By Laci Hitchcock
Each school’s particular configuration of the garden, walls, tall windows, and handsome furniture declares: "This is a place where adults have thought about the quality of the environment.” Each school is full of light, variety, and a certain kind of joy. In addition, each school shows how teachers, parents, and children, working and playing together, have created a unique space–a space that reflects their personal lives, the history of their school, the many layers of culture, and a nexus of well-thought out choices (Gandini, 1993, p. 340).
In the 2023-24 school year, Hanahau‘oli School faculty and staff are taking inspiration from fellow teacher Sarah DeLuca and the lessons learned from her year-long sabbatical in Italy studying the Reggio Emilia approach to education. Specifically, they are engaging in a collective effort to examine the ways the learning environment can play a central role in making learning meaningful. Loris Malaguzzi, the founder and director of the renowned municipal preschools of Reggio Emilia, described this as–the environment as the third teacher (Gandini 2011). Elaborated on by DeLuca in a previous blog, “the environment in which children learn is so important to the approach that the Reggio Emilia educators call the environment ‘the third teacher,’ [because] it reflects a space so rich in intention, beauty, and opportunities for learning, it is considered an educator in and of itself.”
As Hanahau‘oli’s faculty and staff systematically study and explore the many ways the school can bolster the environment as a “third teacher,” the application of their inquiry is becoming increasingly visible in classrooms and outdoor learning spaces on campus. This has been observed by the many visitors who participate in Professional Development Center (PDC) programs on school grounds. For example, at a recent guided visit for educators, participants remarked on the benefit of the school’s overall aesthetic and intentional design of the physical space. One of these visiting teachers was Laci Hitchcock. In this blog, she reflects on the ways in which the classrooms at Hanahau‘oli not only beautifully welcome students into a pleasing, delightful, and alluring learning environment, but also how they leverage the physical space to elevate the students' experience, make learning visible, and increase academic rigor. To illustrate her point, she focuses on the use of bulletin display boards and how they make the learning journey visible. –Amber Strong Makaiau
On October 12, 2023 I had the opportunity to join a guided visit for educators at Hanahau‘oli School. As a part of this program, I got to observe a daily school-wide community-sharing experience, listen to a brief introduction to Hanahau‘oli School’s history of progressive teaching and learning, participate in a tour of the school’s 146,000 sq ft campus, spend time observing multi-age classrooms and the team teaching approach, and engage in dialogue with administrators over a hosted lunch. While I learned and observed many things that day, one thing that stood out was how the classroom spaces documented the students’ learning journey.
Each classroom displayed its ongoing thematic unit, accompanied by an overview of the unit, essential questions, and intended learning outcomes. For instance, the K-1 class was currently immersed in their Shelters Unit with classroom walls displaying their explorations and discoveries. Walls were filled with anchor charts of student-generated insights and observations about shelters, fostering a deeper engagement and understanding of the topic. It was clear that the materials displayed on the walls were being used both as a teaching tool throughout the unit and as a record of the formative assessments, which were moving the students closer to the culminating project at the unit’s conclusion.
JK-6th Grade classroom walls at Hanahau'oli School feature documentation of student observations and insights
In Junior Kindergarten, the thematic unit was: Me, My Family, and My School. The classroom environment nurtured self-expression, with students sharing their perspectives on schooling and personal goals. Additionally, it was visually evident that the class had participated in a recent learning experience, "Story of My Name," where they collaborated with their family, unraveling the importance of their name. Furthermore, there was a display of a recent creation project encouraging students to transform the first letter of their name into something creative, fostering a spirit of innovation and imaginative thinking.
As I walked through the other classrooms on campus–ranging from JK to 6th grade–it was clear that all of the students' learning journeys were visible. The classrooms not only fostered an environment of active engagement but also served as a testament to the progressive educational philosophy that reverberates throughout the school. From my perspective as a visitor who had only been on campus for a few short hours, it was evident that Hanahau‘oli allows children to explore the "100 languages of learning," as it was vividly captured and displayed. For example, I noticed Hanahau‘oli students immersing themselves in the language of light, the language of blocks, and the language of making music. Engaging students in different languages fosters creativity, curiosity, and self-expression.
To follow are some key takeaways, questions, and observations that were inspired from my visit, which might stimulate other educators to think about how they can use their school environment as a third educator.
Examine the Purpose of What is Displayed on Bulletin Boards
Why do we use bulletin boards in classrooms and hallways? Educators frequently use bulletin boards to showcase student work. However, the work displayed is often void of context and tends to focus on final projects. Additionally, the work of each student is often identical. This gives the impression that the purpose of school and classroom activities is to demonstrate one’s ability to follow directions and complete predetermined work products, rather than actively engage in an inquiry, which might result in each student producing something unique that illustrates their unique and valid learning journey.
Here is an example. At another school I observed, the teacher had a bulletin board titled, “Fall Haiku Poems.” Each of the students’ 15 poems were identically written on the same leaf template, without any context of the process that went into writing those poems. The question that emerged from this observation– How is displaying 15 Fall Haikus showcasing the students’ actual learning journey?
Instead, the bulletin board could have featured distinct phases of the poem writing process, documenting the students' inquiries about poetry, capturing their insightful observations and reflections on the elements of nature portrayed in Haikus. This would emphasize the students' connections and showcase their critical thinking skills. Additionally, it could also display students' analysis of Haikus, demonstrating their understanding of literary devices and imagery. Lastly, the board could display students' creativity through their self-expressive Haikus, serving as a testament to their unique interpretations and the practical application of their acquired knowledge throughout the unit. In this way, the bulletin board would serve as a comprehensive representation of the profound engagement fostered by the inquiry-based learning approach within the poetry unit.
Understanding the purpose of bulletin boards is crucial for educators, as bulletin board functions extend beyond mere display of student work. Bulletin boards are a great tool to demonstrate students' learning process, highlighting the steps they took, and shifting the focus from 'what' was done to 'how' it was achieved. Drawing from Carla Rinaldi's insights in "The Space of Childhood," the learning environment should encourage students to act as both creators and consumers, viewing the classroom as a dynamic, evolving entity. Take a moment to reflect on your classroom environment: How has it evolved? Developed? Expanded? Matured? Just like a living organism, your classroom setting should adapt and display the continuous growth and change inherent in every student's journey.
The Importance of Visualizing the Learning Journey for Students
Strong displays communicate the complete learning journey
In education, the journey of learning is as crucial as the destination. Every step a student takes, every obstacle they overcome, and every milestone they achieve contributes to their overall development. Documenting and displaying the students’ actual learning journey that they took throughout a unit of study holds a profound significance, not just for students, but also for teachers and parents. One example of this at Hanahau’oli was the display in the K-1 class, documenting students' initial knowledge about shelters. One student said, “Some ocean animals live in reefs. Floor animals live in caves and burrows.” The student's rich vocabulary provided the teacher with insight into their language proficiency. Through the documentation and display of students' thinking, this practice allows students to revisit and reflect on their initial understanding at the unit's end.
The physical classroom space can be used to encourage an ongoing learning process, which will motivate students to build upon their existing knowledge and achieve a more profound understanding of the subject matter. Students will come to see that learning is not an isolated event but a constantly evolving process involving progress, setbacks, and breakthroughs. The visualization of this process in the classroom serves as a testament to the efforts and hard work invested by students. It provides a tangible representation of their growth and encourages a sense of accomplishment. When students can physically witness their progression, they gain a deeper understanding of their capabilities and potential.
Illustrating the Collaborative Relationship Between Students and Teachers
An art gallery at Hanahau‘oli School invites family members into steps of the learning journey that they are unable to witness first-hand
Making the students’ learning journey visible can also support students’ growth and development, by illustrating what teachers are celebrating and keeping an eye on as the unit progresses. When teachers publicly document student learning throughout the unit, they visually demonstrate that there is a collaborative relationship between teachers and students in the classroom–that the student’s work matters and that teachers are paying attention to what’s produced as they make decisions about where the unit will go next. This give-and-take relationship helps to encourage open communication and constructive feedback throughout the learning journey. It shows how teachers and students can work together to make learning a success. The visual depiction of the reciprocal relationship between students and teachers throughout the learning process can cultivate a supportive classroom environment where students feel empowered and encouraged to achieve their full potential.
For example, at Hanahau‘oli in the K-1 class, there was a wall display titled "Reflections about Our Birthday Graph" showcasing pictures documenting the learning experience and the observations made by the students over time. The display exemplified how the collaborative efforts of both students and teachers contributed to an engaging learning environment.
Connecting and Communicating the Learning Process to Parents
Visibly displaying students’ learning journey allows parents to actively engage in their child's academic progress, fostering a deeper connection and sense of involvement in their education. It also encourages transparent communication between parents and teachers. One example of this at Hanahau’oli was the JK Open House, where families were invited into the classroom to witness a snapshot of the learning process. Parents actively participated in a scavenger hunt around the classroom, which further facilitated their engagement and understanding of their child's educational experience.
Ways to Make Learning Visible
Capture learning moments through photography and provide detailed descriptions.
Example: For an inquiry unit on weather, you can capture students using weather tools to measure conditions outside, demonstrating practical application of their learning. The pictures showcase their engagement and application of scientific concepts in real-world settings.
Collect and exhibit relevant artifacts alongside bulletin boards.
Example: Display student-created weather instruments accompanied by an explanation showcasing the students' understanding of weather measurements and how their unique tools contribute to enhanced weather comprehension.
Documenting quotes from students and incorporating them alongside work products.
Example: Display student quotes about the impact of weather on their daily life, alongside their weather journal or data analysis project.
Share students' thinking by adding student observations, wonders, and reflections.
Example: Display an anchor chart capturing students’ thoughts about their current understanding of weather and what wonders they have. Additionally a display of pictures of different types of weather and display students’ thinking and insights from the pictures.
By embracing this approach, educators empower students to value their learning. This appreciation fuels enthusiasm for learning, enhancing engagement and motivation in the classroom. Providing students with the opportunity to witness their learning journey displayed before them instills a profound sense of accomplishment, validating their hard work and fostering confidence in their abilities.
Students in a Hanahau‘oli School service club documented the ideation and creation processes for a recent project to educate the entire school community
At Hanahau‘oli, the school environment pulsates with life, embodying Carla Rinaldi's notion of an educational space that acknowledges the constant changes unfolding each day, month, and year. Each student's unique narrative is celebrated through thoughtful displays that serve as both memory and documentation of their educational journey. The teachers not only cultivate a deep appreciation for the student's learning journey but also actively encourage reflective practices, ensuring students become empowered contributors to their educational experience. These are all practices that can be applied at other schools.
I would like to conclude by prompting you to reflect on your teaching practices and consider how you can maximize the use of your learning space. How might you unlock the potential of the environment to serve as a 'third educator,' as advocated by the Reggio Emilia approach? How might you cultivate an environment in your classroom that encourages students to actively participate in their learning journey, fostering a sense of accomplishment and confidence in their abilities?
Works Cited:
“The Space of Childhood” by Carla Rinaldi and “What Kind of Space for Living Well In School?” by Vea Vecchi found in the book “Childrens, Spaces, Relations” by Michele Zin
https://www.edutopia.org/article/how-students-can-tell-their-story-class-bulletin-board/
ABOUT THE Contributor:
Laci Hitchcock is an Apple Learning Coach and National Board Certified Teacher. She is currently the Curriculum Director at Mary Star of the Sea School. She has been an educator for 11 years while teaching internationally for 5 years. She has experience as a classroom teacher, literacy coach, and curriculum director. Laci believes in fostering student curiosity through an inquiry, innovative and hands-on approach. In Laci’s free time, she loves to go to the beach with her family, run and swim. She also enjoys running half and full marathons and has completed two 70.3 Ironmans. Laci is a contributor to the Hanahau‘oli Professional Development Center’s lineup of Spring 2024 workshops, and you can learn more about and sign up for her January 13 workshop Introduction to Structured Word Inquiry: To Support Reading and Spelling Development in the Classroom here.
