Intense. The past couple of weeks have provided an intense experience for all of us. We have have collaborated with interior designers, visited schools in Oakland County, met together, and documented our learning. Oh, and between all of that we have done our regular jobs, and even occasionally seeing our families and friends.
But what an experience it has been! When Laura and Danielle, interior designers from TMP, joined us September 29th, they came loaded with furniture to play with and test, and they encouraged everybody to find their "spirit chair". They also presented some design concepts, focusing on potential layouts for classrooms similar to the teachers'. |
Up until this point, Laura and Danielle were 'the designers', but I challenged teachers to think of themselves as designers. Laura and Danielle are experts in designing spaces, using theory, math, and industry standards (to say the least) to create well-functioning, gorgeous learning environments. At the same time, teachers are experts in designing learning using pedagogy, content knowledge, and standards (to say the least) to create engaged, knowledgeable and skilled students. Teachers had begun thinking like designers early on, when they began their Observation work, and using Design Thinking protocols, but now thinking like a designer has permeated their entire teacher-beings.
The teachers took some time to sketch their current classroom, and to think about why it was designed that way, especially the elements they controlled, that they personally designed, and to think about what it might be like to learn in the space. Below is one example.
The teachers took some time to sketch their current classroom, and to think about why it was designed that way, especially the elements they controlled, that they personally designed, and to think about what it might be like to learn in the space. Below is one example.
Our designer-teachers ventured early the morning of October 4th to visit a couple schools in Oakland County. Let me pause now to point out the monumental feat that was traveling in vans to Bloomfield Hills in rush hour traffic on M-59. Only a teacher's true dedication, patience, and passion for learning could have helped the crew that rode with me survive the trip (Keiryn, Cleo, Meran, and Jim - you are very, very brave people and deserve a special award for getting in that BLUE van).
Upon arrival at our first stop of the day, Bloomfield Hills High, gasps of wonderment could be heard throughout the van. Our first reaction was a combination of delight, awe, and indignation, wishing all our students had access to the resources Bloomfield Hills money affords. While this reaction was warranted when looking at material resources, I would argue our students have teachers that are at least equal to those in the Hills.
We started the visit in the media center, where we met with Dave Shulkin, Director of Learning Technology for Bloomfield Hills schools. Dave gave us the story of the district's vision, and how the new high school came to be, before we headed out to take a peek at classes in action. |
A few concepts that drove the district's vision when designing the new Bloomfield Hills High were: basic human needs, teaching, learning, and engagement. These principles are visible throughout the school. Students have comfortable seating choices that maximize visibility within classrooms. In any given class, you will see at least three choices in seating: high top tables, larger tables, and smaller tables. Each has varying seats as well. The high top tables and/or chairs have footrests that even the shortest students would love. Smaller tables can move into smaller collaborative groups, and even allows the solo learner the chance to be independent.
It was a relief to learn that the teachers at BHHS are still adapting to the teaching and engagement strategies their new environments allow. They are still learning professionals, with the district's leadership driving the direction they are going. perfection wasn't expected, nor seen when the school first opened. Everybody is still learning.
As a part of their philosophy, you also notice students have a lot of responsibility and are trusted. They make choices about where to work, and are allowed to bring backpacks to class. In fact, students only have lockers if they choose. Because only about 20% of students were using them, this district chose to only provide a few. Data-based decision-making at its finest. |
Another concept at BHHS is the concept of Learning Communities. Four main principles guide teaching and learning in these centers: increased interdisciplinary connections, greater personalization, increased collaboration, and community climate. Because of these principles, you will see the classes have windows, connecting them to each other as well as a central collaboration area, featuring monitor-equipped collaboration stations, soft seating, and color. In the photo to the right, a class gathers for an activity in one of the community spaces.
After finishing the tour at the high school, we headed over to Novi Woods Elementary School to visit the class of Michelle Donberger and her co-teacher Marietta Leon. Like the teachers involved in Classroom4theFuture, Michelle and Marietta are pioneers in their school, who received a grant that gave them the opportunity to re-imagine the possibilities of their shared classroom. The visit began with sitting down in the space and learning from the teachers, but the real fun started when the students came in the room. Immediately, the teachers started getting right in there with the students, asking questions and asking about what it's like to learn in the space. They expressed preferring to learn in this class, and adjusted quite easily to the new routines it forced them to adapt to. Michelle told the teachers the students had to learn how to use the new furniture before they could even touch it. Clearly, the students were taught routines and procedures, because they quietly, smoothly moved from tables to the giant steps as they started a lesson together as a class. Teachers snapped pictures of the students and new ideas they found around the room before heading to TMP.
Once at TMP, we had a chance to eat lunch and debrief a little before heading into a furniture play land. TMP has a model space outfitted with VS furniture and groovy orange flooring that invited teachers to experiment. It was a great way to top off an exhilarating day full of learning and visiting other schools - a chance teachers are rarely, if ever, able to experience.