The new measures have impacted how they use space but, as expected, our teachers have designed exciting learning spaces for a new way of teaching and learning.
The need for flexible learning spaces has been a focus for a number of years at ISPP Elementary, as we recognise the importance of providing spaces with numerous opportunities for children to explore, experiment, develop their ideas, and test their theories in a curriculum with inquiry at its foundation. As Primary Years Programme (PYP) educators, ISPP teachers fully embrace the philosophy which views the environment as the third teacher. That is that “there are three teachers of children: adults, other children and their physical environment” (Loris Malaguzzi 1993). We have continuously encouraged our teachers to reflect on their learning spaces to make sure they optimise student learning.
Ever flexible, our teachers were faced with yet another challenge when students returned to campus with the many physical distancing restrictions in place. How to continue to deliver a quality inquiry-based education when children are unable to sit together, share resources and, in some cases, fit in the same room? We have learned so much during this pandemic which has forced us to rethink all aspects of education, and learning spaces are just another example of a barrier we have learned from.
Our students were already used to working in collaborative learning spaces designed to bring them together and to allow them a certain amount of choice in how they learn. Now, these same spaces can help when employing physical distancing practices. We have been able to turn all parts of our school into additional classroom space. Fewer children per classroom mean alternate space is needed to accommodate the overflow and our teachers have as always utilised all areas of ISPP campus.
The new measures have impacted how they use space but, as expected, our teachers have designed exciting learning spaces for a new way of teaching and learning.
Liz Ford | Elementary Principal
