Laying the foundation for 21st century learning at R.B. Stall High School in Charleston County School District
At R.B. Stall High School, we are striving to overcome an outdated reputation that perpetually precedes us. For many years, we were known as the infamous “Stall Mall,” a reference to the masses of students aimlessly and apathetically wandering the hallways instead of learning in classrooms. To overcome this reputation and reinvigorate a learning environment, we adopted a 21st century learning platform. By building our school vision on the three pillars of personalized learning, student-centered culture, and deep technology integration, we are forging an innovative learning community that seeks to inspire all to build a better future.
Funded by Race to the Top, District Capital Campaign, and additional school improvement grants, four demonstration classrooms were outfitted with flexible seating during the 2014-2015 school year to support a student-centered climate. By June, the rest of Stall’s teachers attended a furniture fair to explore options such as jigsaw tables, whiteboard desks, cafe tables, and comfortable seating. This opportunity enabled teachers to customize their classrooms with seating that best fit their students’ instructional needs.
The emphasis had to be on flexible learning and a flexible mindset, not the fancy, new furniture. Flexible seating was just one vehicle for student-centered instruction.
Flexible classroom furniture provided teachers with their first chance to redesign the traditional classroom into a 21st Century learning space. However, the administration challenged teachers to set aside their initial assumptions about flexible seating; they encouraged teachers to utilize existing resources creatively, such as bringing futons from home, writing on windows, and using hallways and improvised “comfy corners” for small group space. The emphasis had to be on flexible learning and a flexible mindset, not the fancy, new furniture. Flexible seating was just one vehicle for student-centered instruction.
The Results of Flexible Seating and Flexible Learning
With the support of demonstration classrooms and Personalized Learning Coaches, the new furniture provided teachers with opportunities for meeting students’ individual needs through flexible groupings, small group collaboration, and student voice and choice. The flexible seating options enhanced a learning environment that encouraged project-based learning and personalized instruction and pacing.
Additionally, teachers saw increased student motivation, as formerly commonplace hurdles, such as lacking pencils and paper or extended time in one seat, were replaced by student-friendly alternatives. One teacher noted that students who were likely to avoid taking notes with pencil and paper were engaged by writing on their whiteboard desks with expo markers. Students who had been more likely to wander around a classroom, disrupting others were instead engaged by standing at cafe tables or happily seated at rolling jigsaw desks. Teachers noticed decreased opportunities for off-task behavior when students were trusted to choose a learning space that made them most comfortable and focused, such as reclining in a comfy corner or grouped around a personal whiteboard.
The Need for Professional Development
Teacher turnover, however, brought new challenges in the need for professional development. New teachers often lacked training in how to utilize the flexible seating to its full potential. This contributed to damaged furniture, teachers requesting traditional desks, and fewer flexible groupings during teacher observations. As a result, the administration sought the support of the Office of Personalized Learning at the South Carolina Department of Education to provide additional professional development in personalized learning.
With momentum building at the end of the 2017-2018 school year, a team of teachers and administrators formed a Personalized Learning Cohort to plan internal and external support for continued implementation of student-centered climate and instruction. Planned supports include data collection on school-wide strengths and challenges in personalized learning, school visits, continued professional development in data-driven instruction, and increased teacher classroom walk-throughs to meet specific teacher needs. These walk-throughs will be used to strengthen relationships between teachers for collaboration, peer mentorship, and support. Administration also developed a personalized professional development model, offering teachers voice and choice to reflect the learning experience that students could have in the classroom.
By placing the emphasis on supporting teachers as they redesign the traditional classroom, R.B Stall is continuing its mission to meet students’ individual needs. As a result, teachers and students will continue to discover new avenues for flexible, 21st century learning.
The Personalized Learning Cohort at R.B. Stall includes:
Cameron Beaty, Media Specialist Cameron_Beaty@charleston.k12.sc.us
Katherine Hart, 9th Grade Eng. and Honors Eng. Teacher Katherine_Hart@charleston.k12.sc.us
Mac McDougal, Assistant Principal (NGA) Francis_McDougal@charleston.k12.sc.us
Kelly Murphy, 9th Grade Earth Science Teacher Kelly_Murphy@charleston.k12.sc.us
Jenell Riley, 9th Grade Algebra Teacher Jenell_Riley@charleston.k12.sc.us
Virginia Sayers, Assistant Principal (Curriculum Specialist) Virginia_Sayer@charleston.k12.sc.us
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