Social Brain Goes to School

Social Brain Goes to School: How Relationships Power Learning

Learning Pods where students sit or stand eye-to-eye and knee-to-knee in teams of 2, 3, and 4, advancing respectful communication, real-world collaboration, and hands-on expe- riences with a common set of resources. Activity Zones are places students enhance their learning in areas designed for experien- tial activities that maximize social interaction and cognitive development through multiple learning modalities and support access for integration of technology. Teacher Spaces provide space for focused teacher planning and proximity to teams that help learnings in their journey. Mobile stor- age improves room adaptability from year to year. Students gain when the finite resource of space for learning experiences is balanced between stakeholders. Dynamic Spaces are equipped for fluid learner movement, correct ergonomics, and agility to maximize interactions, minimize transitions, offer greater comfort and safety, and deliver easy and quick flexibility.

Every space conveys activity expectations, sending a compelling message to which teach- ers and students respond according to their sense of empowerment about how the space meets their instructional learning, and social- ization needs. This realization underscores the impact of our design decisions, which begin influencing students the moment they step into a room. With clear intent in our design, we can foster exceptional experiences. The fabric of school spaces holds substantial influence over students’ inclination to engage in prosocial interactions with their peers and adults. Drawing from my experience as a for- mer educator turned industry specialist, I have witnessed the remarkable influence of design elements in shaping social dynamics and opti- mizing learning experiences. When purpose- ful design works in harmony with social brains, the environment becomes a springboard for enhanced engagement and the formation of stronger long-term memories. Purposeful design elements within classrooms provide educators with powerful tools to cul- tivate Prosocial Learning Experiences TM . By prioritizing ProSocial Learning Environment TM design, spaces become instructional tools that facilitate teaching and learning. Four common design elements, each with an educational focus, support teachers in activating learning and igniting students’ enthusiasm for discov- ery.

ProSocial Learning Environment TM Design

On a larger scale across the campus, deliber- ate spatial choices can provide learner auton- omy and foster a sense of comfort, seamlessly integrating educational programming with