New data from ongoing Steelcase Education studies shows that classrooms designed for active learning—i.e., where physical space supports a focus on engaging experiences for students and faculty— have a significant effect on student engagement.

Richland visited Steelcase to explore possibilities in innovative classroom design. After visiting and seeing LearnLab firsthand, Richland leaders became convinced that this research-based concept for integrating furniture and technology into the classroom space could be an important tool in furthering progressive learning strategies.

With fresh ways of thinking about learning environments, schools can capture the promise of evolving educational models without diminishing the importance of teachers and bricks-and-mortar campuses.

The fast-growing maker movement is adding a new twist to concepts about active, hands-on learning.

The active learning classroom has been called “the third teacher” for the impact it can have on students. But what we’ve needed is a reliable post-occupancy evaluation that measures how well a different (i.e., active) classroom design can affect student success. Now the wait is over.

As enrollment has increased, the educational and socioeconomic needs of Upper Darby students have grown in complexity and severity. Almost 50 percent of district students meet the low-income standard set by the Free and Reduced Lunch Program, six schools receive Title I school-wide services and Upper Darby students represent an increasingly diverse population.

A key point here: Active learning does not preclude individual, quiet study. In fact, as learning becomes more collaborative, it’s even more important to provide places for individual concentration and focus.

Flipping a school causes teachers to rethink classroom procedures and pedagogies. Since lectures are on video, more class time involves collaborative work between students and teachers, students and peers.