#  Getting the most out of classroom space  

 



   ![Melissa Franklin](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/franklincrop.jpg?itok=nIbRQxxG) 

 

**Melissa Franklin, Mallinckrodt Professor of Physics**, rethought her teaching by rethinking her classroom. She [created a flexible classroom, “the SciBox,”](http://hilt.harvard.edu/pages/scibox-10-innovative-experimental-learning-space-inspiring-creative-approaches-teaching) to encourage active learning, greater engagement, and student ownership.

## The benefits 

The entire 2,500 sq ft flexible space is on wheels – from the flat screen TVs to the lab benches to the couches – and can morph quickly to suit a given activity (small group discussions, hands-on labs), creating novel approaches to meet course learning objectives.

## The challenges 

Unfinished and accessible space – an atmosphere where it is okay to “break stuff” – aligns with Franklin’s teaching philosophy, but runs counter to a campus culture where students and faculty are hesitant to mess around with new and shiny environments.



 

##  Takeaways and best practices 

 



 ### Deeper engagement

Even in a traditional classroom, small adjustments to the arrangement or simply moving students around the space in a new way can promote deeper engagement. “In the three minutes it takes to change a room, it gives everyone the agency to take part in the learning experience.”



 

 ### Be a learning space tourist

Be a learning space tourist: schedule time to explore and reflect on elements of other campus spaces. Franklin and colleagues looked at studio, lab, and theater spaces on campus for design ideas, but some inspiration may not require new construction. “Ask yourself how you feel when you walk into a space.”



 

 ### Franklin observes that many campus spaces seem inaccessible and make students feel like they are not supposed to be there

Franklin observes that many campus spaces seem inaccessible and make students feel like they are not supposed to be there: “Why does everyone feel comfortable going to an art museum, but not to the physics department?” Rethinking space, she says, is really about transforming the tone.



 

  

 

 

 

### Bottom line 

"You cannot think that the space will remake learning.” Rather than trying to generate new behavior through design of a learning space, look to remove obstacles and create environments that amplify existing behaviors. “You need to build in pedagogical opportunities for students to engage in the space in new ways, otherwise they will default to what is comfortable.”



 

##  Related research 

 



  [### Interactive Open Educational Resources: A Guide to Finding, Choosing, and Using What’s Out There to Transform College Teaching by John D. Shank (review)

 ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_crossref_primary_10_1353_rhe_2016_0017) In his book, John D. Shank explores the world of interactive open educational resources (OERs) by examining several of the most popular and highest quality digital repositories and library websites in depth in order to guide his audience towards best... 

 

 

   [### Simulations and games: Use and barriers in higher education

 ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_crossref_primary_10_1177_1469787406069056) This article explores the use of simulations and games in tertiary education. It examines the extent to which academics use different simulation-based teaching approaches and how they perceive the barriers to adopting such techniques. 

 

 

  

 

 [ More Research arrow\_circle\_right ](/intopracticeresearch) 

 

 

 

##  Related resource 

 



  [### Active Learning (Bok Center)

 ](https://bokcenter.harvard.edu/active-learning) Check out the Bok Center’s guides and strategies for active learning, including approaching problems in STEM and leading discussions. 

 

 

   [### ABLConnect: Role Play Description

 ](https://ablconnect.harvard.edu/role-play-description) ABLConnect offers guidance on using role play in the classroom and shares documents and examples of ways to encourage students to reflect on the learning process. 

 

 

  

 

 [ More Resources arrow\_circle\_right ](/intopracticeresources) 

 

 

 

 



 

 See also:- [ FAS ](/featured-faculty/fas)
- [ Into Practice Issues ](/practice-categories/practice-issues)
- [ active learning ](/activelearning)
- [ classrooms and space ](/topics/space)