8 Principles for Designing Large Classrooms Based on Research

Bueller?
Bueller?
Anyone?
We didn’t think so.
As it turns out, lecture halls aren’t always the best environment for effective learning. Sure, for some subjects and learning styles, lecture halls provide the right structure. But certainly not always. Watching Ferris Bueller’s classmates and their attempts to stay awake through the lecture is enough to remind us that these environments don’t always support students or promote active learning. (But you’ll never forget about voodoo economics, so not all is lost!) The pitfalls of the lecture hall are being resolved, in part, by designing large classrooms and settings such as MOOCs (Massively Open Online Courses), flipped classrooms, math emporium classrooms, and in-person labs with online lectures. But even these methods aren’t always the answer, as they may not effectively engage students as intended.

In an effort to find a successful design model for the large active learning environment, Steelcase Education conducted research through campus visits, classroom observations, stakeholder interviews, workshops and more. Through this mixed-methods approach, the research team developed design principles for instructors and institutions as they implement large active learning classrooms in their institutions. Below are eight principles for designing large classrooms, based on their research:

• Social engagement – Create space for small groups to meet within the larger space, providing swivel seating for easy conversation
• Participation – Create clear sightlines so the instructor can monitor the room and respond to needs as they arise
• Feedback – Provide digital and analog tools for students to engage with the instructor, the content, and one another
• Flexibility – Offer moveable furniture to allow for different applications
• Noise – Include acoustic panels and carpet to manage noise levels in the large space
• Group identification – Assist with wayfinding in a convenient, systematic way
• Teaching staff – Plan for teaching assistants proportional to class size
• Before and after class – help expedite entering and exiting class

To see an example of these principles played out,  check out this story on the University of North Carolina, which captures the success of leveraging active learning in large classrooms. Further inspiration and planning ideas can be found here as well.

Interested in learning more about designing large classrooms? We would love to hear from you.

Custer is proud to bring you insights from our partner, Steelcase.