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Planning innovative learning environments (ILEs)
Sensitivity to individual differences and learner variability must be a driver for planning decisions. Plan in partnership with students, teachers, parents, and experts.
Understanding pedagogy
Learn about the pedagogy that informs design and practice in an inclusive ILE.
Design flexible, inclusive environments that are respectful of and responsive to individual learner preferences, needs, and values.
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Summary of important concepts:
Strategies for action
Five key strategies supporting a school-wide approach to planning and developing an inclusive ILE.
Collaborate to develop an inclusive ILE
Engage with students, teachers, parents and whānau, experts, and your local community. Work together to plan an ILE that meets the specific needs of your whole community.
Involve students in the design process from the outset. Utilise student inquiry and ensure students form part of your planning team.
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Four suggestions for implementing this strategy:
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Articulate how an ILE supports your school vision
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Develop a planning and reflection cycle
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Develop inclusive teaching practices
Create multiple opportunities for teachers to expand innovative practices in flexible learning spaces. Work with staff to identify potential barriers to learning and wellbeing and plan collaborative approaches, utilising UDL principles that support all students.
There needs to be constructive alignment between the methods of the teacher and the opportunities and potential offered by these new spaces. You start with the teaching, you train people how to teach differently, and then move into the new spaces.
John Hattie
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Identify barriers to learning and wellbeing
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Develop systems for monitoring and evaluating
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Build capability to personalise learning
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Develop staff understanding of inclusive approaches
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Design for all from the outset
A flexible learning space will work well for everyone only if it is designed to do so. Design a plan from the outset that includes all students, particularly those experiencing barriers to learning.
Place students at the centre of design and planning.
– Consult with students, teachers, parents and whānau, and specialists.
– Identify learning needs and preferences.
– Design flexible spaces to meet those needs, and future needs.
Six suggestions for implementing this strategy:
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Design for flexible use of space
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Reflect cultural perspectives
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Consider gender and sexuality perspectives
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Support wellbeing and belonging
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Involve students in transition to new space
Change can be difficult for all learners, particularly those with ASD, ADHD, Down syndrome, FASD, visual impairments, and audio processing disorders (APD). Visit and re-visit the new space and new routines to ensure a successful transition.
Students from Te Waka Unua School visit Halswell School to see their new design and gather ideas for their own learning spaces.
Three suggestions for implementing this strategy:
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Introduce students to the new space
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Introduce new teaching and learning approaches
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Involve students in designing routines
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Work with parents and whānau
Partner with parents and whānau to support students to transition successfully into the new environment. Plan approaches to learning, systems, and routines with the needs of individual learners, particularly those who experience challenges, in mind.
Parents, Dayna and Phil share the benefits of ongoing conversations supporting a successful transition for their daughter into an ILE.
Three suggestions for implementing this strategy:
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Provide ongoing discussion opportunities
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Introduce new learning approaches
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Welcome parent and community input
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Key resources
Designing learning environments
This section explores the relationship between the physical spaces of schools and teaching and learning, and offers case studies, research and links to other sources about making the most of the physical elements at school.
Innovative learning environments
This research-based book, based on 40 in-depth case studies of innovative twenty-first-century learning environments, describes how to design a powerful learning environment where learners can thrive.
Publisher: OECD Publishing
The nature of learning: Using research to inspire practice
The lessons from research on the nature of learning and different educational applications are explained in this book. These are summarised through the seven key principles of learning.
Publisher: OECD Publishing
The impact of physical design on student outcomes
Read time: 94 min
This report summarises research aimed at better understanding design features of learning spaces in the context of learning and achievement. Topics covered in this report include: lighting, heating, acoustics, indoor and outdoor spaces, and furniture considerations.
Education Infrastructure School Design Guidance Documents
Read time: 59 min
Information and downloadable resources for school property projects
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Universal Design for
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How to use this site
Guide to Index of the guide: ILEs
Understand:
Strategies for action:
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Collaborate to develop an inclusive ILEShow suggestions for Collaborate to develop an inclusive ILE
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Develop inclusive teaching practicesShow suggestions for Develop inclusive teaching practices
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Design for all from the outsetShow suggestions for Design for all from the outset
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Involve students in transition to new spaceShow suggestions for Involve students in transition to new space
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Work with parents and whānauShow suggestions for Work with parents and whānau
