Collaborative learning space blazing a trail

“The teachers had a week to set up, and then we brought in the classes,” Fleming says. “It has been one of the most exciting openings among dynamic, innovative learning spaces that I’ve been a part of. And it’s great to see the response from teachers and kids.”

The space — part of the College’s master plan predating Fleming’s arrival four years ago — contains two large Learning Commons (“north” and “south”), that are open concept with various sitting and standing options for students. They can write at desks or on whiteboards and blackboards on the walls with greater freedom to circulate and work in groups. 

“We were always striving to teach this way, and now it’s easier to do,” says Riyaz Ismail, math department head at the Prep. “Research shows that kids working on good mathematical tasks in random groups on vertical writing surfaces are key features that engage them in learning.” 

A space called the Math Café is cozier, offering a projector, carpeted area, and nooks where students can curl up and work. There are high and low desks, or students can work on the floor — however they study best. 

The South Commons functions as the space’s main thoroughfare, allowing students and teachers to witness math and science classes in action. It has stadium seating and a sizable screen for projection. The idea ultimately is to create the opportunity for teachers to collaborate, rather than always working independently.

 

“We want to move from silos to systems where teachers work together to co-plan, co-teach and co-assess lessons,” Fleming says. “Then you have the dynamic of two people working together who each have particular strengths, and you have someone to reflect with and improve your professional practice, because they are watching you teach.” 

There are three breakout rooms where students can seek quiet time or work collaboratively. Projectors and TV monitors allow them to display their work and problem-solve in groups. The Learning Community aims to facilitate the ways individual students work best.

“Kids are asking for different things,” Ismail says. “They’re advocating for themselves. They’ll come and say, ‘I want to work on the interactive TV, because I work better that way than if I write in a notebook.’”

There are two closed-door classrooms (blue and green), the latter equipped with natural gas and other traditional science lab equipment, and which must be enclosed according to building code. Desks and tables can be rearranged as desired. 

“They are designed as science classes, but are also available for math classes,” notes Kerry Dupuis, the Prep’s science department head. 

While the availability and setup of equipment means science classes will continue to be led by one teacher, Dupuis foresees future interdisciplinary work. Adding another area of study into the mix, the design-focused Holmes Project Lab is attached to the learning community, and design classes spill out into the space. 

“We could have math and science co-teachers,” Dupuis says. “Instead of a one-hour science block followed by a one-hour math block, we would have a two-hour block of “math science,” and have both teachers available. It would be a really interesting way of approaching it.”

Architect Alan Ng, who worked on the Brenda & Reid Chen Innovation Lab, was the Learning Community designer. Dupuis points out that none of this would have been possible without very generous support from the UCC community. 

Lead UCC parent supporters are Michael and Rain Chen, Jin Dai and Kinmon Low, Bikramjit Dhillon and Jasmine Gujral, Dong Jiang and Rebecca Zhao, Stathis and Hatice Notidis, Pan Shi and Rong Fu, Michelle Swiatek, Bin Wang and Cola Xia, Guobin Xu and Shirley Guan, and Hongke Zheng and Sisi Liu.