utilizing the commons area allowed for appropriate breakout space as well as an emphasis on student autonomy, flexibility and choice.
Working Towards a Solution
Density reduction can occur in a number of ways. The research + policy experts at New America outlined several hybrid learning models in their report Pandemic Planning for Distance Learning: Scenarios + Considerations for Pre-K -12 Education Leaders. An alternate approach is to identify the students most at risk and develop an in-person cohort around this group with students that are more autonomous engaging in learning remotely.
In any scenario, wearing of masks, rigorous cleaning and sanitation and testing protocols will still be required. However, there is significant evidence to suggest that in-person learning is critical to supporting the needs of students and opportunities exist within current building structures to implement safety protocols without sacrificing the vibrancy of the learning environment.
