Are you comfortable with spontaneity, creating a context for learning that is fluid and able to respond to ideas?
One of the underpinning factors in the design for Manhattan and The City, the newest precinct at Northern Beaches Christian School, has been to enable the creation of spontaneous spaces.
“We have created a structure whereby any teacher can spontaneously find different space, all the while supported by pervasive wifi and accessible solar powered screen technology, if chosen.” Stephen Harris, Principal at NBCS
The idea of a spontaneous space is nothing new to early years educators. Search “spontaneous learning environment” and you will see numerous entries for early years education, such as:
The Star Fish room provides a stimulating planned and spontaneous learning environment that focuses on children’s interests, strengths and development. littlelearnerschildcare.com.au
I am often curious about how so many of our foundational understandings about learning seem to shift as students grow older. What if we maintained the idea – spontaneous learning environment that focuses on children’s [student’s] interests, strengths and development – all the way through school life? Timetables, schedules, outcomes and other external pressures seem to minimise the opportunities for spontaneity, and often negates it. But so do mindsets.
“There’s a temptation in our networked age to think that ideas can be developed by email and iChat. That’s crazy. Creativity comes from spontaneous meetings, from random discussions. You run into someone, you ask what they’re doing, you say ‘wow,’ and soon you’re cooking up all sorts of ideas.” (Steve Jobs).
At both Pixar and Apple Steve Jobs put a great deal of effort into creating office environments that “promoted encounters and unplanned collaborations” boundlss.com
“If a building doesn’t encourage [collaboration], you’ll lose a lot of innovation and the magic that’s sparked by serendipity. So we designed the building to make people get out of their offices and mingle in the central atrium with people they might not otherwise see.” Steve Jobs
Spontaneity in a school learning environment takes planning and thought. Talk to an early years teacher about spontaneity. They are constantly watching, observing how these young learners are engaging with their physical environment and how the space, the furniture and materials are enabling curiosity, creativity and exploration. Is this any different for “later-years” learners?
The idea of spontaneously changing location, regrouping learners and reconfiguring spaces has takes up considerable -less spontaneous – thought and planning, including:
- Teacher mindset – Start to think “Spontaneity can enhance the learning opportunities for my students” or “What type of space do I need for this learning session?”
- Mobility of furniture – Variety of furniture options, wheels, lightweight, multi-use
- Empty space – Quickly reconfigure an area. If it takes too much trouble or muscle to be rearrange the space, open the bi-folds, then it won’t happen
- The great outdoors – Identify and design the places for outdoor learning – considering what indoor-type conditions are needed (e.g.wifi, seating, shade)
- Systems – Thinking through the mechanisms to make this happen:
- How will the change of space be communicated?
- Are there enhancements to a space that can make it a more effective spontaneous learning environment?
- What are the requirements I need to consider for furniture procurement and allocation?
- Do outdoor spaces require regular maintenance to make them attractive choices?
- Does technology infrastructure support spontaneity?
Underpinning great spontaneous learning is a lot of hard work that’s mostly invisible.
If you would like to visit NBCS and see our spaces, talk to our students and meet some of the team go to www.scil.com.au/visit-us.