How the Grand Valley State University library helped me collaborate, create, and learn in a variety of ways.
Micro schools, team taught classes, design thinking practices. In this episode, why it’s so crucial for educators to learn from each other. Tom Vander Ark, CEO of Getting Smart and author of Better Together, joins Steelcase WorkSpace Futures researchers Aileen Strickland-McGee and Gabby Scarritt for a discussion centered around the power of networking in education.
The Institut International de Lancy (IIL) is integrating active learning and technology to create a campus that reflects life outside of school. See how partnering with Steelcase Education helped IIL design classrooms that break the traditional mold and are preparing students for the future. Read more about the case study.
Dr. Julie Marshall, Saluda Trail Middle School teacher in Rock Hill, South Carolina, shares her inspiring story of how active learning teaching methods and a double organ transplant empowered her students in surprising ways. She was one of the first recipients of the Steelcase Education Active Learning Center Grant which came at a serendipitous time. Dr. Marshall’s health challenges became a catalyst for learning and the new classroom helped improve student outcomes. Read more in Classroom Redesign Improves Reading.
Experts in education tackle how flipped learning, 21st century skills and virtual and augmented reality will change the way students learn.
How do you bring back the “buzz” in our schools? Dan Behm, superintendent of Forest Hills Public Schools in Grand Rapids, Michigan, wanted to banish boring and reinvigorate students, teachers and staff at all levels. Steelcase’s Applied Research + Consulting team worked with his district to rethink curiosity, collaboration and communication.
Background Politecnico di Milano, Italy’s largest University for Engineering, Architecture and Industrial Design is known for high quality teaching of students and
A dynamic and constantly changing reality requires adaptation and change in educational approaches: the student is no longer to be seen as a passive receptacle for knowledge, but as an active participant in the construction of knowledge.