Thornburg's Learning Spaces

Thornburg's Learning Spaces Theory (2014) is a revolutionary approach to classroom management that focuses on creating learning environments that are both engaging and effective. Created by David Thornburg Ph.D., an award winning futurist and educational consultant, the theory is based on the idea that students should be able to move freely in the classroom, and that learning should be an interactive process. 

The theory is built on the metaphor of four primary learning spaces: the campfire, the waterhole, the cave and life; however, is not limited to these.

The campfire is a central gathering place for social interaction, explicit teaching and collaboration where they work together in a comfortable and inviting atmosphere. It is a place where students can share their ideas and experiences, be guided in direct instruction to grow their understanding and work together to solve problems. The campfire is a place where discussion, collaboration, brainstorming and problem-solving activities can be facilitated, and where ideas and projects can be shared. To make the most of the campfire, teachers are intentional in fostering an environment of open dialogue.

The waterhole is a space for exploration and inquiry. It is an informal place where students can explore new topics and ask questions of the teacher or of others. It is a space where ideas are enhanced like an incubator and iterated upon.

The cave is a place for contemplation and reflection. It is a place in the classroom where students can go to work on individual projects or to complete independent work. Their focus is on quietly contemplating and diligently completing the learning tasks at hand or making connections to the material.

Finally, life is how students apply the learning beyond the classroom. It is how they are using it to shape who they are and who they are becoming as citizens with character.

These archetypal learning spaces are designed to foster a dynamic learning environment that encourages students to think critically and engage with the material. In order to make the most of this theory, teachers should consider the following strategies. 

First, teachers should create a learning space that allows students to move freely throughout the classroom. By providing students with ample space to move, teachers can ensure that their students are able to explore and interact in the different learning spaces. With the use of flexible furnishings, classrooms can be transformed from campfire to waterhole to cave giving the students the mental structures required to understand what is expected within each of these phases of learning. 

Second, teachers should create a learning environment that encourages collaboration and social interaction. By providing students with opportunities to work together, teachers can foster meaningful conversations and interactions between students. 

Third, teachers should provide students with tools and resources that allow them to explore and inquire. By providing students with access to online resources and authentic rich problems, teachers can ensure that their students are able to explore different topics, ask questions and work on problems that have meaning to them. 

Finally, teachers should provide students with opportunities to reflect and contemplate the learning. By providing students with quiet spaces to reflect and make connections, teachers can ensure that their students are able to fully engage with the material.

The learning spaces that David Thornburg has described are examples of reflexive spaces, “physical environments that both inform pedagogical encounters and are informed by pedagogical encounters via a bi-directional relationship between the physical environment and inhabitants” (Cleveland, 2016, p.45).

To that end, David Thornburg's Learning Spaces Theory provides teachers with the tools they need to create dynamic and engaging learning environments. By applying these strategies and providing students with the necessary resources, teachers can ensure that their students are able to make the most of their learning experience.

References:

Cleveland, B. (2016). Addressing the spatial to catalyse socio-pedagogical reform in middle years education. In K. Fisher (Ed.), The Translational Design of Schools (pp. 27-49). Melbourne: Sense.

Thornburg, D. (2014). From the Campfire to the Holodeck: How Place Matters in Education. In SITE-Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE).