Using the Flipped Classroom Model to Design Active Learning Spaces for High School Students

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Young, Sumandy
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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.
School, Institution, Active learning, Learning, Education, Interior Design, Architecture, High school, Junior high, Community, Flipped classroom, Classroom, Students, Elmwood, Secondary education