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.

Over 600 students submitted design solutions. After initial judging by the students’ faculty members, each school’s top two entries moved on to an evaluation by an independent panel of professional judges.

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.