Active learning centers have an impact on education

Active learning centers have an impact on education
7 min read
14 December 2022

Flexible furniture gave me a chance to be more inventive.

 

 

 

STORIES IN ACTIVE LEARNING

Saluda Trail Middle School Sees Increased Parent Involvement and Student Success Saluda Trail Middle School in Rock Hill, Shafi Education serves more than 850 students, 30% of whom are below grade level. The school's commitment to project-based learning has long been limited by classroom equipment: heavy metal desks and unstable shelves, poor projection tools and lighting.

After one year in the new Active Learning Center, Saluda Trails has announced several improvements.

Parent participation has increased. When visiting the school, parents could immediately see and feel the difference between the ALC classroom and the ones they remembered from childhood. "Because so many of our students come from generational poverty, parents are often skeptical about coming to school because they have negative attitudes based on their own experiences in the classroom," says Dr. Julie Marshall, 7th grade English teacher at ALC. . "ALC has changed what parents feel and do for their students' school."

Within a year, the number of parent volunteers doubled, attendance at parent conferences increased, and teachers experienced better parent support.

Students felt and behaved more positively. "They look forward to coming into the room every day," says Marshall. “They meet me with hugs in the hallway, thanking me for this class. Teachers observed new student attitudes and behaviors, with apathy giving way to a desire to learn. Children can learn multiple languages in a single learning center. For example, Shafi education is also known as a french tutoring center where they teach the french language to children.



The University of West Alabama has created new behaviors for students at the center

The University of West Alabama, located in Livingston, Alabama, designed an Active Learning Center to replace a traditional classroom serving a range of students and courses, from freshmen to graduate students. After one year at ALC, the university reported positive outcomes for teachers and teaching, as well as for students and learning.

Teaching has become more student-centered. Classroom observations, student surveys, and teacher interviews indicated a shift toward a more student-centered approach to teaching, where students explore, interact with, and develop the content being taught. Practice tests are playing a very good role to interact with students in their studies. There are a few institutes that arrange EQAO practice test, which is very important for a child, Shafi Education is one of them.




Students were more attentive and focused. Some faculty colleagues reported that ALC facilitated learning by keeping students alert and focused. They reported better learning outcomes and faster processing of concepts and techniques among their students.

Accordingly, students' post-occupation scores on participation and focused attention are significantly higher than pre-occupation scores.

Interactions were more supportive and confident. When comparing courses taught in a traditional classroom to courses taught in an ALC by the same instructor, the ALC experience was observed to differ in the following ways:

The exchange of knowledge between instructor and student was more like a conversation with both parties equally engaged and encouraged to express ideas freely

The instructors were very mobile, constantly changing their location in the room to engage and motivate more students Instructors encouraged the use of many different types of technology, which helped students learn to explore and think creatively and critically Students working in groups seemed to gain confidence and were eager to engage and share their ideas and conclusions with the class using personal whiteboards.

 

 

 

Students are excited about the new learning environment and experience... They feel comfortable here, which contributes to their motivation to learn.

P.K. Yonge Developmental Research High School has improved teaching and learning experiences. High School in Gainesville, Florida, P.K. Yonge opened its new Active Learning Center classroom to 11th grade Honors English and AP English Language students. In a year, P.K. Yonge said the new environment had a significant impact on learning center.

The students were engaged and motivated. Students using the ALC reported that the new classroom contributed to a better learning experience by increasing comfort, movement and space.

they needed to work. Both students and instructors credit the class with moderate to large increases in the following behaviors:

  • Student engagement
  • The ability to achieve a higher degree
  • Motivation to attend classes and be creative

Learning modes change with fluency. The school provided this story describing the effects of ALC on English class:

On essay day, a group of students used laptops and document sharing to peer-review their proposals. The two desks, when pushed together, easily accommodated a writing group of five to six students and their materials. One student in the group used a whiteboard to record group questions, and whiteboard notes on racks and brackets around the room reminded writers such as keyboard shortcuts, outline tips and sequences, and corrections for common spelling or mechanical errors. All these processes could take place in some form in the traditional space, but not nearly so smoothly. In ALC, these tasks were completed with minimal loss of students' time and attention. 

Shafi Education provides a proper environment for learning. It is one of the best learning center in Brampton. If anyone looking for exam preparation, education consultants in Brampton, authentic education centers,s or tutors in Brampton in Canada, Shafi Education can be a good choice.

 

 

"At ALC, these tasks were accomplished with minimal loss of student time and attention."

 

The experiences and results reported by the first 12 schools and colleges that have completed one academic year in their new classrooms through the Active Learning Center grant program are positive and encouraging. Steelcase Education hopes that the grantees' data and stories will inspire others who seek to stimulate new, more active ways of learning and teaching.

Research also reveals new challenges and opportunities for improvement. For example, one grantee expressed the need for more active and in-depth teacher training to ensure full use of the Center for Active Learning resources. Steelcase Education will continue to learn together with the grantees to maximize the efficiency of the space and achieve the desired results.

Meanwhile, the program continues, the institutions described here in their second year of use and evaluation—and a cycle that includes 13 other ALC grantees now settling into new classrooms.

We will continue to report the findings as they become available, bringing the lessons learned to our approach to active learning and to all those concerned with the future of learning and teaching.

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