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The Sustainable classroom

This multi-age learning environment is designed for primary education years,

with a focus on cooperative learning, sustainability and community.

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The classroom is designed to cater for the

varied learning styles of modern learners in a

meaningful environment, while allowing teachers

the flexibility to conduct lessons and experiences

in different ways. The space is open and inviting

with specialist areas of busy interaction, as well

as areas of solitude, though at all times allows

two teachers clear viewing lines for observation

of up to approximately thirty five students.

Divided into four main areas, the design

utilises sunlight for lighting and heating

requirements through its orientation within the

local environment. For cooling on warmer days,

two small streams from the rear garden run across a rocky bed underneath the

building where the excess heat is absorbed by the cooler, moist rocks. With climate

change having become a critical pressure for current and future generations, this

building is a daily education in sustainable living practices. Other sustainable

features include solar collection for energy sources, recycling and composting of

waste materials, and a student garden for growing vegetables and fruits.

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Between the garden and compost

area and the building sits the playground

area, with climbing equipment, a sand pit,

and outdoor eating or sitting benches. A wide

veranda invites entry to the classroom

through large sliding doors adorned by

boards containing information, messages or

reminders.

Entry into Teaching Area one

reveals a desk set up that encourages

generative learning through

differentiated teaching locations rather

than territorial lots of space. This

provides students opportunities to work

hands on with others and make choices,

while the teacher moves from group to

group in more of a facilitator role rather

than that of a one style suits all lecturer

(Marsh, 2010). Other features of

Teaching Area one include an area for

class pets, such as turtles, frogs, lizards,

or an ant colony, which will allow

students to witness various life cycles as

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well as show responsibility for maintaining their environment. A quite area for two for

activities, games or one on one attention is placed near some cases which can be

used as resource stations, displays for students work, or relevant topical artefacts.

Shelving placed either side of the entry can be used as resource and materials

stations, displays for work or artefacts, pigeon holes for students, or all three.

The wide based windows in the room

can also be used as shelving. In the

corner, carpeted tiered platforms can be

used as seating for presentations, or

group discussions and activities, and

when not in use can be used as an

additional display area. Underneath is a large lock up storage area for teacher use. A

wall mounted interactive whiteboard is used for media, group web browsing, or

writing on, and connects the class computers to each other and the World Wide

Web, which by revolutionising communication and making information almost

instantly available, has made it an invaluable tool for education if used effectively

(Maddux, 2009).

Degenhardt and Duignan (2010)

detail how continual and increasing

change has brought pressures on

education, and that knowledge

generation and information processing

have become the source of productivity

in the twenty first century. Twenty first

century learners require different skills to

those of the past. They are required to

be good communicators, critical thinkers

and problem solvers, and need to be provided with tools that enable them to focus,

explain their ideas and thoughts, analyse and filter information, interact with others,

be flexible, and to be lifelong adaptive learners (Tait, 2012). So not only do students

need access to the internet for information, they also require the skills to utilise

technologies and associated applications, such as word processing, slide

presentations, fact sourcing, file and media conversions and online communication

skills. Though supplying a learning environment with current technology trends may

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Troy Stretton 1067002

seem inviting, I believe that for overall versatility

a function area containing general purpose

desktop computers would be most suitable. A

class intranet for sharing information, ideas,

goals, news and achievements around the

classroom, and to students’ homes if permissible

would be beneficial.

The Lounge area makes use of a

connecting hall between Teaching Areas one

and two to provide a quiet place for individual

activities such as reading, study and respite.

The area could also be used for group

discussions. A wall window running the entire

length provides an observational perspective on

a functioning ecosystem developed on the rear

of the grounds. A thin photovoltaic film covers

the outside of the windows to assist energy

collection, temperature control and light within

the classroom.

Teaching Area two is set up in a

similar fashion to Teaching Area one,

with only slight variations on the sub

function areas. A partitioned area

creates a central resource storage and

play area on one side, and a library and

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reading space leading into the Lounge area on the other. Once more, a clear line of

sight across the entire classroom is prominent, so regardless of which particular

interest area a student is engaged in, teachers can watch for signs of

disengagement, disinterest, potential misbehaviour, social interactions and

successes. The other main features of

Teaching Area two are the platform area

in the corner of the room, and the

designated Kitchen space. The platform

area in the corner is ideal for music, art,

drama presentations, group activities or

just stretching out. The wall windows

provide ample daylight as well as a view

over another section of the grounds. The

Kitchen area accompanies the garden

and compost aspects of the learning

environment. Offering a myriad of

learning opportunities, food can be

grown by the students and then used in

the kitchen to create group meals. Fruit

and vegetables from the garden can be

shared with class families, or the wider

community, and any waste is either

composted for the garden or recycled.

The area can be used for group meals,

arts and crafts, or individual work.

Overall, this learning environment

is vibrant and interesting, and will

engage and support learners through

multidisciplinary, authentic tasks while

encouraging interactive, collaborative

and explorative learning. Engaged learners take responsibility for their own learning,

are energised by learning, and are collaborative and strategic (Marsh, 2010). Ackoff

and Greenberg (2008), describe the ultimate self-motivating school environment as

one that is comfortable, stimulating and self-directed, and places emphasis on

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opportunity, inclusion and social values. While keeping students in touch with an

ever changing knowledge era this classroom also involves and educates them in the

growing issue of sustainable living and community, allowing them to learn the skills

needed to be active, contributing and fulfilled citizens in a future we cannot yet fully

understand or predict.

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References

Ackoff, R. L., & Greenberg, D. (2008). Turning learning right side up: putting

education back on track. Upper Saddle River, NJ: Wharton School

Publishing.

Degenhardt, L., & Duignan, P. (2010). Dancing on a shifting carpet: reinventing

traditional schooling for the 21st century. Camberwell, Australia: ACER Press.

Maddux, C.D. (2009). Information Technology in Education: The Need for

Skepticism. International Journal of Technology in Teaching and Learning,

5(2), 182-190.

Marsh, C. (2010). Becoming a Teacher: Knowledge, Skills and Issues (5th

Edition). French Forest, Australia: Pearson Australia.

Tait, C. (2012). Lecture 7: The knowledge era classroom [PowerPoint slides].

Unpublished manuscript, EDU103, University of the Sunshine Coast,

Sippy downs, Queensland, Australia.