Get a room: the role of classroom space in sustained implementation of studio style instruction

Abstract

Background: The characteristics of the classroom environment play an important role in shaping teaching practices and supporting research-based instructional strategies. One instructional strategy that has reimagined the classroom is the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style instruction to facilitate student collaboration. Although there is significant interest in studio-style instruction, there is not much research-based guidance available for institutions interested in setting up a classroom, especially for secondary users interested in using this in different academic settings and contexts. We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms. This paper summarizes respondent's perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution. Results: Room initiation Interviewees engaged in multiple activities to obtain a studio-style classroom. The majority of interviewees worked in teams created by faculty or administrators, with the participation from both groups. Interviewees typically sought institutional funding to develop the rooms. Classroom features When developing the room, implementers used many key characteristics of the recommended classroom, such as collaborative workspace (e.g., special tables) for students, but they generally did not replicate all of the recommended features. Interviewees had mixed opinions about the importance of classroom technology. Professional development and support Interviewees noted the importance of professional development for teaching staff (instructors and teaching assistants) new to the SCALE-UP teaching environment. Indirect effects Beyond direct benefits to the teachers and learners, our interviewees reported that the classrooms had larger impacts including attracting visitors to the institution and encouraging the use of active learning in non-SCALE-UP classes. Conclusions: There are many paths to successful development of a studio-style classroom. The process can be initiated by faculty or administrators. Classroom designs can vary to suit the local environment as long as they maintain the intent of the space: to support peer collaboration. Beyond improving student outcomes, these classrooms have additional benefits for institutions that include transforming instructor approaches to teaching and symbolizing the institution's commitment to quality teaching.

Investigating peer and teaching assistant interactions of physics students working on computational coding

“…So, it might be assumed that a similar environment would be beneficial for students solving physics problems with computers. However, it is also known that the arrangement of a classroom in regard to the physical layout has far reaching effects on classroom engagement and student to instructor rapport [5]. Only minimal research has been done on computational physics labs and the effects computers have on peer interactions [6,7].…”

Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses

“…Though classroom layout can be perceived as a barrier, it is not systematically tied to instructional practices that feature student-centered learning (Bathgate et al, 2019;Stains et al, 2018). Some have gone on to suggest instructors may be less likely to abandon newly adopted active learning-based instructional practices when the physical structure of their classroom is modified to specifically accommodate the teaching style (Knaub, Foote, Henderson, Dancy, & Beichner, 2016). When considering how students respond to classroom structure, Foote et al indicated that studio classrooms are associated with higher levels of active learning (2014).…”

Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

“…The SCALE-UP classroom incorporates specially placed projectors and technology that allow for the display of student work. Whiteboards, which promote collaboration (Knaub, Foote, Henderson, Dancy, & Beichner, 2016), are available for students to work problems and display their findings to their peers and instructors. Each team has access to its own Internet-connected computer to complete interactive modules or electronic laboratory activities (Beichner, 2008(Beichner, , 2014Beichner et al, 2007;Gaffney et al, 2008).…”

“…It is well established that for the implementation and sustainment of active learning pedagogies, the thoughtful design of the physical classroom needs to be highly considered (Beichner et al, 2007;Cotner, Loper, Walker, & Brooks, 2013;Knaub et al, 2016;Whiteside, Brooks, & Walker, 2010). Discovery Learning occurs in a special environment, called the Chemistry Discovery Center, which has parallels to the SCALE-UP classroom (Beichner et al, 2007;Gaffney et al, 2008).…”

“…Scrap paper is strictly prohibited and instead, teams must use their whiteboards to work problems. Strict whiteboard usage promotes collaboration (Knaub et al, 2016) and allows the instructor and TAs to gauge a team's understanding of the material and provide clarification if necessary. At the back of the room, there is an instructor's desk that is outfitted with a computer with SchoolVue Classroom Management Software (CrossTec Corporation, Boca Raton, FL) installed for deployment of Discovery Learning documents and control of station computers.…”