# data[].attributes.headline
How to Create Provocations That will Inspire Learning

# data[].attributes.subject
How to Create Provocations That will Inspire Learning

# data[].attributes.attachment_link.readable_text
To create provocations in learning is to open doorways for developing creativity, critical thinking, and meaningful questioning habits. When we create provocations for learners, we "provoke" and inspire the beginning of exploration. Here's a brilliant description that gets to its true essence:
"Provocations can be as simple as a photo of a rock sculpture next to some pebbles or as elaborate as a table with an assortment of recycled materials next to a book on robots and resources to make up-cycled robots. Often though, provocations are simple and displayed beautifully to provoke interest."
At one time this was called the "capture step." For example, when putting on a presentation you've got a limited amount of time to pique a watcher's interest. What's the first thing you do, not say, to grab their attention and hold it? It's intended to make the audience think, "Whoa, what's going on here? Show me more."

A similar philosophy comes into play when you create provocations. However, this time your audience is your learners, and you're not trying to hold them while you speak. Instead, the idea with provocations is to nudge them toward taking their own journey. You become the main guide on this voyage of learning and discovery. It's your provocation that makes them take the first step.

Examples of Learning Provocations

Many educators have different philosophies on how to create provocations and have outstanding results. There's no exact template for them, so they're limited only to a teacher's imagination. Below are some fine examples from around the Web.

This list is from Racheous: Respectful Learning & Parenting

An interesting photo, picture or book,

Nature (e.g. specimens)

Conceptual (e.g. changing seasons, light)

Old materials displayed in a new way

An interest that a child or children have

An object (e.g. magnets, maps)

New creative mediums

Questions (from any source-i.e. What is gravity?)

An event (e.g. a presentation, a holiday)

This list of examples and activities is from An Everyday Story:

Of course, it will depend on what grade you're teaching and also what you have at your disposal. Think of these ideas as ones you can launch from to create provocations of your own.

Guidelines to Help Create Provocations

When you create provocations for learning, you'll benefit from some guidelines if you're new to them. Remember that you don't have to do anything flashy or complicated. Work with connecting to your learners' interests, and keep it simple in the beginning. Ultimately, what's wonderful about provocations is that you and your learners are in them together.

Focus on Relevance: Think about what your learners already know. What interests them and drives them to pay attention? What inspires them to play and discover? Whatever connects to their interests is a safe bet when you create provocations.

Begin With a Question: Asking meaningful and powerful questions is at the heart of authentic learning. What's the purpose of your provocation? What exactly to you want to teach your students and how does the provocation fit into your plan? What's the driving question for this adventure?

Connect to Curriculum: Obviously you'll have to connect learning to the prescribed curriculum. When you create provocations, ask yourself where learners may come across the standards in their lives outside of school. If it's something they'll come across in their own world, there is a connection that will provide relevance and context.

Keep it Simple: As we stated earlier, provocations don't have to be complicated. In fact, the simpler the better. Doing too much as a first step can be overwhelming and intimidating, especially for younger learners. Give them just enough to want to take the initiative to discover more on their own.

Let Learners Lead: Kids have a lot to offer. In education, attentive children who are excited about learning end up getting more out of the lessons we teach. Effective learning provocations are a great way to allow students to "take the wheel" in learning.

Be a Guide: To create provocations is to inspire action in learning, but you'll still be the facilitator of that learning. With a good provocation learners will ask questions repeatedly all throughout the process. Also, they'll get stuck occasionally as they move forward. Be there in your capacity as a trusted guide for learning while students take point.

Additional Reading

# data[].attributes.attachment_link.title
How to Create Provocations That Will Inspire Authentic Learning

# data[].attributes.attachment_link.description
To create provocations in learning is to open doorways for developing creativity, critical thinking, and meaningful questioning habits. When we create provocations for learners, we "provoke" and inspire the beginning of exploration.

# data[].attributes.attachment_link.readable_text
You are currently reading our archived blog.
While these older posts may not reflect our current vision and direction, we encourage you to visit our new website at to explore our latest, updated content. There, you'll find a wealth of valuable articles, resources, and insights that align with our current focus and over 60+ Free Play Invitations.
You might particularly be interested in reading this article: How to Create Highly Effective Invitations to Play: A Step-by-Step Guide
Thank you for joining us in this exciting new phase!

.........................................................

For a long time I struggled with understanding the place and power of provocations. A few years ago I had a huge ah-ha moment. I am in an inquiry. I am a researcher. With each provocation - new understandings emerge. I love that it is a process of learning for both myself and the children. We are in it together.

So what follows is my experience with provocation. Is it everything there is to know? I hope not!

Provocations are experiences I set-up in response to children's interests and ideas. When I set up a provocation I am providing hands-on exploration for children to practice, test, construct and deconstruct their ideas and theories.

I set up a provocation and listen. I engage in the children's thinking. It is my thread to lead us onward.

A provocation will PROVOKE thinking! I have witnessed if children are not engaging in the provocation as a support to their ideas and concepts - I have to check with my own agenda or perspectives. Am I really honing in on their thinking or mine?

In the public school arena, where I incorporated Reggio Inspired practices - two distinct types of provocations arose:

Child Interest Based Provocations - These provocations built upon and expanded student ideas, interests, and wonderings.

Standards Based Provocations - These provocations built upon and expanded state mandated objectives and standards. The materials and tasks set out to achieve the standards and goals that are mandated.

Why Provocation?

One of the most interesting things to me as a researcher-teacher is understanding the learning process. We have all heard - - and know - - the importance of the child's emotional connection and safety in the classroom as the foundation of the learning environment. I would be so bold to say a quality education equals quality relationships in the classroom.

It is inside this value system I have found the sleeping giant. If safety, trust, and respect provide the foundation - then the next level of support is being invested in children's interests and curiosities.

When we pay attention to the interests of children, children get serious about learning. When I listen keenly to a child or group of child negotiating an idea - something magical happens.

Children come into the world wired to make sense of life. When we pay attention to the things that children are interested in, learning becomes incredibly important. Deep inside the thinking of children - lies the fairy dust of education - - meaningful engagement!
Think about it.
Clearly - a curious mind is one that is primed for learning.

I know when I am interested - hold on! - I am highly invested! What defines my state of engaged learning is a high level of focus and attention.

Focus and attention are the keys to developing strong pathways in the brain. Powerful provocations give children opportunities to attend to the world of ideas and concepts with incredible focus and attention.

Provocations, then, can be support systems in response to children's interests through meaningfully curated loose parts and materials.

The magic lies in the fact these parts and materials curate new languages or ways of interacting with children's ideas or wonderings. I listen keenly to children to uncover the unique perspectives of what they see and think.

A well-crafted provocation engineers play that is, in actuality, provoked by the children!

Provocations support the unfoldment of ideas and theories of the children. Not my ideas. Not my interests. The children's. And when I really invest myself in this process - new and expanded possibilities for children's exploration and inquiry arise. And this . . . is teaching fairy dust!
Want to learn more about Provocations? Click here to download our eBook, Provocations: A Start Up Guide. In it you will learn what is a provocation, what is an invitation and the breakdown of 13 provocations! I would love to hear your ideas and experience with provocations. Please share in the comments!

# data[].attributes.attachment_link.title
What is a provocation? - Fairy Dust Teaching

# data[].attributes.attachment_link.description
You are currently reading our archived blog. While these older posts may not reflect our current vision and direction, we encourage you to visit our new website at wunderled.com to explore our latest, updated content. There, you'll find a wealth of valuable articles, resources, and insights that align with our current focus and over 60+ Free [...]

# data[].attributes.headline
Problem Based Math Learning in Kindergarten

# data[].attributes.subject
Problem Based Math Learning in Kindergarten

# data[].attributes.attachment_link.readable_text
So here is the beginning of my Kindergarten Measurement Unit. This is a fun unit, and that's a great thing, because we spend a lot of time on it! The unit is divided into 4 sections: length, surface area, weight and capacity. (We're also supposed to do temperature, but we cover that so much in science that we skip it in math). As with everything, we start out with lots and lots of hands-on, concrete learning activities. But once I feel like they have had enough practice, I give them a more abstract problem so that they can apply what they've learned.

So let's start with LENGTH!

In Texas, kindergartners only need to be able to compare 2 or 3 objects and tell whether they are longer, shorter or the same (and the Common Core Standards look similar). But my children usually master that concept very quickly, so we move on to measuring with non-standard units.

K(10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same).

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

A space stick (if you're wondering) is a tongue depressor. We have them in our supply buckets and use them to help us leave spaces when we're writing.

I really use this activity as a formative assessment--to see what the children already know. I do not give the kids a lot of direction, I just give them a space stick and let them go forth into the room to find their objects. As they are working, I circulate and talk to the children. I ask them to show me objects that are longer/shorter than the sticks. I ask them How do you know? and What does that mean--shorter? (or longer?) I get a general idea of where the class stands as a whole in their understanding. I also look for children that are struggling so I can make sure to keep an eye on them as we move forward.

During share time, I have the kids show examples of longer/shorter objects. I have children demonstrate how they compared the objects. I have some children show how they lined the objects up at one end. We discuss why that's important and what happens if we don't. We also talk about the words longer, shorter, taller, bigger, and smaller. How are they the same? How are they different? When would you use them? (For example: A giraffe is _____ than I am. This pencil is _____ than the scissors). We talk about what length is. What are we measuring when we measure length?

During share time, I might ask a student: I noticed you lined the crayons up on one end as you put them in order. Why did you do that? What would happen if you didn't do that?

My favorite measuring activity!

I have the kids sit in a big circle and give them each 1 or 2 objects that I have gathered from around the classroom. (I choose objects that can easily be ordered by length). I tell them that we are going to put all of these objects in order from shortest to longest. I start by putting one object down. We review why it's important to line objects up on one end and come up with a strategy to do that for all of the objects. (Here we used the strip between the carpet and tile).

I call on a student to place his/her object down. I do not show them where to place it. They have to estimate where it will go in the whole scheme of things. For example, it wouldn't be the best idea to put the paperclip right next to the yard stick. Mostly, I let kids put things where they think they will go without interfering. Moving objects around to make room for new objects is part of the whole problem-solving process, and if I step in, I'm defeating the purpose. I do, however, guide them through questioning: I noticed you left a lot of room between your marker and the apple pointer. Can you tell me why you did that?

The more objects that are on the floor, the harder it gets. Some objects are very close in size, and the kids really have to focus to see which is longer. It is an excellent opportunity to revisit good strategies for comparing lengths (i.e. lining objects up on one end).

After a student places an object, I ask the class: Do you agree or disagree? If someone disagrees, I have them explain why.If the object needs to be moved, I have that person work with the student who placed it to move it to the correct spot.

Eventually, we get all the objects placed.

The next day, I have the students complete a smaller-scaled version for their math notebooks.

Some students will still struggle with lining the objects up at one end. In this case, I would ask the student: Which is longest? How can you tell? Is the ___ longer or shorter than the ___? Why does the marker look like it's longer than the pencil? How could we fix that?

When they are done, I have the students record their answers in their math notebooks.

Here is another activity where students place objects (wiggly worms) in order according to length. I pre-cut strips of green construction paper in various lengths and have the children pick a piece. They cut out and decorate their worms any way they want.

As with the classroom objects, we work together to put the worms in order from shortest to longest. Worms get moved around as needed. There are usually a few heated debates about worms that are close in length. Finally, when we're all in agreement, we glue them down!

Here's the classic comparing names by length activity. I use this activity as a bridge between comparing objects and actually measuring them with non-standard units.

I start by writing 2 names on the board. I will choose a really long name, like Alexandria, and write it in skinny letters all smushed together. Then I will choose a much shorter name, like Drew, and stretch those letters out so that his name is actually longer than Alexandria's. Then I ask: Which name is longer? There is a very heated debate--some kids think it should be done by the number of letters in a name. Someone will almost always tell me "You have to make all the letters the same size!" So then we discuss why and how we could do that. Then I show them the grid paper (see below) and ask (not tell) them what we should do.

The kids write their names, one letter to a square. (Longer names will need strips taped together). And just like the worms, we put the names in order from shortest to longest (or longest to shortest!) We talk about how the squares on the paper helped us keep our letters the same size and why that's important. We will revisit this idea again!

Download Measuring names

This activity introduces measuring with non-standard, or informal, units.

The children partner up and take turns tracing and cutting out each other's feet.

I do not directly model how to measure the feet. I give the kids a tub full of cubes and let them work it out on their own. We take a break about halfway through and have a discussion. I will call on several kids who are doing the things I want to see and ask them to explain. I prompt them with questions: I noticed you snapped your cubes together. Can you tell us why you did that? What would happen if you didn't? I noticed you went right down the middle and not from side to side. Why?

Then we have more discussion. I ask several students: How long was your foot. How long was your partner's foot? Whose foot was longer? What did you notice about how many cubes it took to measure your foot versus how many it took to cover your partner's? (It took more cubes to measure the longer foot). Why?

Follow-Up Activity

I show the students a cut-out of my foot and a smaller one. I ask: Which is longer?

Then I proceed to measure both feet with paperclips. As you can see, I have a variety of sizes, but the kids usually don't seem to notice or care at this point. Until, that is, we count the paperclips! So we talk about it. It took 4 paperclips to measure my foot and 6 to measure the smaller foot. Does that make sense? Why or why not? What did I do wrong? How can I fix it?

Use paper clips that are all the same size, of course! This is a very concrete example of why it's important to use units that are the same size when comparing objects based on their size! (Just like when we wrote our names in the squares for the comparing names activity).

A quick note about non-standard measurement: It is essential that kids get lots of practice using non-standard units of measurement before they move on to standard units, like inches, and centimeters. Although it is easy to teach kindergartners how to correctly use a ruler, do they really understand what an "inch" is? And if you move to these abstract, standard units too soon, students can develop serious misconceptions. After reading the teachings of people like John Van de Walle and Marilyn Burns, I am perfectly content to sticking with non-standard measurement in kindergarten!

I like to give the kids lots of practice measuring, so first we do an avtivity where they have to measure common classroom objects.

Often times, the actual measurements will include a 1/2. I generally tell my class to use their judgement and measure to the nearest cube. Some kids already understand the concept of 1/2 and write it down (although I get a lot of this: 12 in a haf).

Download Meauring with cubes

And then I let them choose what they want to measure.

Download More Measuring with Cubes

With this activity, we explore measuring the same things (in this case, pieces of tape) with different units and then comparing the answers. I put 3 pieces of tape around the room and label them A, B and C. The kids measure each piece of tape with cubes and popsicle sticks.

As you can see, the numbers are very different...

Download Mj_measuring sticks v cubes

So then we ask the question: Why are the numbers different? It's a good discussion, and the kids usually get it pretty quickly. Here is one little girl's writing:

The numbers are different because: It is not because of the tape. It is because of the object that you measure with. The popsicle stick is longer so the number is "shorter." The cubes are shorter, so it is a bigger number.

Another little girl wrote:

The numbers are different because the popsicle sticks were bigger than the cubes and took up more space.

Even though this is a simple activity, we are helping to build our students' schema. In the future, when they start learning about inches and feet and conversions, they will have had this experience--something to build on!

So here's a chance for the kids to apply what they've learned. I'm gonna warn you, at at least half of the kids, even the really bright ones, will say the puppy without a second thought. Afterall, 13 is bigger than 2!

They will also ask to see the teddy bear and puppy, which is difficult, because they don't actually exist. I tell them: I don't have them, but we do have plenty of space (popsicle) sticks and cubes. So--what can we do?

They figure out that they're going to have to lay down 2 popsicle sticks and 13 cubes to see which is longer. As a few kids figure it out and the buzz starts making its way around the room, the ones who initally said the puppy is longer get out cubes and popsicle sticks to see if they are right or wrong. It's fun to see their reaction when they figure it out!

It's hard to read, but this student wrote: The teddy bear is longer because the popsicle sticks were longer than the cubes.

And One More!

Again...the first thing they ask is "Where's the rocket?" I tell them: It crashed, so what are you gonna do?

Most lay out 5 space (popsicle) sticks and then measure them with cubes.

But I have had several students figure out that one space stick is 8 cubes long, so they just added 8+8+8+8+8. Way faster (and easier) than lining up 40 cubes!

Wow...this was a very LONG post (I'm so punny!)

Have fun measuring!

# data[].attributes.attachment_link.description
So here is the beginning of my Kindergarten Measurement Unit. This is a fun unit, and that's a great thing, because we spend a lot of time on it! The unit is divided into 4 sections: length, surface area, weight and capacity.

# data[].attributes.attachment_link.title
Twenty photographs of the week | Art and design | The Guardian

# data[].attributes.attachment_link.description
The best photographs in news and culture from around the world

# data[].attributes.attachment_link.readable_text
What happens when a raccoon finds an abandoned flashlight in the woods? Explore the dark and discover some of the creatures that live in it with Raccoon and the Light, an animated short by CalArts student Hanna Kim.

Watch these raccoon videos next: A mother raccoon teaches her kit how to climb a tree and Raccoon Baby Rescue, Rehydration, and Reunion.

Bonus: Dark Dark Woods.

# data[].attributes.attachment_link.title
Raccoon and the Light | The Kid Should See This

# data[].attributes.attachment_link.description
What happens when a raccoon finds an abandoned flashlight in the woods? Explore the dark and discover some of the creatures that live in it with Raccoon and the Light, an animated short by CalArts student Hanna Kim. Watch these raccoon videos next: A mother raccoon teaches her kit how to climb a tree and Raccoon Baby Rescue, Rehydration, and Reunion.

# data[].attributes.attachment_link.description
The Kid Should See This: Educational videos for curious kids of all ages, a free resource for parents & teachers. Science, art, nature, animals, & more.

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

# data[].attributes.attachment_link.description
A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

# data[].attributes.attachment_link.description
The Global Collaborative, Hilton Head Island, South Carolina. 190 likes. The Global Collaborative is a collective of international educators passionate about sparking innovation and sustaining change...

# data[].attributes.attachment_link.description
I am fortunate to be able to spend a lot of time in the natural environment. It is the source of my well-being and the sustenance of my curiosity. As has been noted by many, being in nature also helps keep our ego in check. It literally puts us in our place.

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.description
TED Talks are influential videos from expert speakers on education, business, science, tech and creativity, with subtitles in 100+ languages. Ideas free to stream and download.

# data[].attributes.headline
10 Tips for Launching an Inquiry-Based Classroom

# data[].attributes.subject
10 Tips for Launching an Inquiry-Based Classroom

# data[].attributes.attachment_link.title
10 Tips For Launching An Inquiry-Based Classroom | KQED

# data[].attributes.attachment_link.description
Inquiry-based techniques are challenging conventional ways of teaching and empowering students who might otherwise get overlooked.

# data[].attributes.attachment_link.readable_text
One of the challenges of moving from the New Zealand Curriculum (NZC) to the Primary Years Programme (PYP) has been the amount of jargon to get my head around,

Trans-disciplinary themes, the learner profile, essential elements, approaches to learning.

On one level I have enjoyed attaching language to learning processes and things I've done in the classroom past.

Yet I found myself frustrated by the language.

Planning seemed more like negotiating a minefield of jargon. While many aspects of the Primary Years Programme were directly transferable from my previous teaching experience, I longed for the New Zealand Curriculum's simplicity and bias towards action.

One of the problems was this notion of an inquiry 'cycle.' I often see Kath Murdoch's inquiry cycle hanging up in PYP classrooms as the gold standard of inquiry learning looking a little something like this.

Nice, neat and clean. It looks like a sequential recipe. Something that must be adhered to or the cake won't rise.

I can see why.

Teachers love lists.

Lists help us plan, they help us measure process.

In short they make our lives easier.
The problem with slavishly following a linear model is that it can replace the complex nuances of inquiry with compliance.
Tuning in becomes something 'done' to children to get them to the next stage rather than something teachers and children do together. The textbooks and worksheets might be gone - yet by rigidly following this model over time units of inquiry gradually stale and predictable.

Paint by numbers learning.

But is paint by numbers art?

Is that why I was getting annoyed when my nice, neat plans got 'messed up' by changes to school schedules or the elaborate summative assessment tasks the children were completing?

There were a couple of times last year where it was time to start the next unit and the kids hadn't taken any meaningful action.

Did I fail to heed an important lesson?
What is relegated to the bottom of the planner becomes the first thing that gets squeezed out of the schedule when we are short of time. Inquiry without action is the equivalent of teaching artistic techniques without once letting a child pick up a crayon.
By leaving taking action until last, the children were learning language and concepts without having any idea about how to meaningfully apply their learning to their daily lives.

I know from my own learning that I ask questions and investigate when I learn. But I also make mistakes, re-think, start over as I construct meaning. Inquiry by its very nature is iterative. I should be making slight tweaks to process through each engagement not following the same recipe unit after unit.
I love the idea of thinking as the inquiry model as colours on an artist's palette.
It wasn't until I read from the this blog post from Kath herself that I realised that this model didn't needed to be followed. I realised I needed to re-think how I was applying this model to the classroom.

Paints are tools for artists to perform their understanding of the world.

We don't demand that artists paint in a certain order to create a painting. Artists don't use all of the colours available to them, just the ones necessary. Moreover, artists combine the colours available to them to create more colours.

Why not take action to tune in?
What does inquiry learning look like? I like to think of inquiry as a Jackson Pollock painting.
Let the children sort out as the teacher tunes in.

From afar it might look random splotched canvas but if you look closely, intricate patterns reveal themselves to show the beauty for those who take the time to really look.

# data[].attributes.attachment_link.description
One of the challenges of moving from the New Zealand Curriculum (NZC) to the Primary Years Programme (PYP) has been the amount of jargon to get my head around, Trans-disciplinary themes, the learner profile, essential elements, approaches to learning. On one level I have enjoyed attaching language to learning processes and things I've done in...

# data[].attributes.attachment_link.title
Harnessing Students’ Curiosity to Drive Learning

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.readable_text
Thought starters

1. How does the inquiry teaching model lend itself to differentiation?

2. What role does diversity play in the inquiry approach?

3. How do students use evidence when participating in inquiry-based discussions?

School Details

Urban Academy Laboratory High School
317 East 67th Street
New York NY 10065

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Inquiry-Based Teaching: The Inquiry Approach

# data[].attributes.attachment_link.description
Four teachers at Urban Academy Laboratory High School talk about how they use the inquiry approach in their teaching. History teacher Adam Grumbach talks about how using the inquiry model is a helpful strategy for teaching students of mixed abilities while History teacher Avram Barlowe discusses how the inquiry model is enriched by diverse participants.

# data[].attributes.headline
Resources and Downloads to Facilitate Inquiry Based Learning

# data[].attributes.subject
Resources and Downloads to Facilitate Inquiry Based Learning

# data[].attributes.attachment_link.title
Resources and Downloads to Facilitate Inquiry-Based Learning

# data[].attributes.attachment_link.description
Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.

# data[].attributes.headline
Designing Learning Environments for Inquiry

# data[].attributes.subject
Designing Learning Environments for Inquiry

# data[].attributes.attachment_link.readable_text
For new teachers, this resource compilation includes tips and guides on classroom design and layout to help maximize the possibilities of the learning environment.

The Importance of Classroom Design

Why does the physical design of classrooms matter? Mark Phillips discusses this question in " A Place for Learning: The Physical Environment of Classrooms" and offers examples of and resources for turning impersonal spaces into student-friendly havens of learning. For further inspiration, VideoAmy has compiled some videos to help you begin to conceptualize your classroom vision in " Five-Minute Film Festival: Classroom Makeovers." Be sure to take a look at the resource list at the end of her post.

Learning Zones, Seating, and More

For advice about seating arrangements, bulletin boards, and other considerations, Todd Finley has written a helpful overview of some factors to consider related to your classroom design, including information about the research, and links to video tours of exemplary elementary, middle, and high school classrooms. Explore all these tips and videos in " Tips for Creating Wow-Worthy Learning Spaces."

One specific method you can use to organize classroom space involves organizing the learning space into discrete zones with different purposes. Learn more in Veronica Lopez's " 7 Learning Zones Every Classroom Must Have." Consider printing out the 7 Learning Zones poster as an offline reference.

Other Factors to Consider

Does your classroom design take into account opportunities for student creativity? Rafranz Davis discusses how providing students with manipulatives and art supplies can bring excitement, engagement, and elements of a Makerspace into the classroom. Learn more in " Embracing Student Creativity With a Wonder Shelf." Kevin D. Washburn also explores how a variety of available classroom materials can spark exploration, learning, and enrichment in " Looking Around: Creating a Learning Environment (Even Without a Teacher)," from SmartBlog on Education.

Are there any environmental distractions or issues that might derail student attention or make it difficult for particular students to hear or see classroom activities? Ben Johnson discusses how important it is to think about classroom acoustics in " Auditory Awareness: Are Students Hearing the Lesson?" For some additional tips on environmental factors to consider, including information about other potential distractors and lighting considerations, also see Erin Klein's " 3 Quick Tips for a Beautiful, Brain-Friendly Classroom," from Scholastic.

Already working in a classroom and want to explore options for modifying the layout? Several Edutopia bloggers have explored tips and tricks to rethink and remake classrooms. Check out the following posts for help getting started:

Additional Resources

# data[].attributes.attachment_link.title
New Teachers: Designing Learning Environments | Edutopia

# data[].attributes.attachment_link.description
For new teachers, this resource compilation includes tips and guides on classroom design and layout to help maximize the possibilities of the learning environment. Why does the physical design of classrooms matter? Mark Phillips discusses this question in " A Place for Learning: The Physical Environment of Classrooms" and offers examples of and resources for turning impersonal spaces into student-friendly havens of learning.

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.