Call to Action: 

• Introduce FEDC communication criteria as a measurement tool when creating scope & sequences, unit plans, lesson plans, evaluation methods, intervention practices etc.
• Consider adding spatial objectives as goals throughout instruction (Cognitive, Psychomotor, Affective).
• Utilize the learning ecosystem in space-specific activities (Guided Discovery, Discussion / Debate, Exploration, Building, Notice/Wonder etc.) to allow deeping connections between learners and the environment, in turn, learners and their community.

Abstract: Actualizing the physical learning space to assist with behaviors can be a pivotal (and sometimes downplayed) part of a successful learning ecosystem. Considering all behavior is communication, and all communication is behavior (Dr. Becky Bailey, Conscious Discipline) – it’s imperative to consider how the design of a learning space is attributing positively or negatively to community communication. In recognizing the validity of Behavioral Communication and its variances (Ogden, 1982) and by integrating 7 layers of communication capabilities as spatial measurement criteria – we can better determine the overall success and support of a learning space regarding community behavior. Utilizing Dr. Stanley Greenspans’ DIRFloortime FEDC Levels as criteria for learning space design, we can quantitatively and qualitatively gauge the success of a space regarding communication objectives. In a recent Case Study with Immaculate Conception Catholic Regional School in Cranston, RI – this criteria was implemented through spatial observation and learner / facilitator feedback. A steering committee of stakeholders observed the communication capabilities of 18 spaces throughout their preK-8th building. Beginning with baseline data and implementing an action plan, facilitators, school leadership, and families noticed a difference in the learners’ approach to specific educational environments. This session will emphasize connections between physical space and behavioral communication which must be adopted to learning space design to create truly inclusive needs-based environments.

Learning Objectives:

1. Observe the importance of knowledge acquisition and how it may differentiate.
2. Connect human development & neuroscience to the learning environment & pedagogy.
3. Move to accept environmental awareness within curriculum mapping & planning processes.
4. Apply ‘the environment as a second teacher’ method to observe and measure spatial capabilities.