Using the Flipped Classroom Model to Design Active Learning Spaces for High School Students
Date
2021-07-07
Authors
Young, Sumandy
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Traditional methods of teaching and learning in education are
modeled after decades of historical systems that has shaped the past and
present-day applications of academia. These historical methods, which are
still being used in modern-day generations, are proving to be ineffective
engagement strategies for students to be fully involved or acquire
meaningful knowledge for their development. This Master of Interior
Design practicum explores The Flipped Classroom model to propose the
re-design of a hypothetical high school environment for students grades
seven to twelve. The Flipped Classroom model is a strategy that ‘flips’ or
‘reverses’ the traditional structure of class and homework. The strategy
was chosen as an approach to re-envision learning through the built
environment in order to create greater learning opportunities, more active
learning, and increased connections to community. The topic looks at
theories related to higher-order thinking, learner-centered environments,
flipped roles & feedback exchange, as well as motivation. Strategies were
derived and applied to the built environment through a process of interior
design stages. The selected site for modeling this design is the Elmwood
High School located at 505 Chalmers Ave in Winnipeg, Manitoba.
Description
Keywords
School, Institution, Active learning, Learning, Education, Interior Design, Architecture, High school, Junior high, Community, Flipped classroom, Classroom, Students, Elmwood, Secondary education
Citation
APA