Rockford Public Schools’ Creative Teaching and Learning Center (CTLC) mimics the world of work. Designed using the SCALE-UP instruction model for higher education, this innovative center puts students at the heart of the curriculum. Rockford’s CTLC is a one-of-a-kind, student-centered space that is only high school-level use of SCALE-UP in the state of Michigan. The goal of the CTLC is to provide opportunities for students to embed 21st century skills into their everyday learning through collaboration, problem solving, and large-group active learning.
What is the SCALE-UP Model?
SCALE-UP stands for Student-Centered Active Learning Environment with Upside-Down Pedagogies. This model has been pioneered by Dr. Robert Beichner of North Carolina State University to encourage collaboration among college-aged students. The program supports project-based learning, rather than lecture style, to keep students engaged with the curriculum. The design of a SCALE-UP large group room is very specific in nature and requires exact elements to achieve the program’s goals. Fundamental elements of these classrooms can include:
- Round, fixed tables that seat multiple groups of three students each.
- Classrooms must be square or rectangular with no obstructed views so that all students can be seen equally.
- Technology at the table that connects throughout the room for equal viewing.
Beyond changing the physical environment of the classroom, SCALE-UP also challenges educators to change how they deliver the curriculum and encourages students to get more involved in their own learning.
Rockford’s Vision for Collaborative-Based Learning
Rockford had utilized an existing large group instruction space in their high school for many years but was looking to create a new and engaging space for students. At the start of their bond process, the Rockford team asked themselves how they could best improve learner skills for all learning and for students’ postsecondary experiences, as well as how could the district grow and spread teaching best practices among staff? These questions led to the vision of:
- Creating an integrated learning environment that provides students active learning experiences
- Emphasis would be placed on time spent with hands-on activities, inquiry-based thinking, and simulations that take students deeper into content.
- Creating an environment that is highly collaborative where small groups of students work in teams to investigate, communicate, create, and learn.
The district and members from GMB toured North Carolina State University and University of North Carolina to see first-hand how they designed their SCALE-UP classrooms to simulate a collaborative workplace environment. The team also met with Dr. Beichner personally to walk through the instruction model and started discussing how to adapt the elements to fit into a high school program.
In their new tech-rich Creative Teaching and Learning Center, Rockford’s students work together in smaller groups at pods spaced throughout the room, while the instructor displays their work on the screens, controlled from a central station. The room is outfitted with groups of tables that double as whiteboards. Students can cast their work onto any screen for display and discussion using their own devices while the teacher walks among them, facilitating their interactions.
“We have built a one-of-a-kind teaching and learning center that will have the opportunity to provide students with a learning experience they will take into their adult lives,” said Dr. Michael Shibler, Rockford Public Schools retired superintendent.
The Art of Teaching in the Creative Teaching and Learning Center
Rockford recognized that traditional classroom instruction would need to be adapted to fit this new learning model, but also that logistics like teacher contract language, training, and curriculum would need to be addressed. For example, students can receive multiple credits for taking a combined Communications and Algebra II class, which aims to develop students’ presentation and debate skills alongside mathematics.
“There’s not one linear path that any district would have to take for this to work,” said Mike Ramm, Assistant Superintendent of Instruction at Rockford. “But when we started, getting a group of teachers to believe in the new instructional experience and trained in that, was the singular focus for us. Giving them time to fully understand that teaching from a problem-focused concept was different, and then giving teachers space and support to build that instruction ahead of time so they felt comfortable.”
In SCALE-UP, teachers become facilitators of the information and instead of lecturing, the goal is to move around the classroom and present the curriculum to students in ways that allows them to process information and use it, rather than memorize. Teachers were also given training on the Harkness Method, which involves students discussing ideas in an encouraging, open-minded environment with only occasional or minimal teacher intervention.
“The greatest impact of the CTLC is going to be really making the students the center of the curriculum,” said Steve Story, a high school English teacher with Rockford. “What I am most excited about with the CTLC is handing the curriculum over to the students more-so than we normally do, just giving them the opportunity to spread their wings and fly and take direction and leadership of the classroom.”
Beyond the content of the classes, using the CTLC aims to also teach students positive behaviors using the seven norms of collaboration. These norms help students in the classroom but also as they prepare to go on to postsecondary education or interviews where they will work with many different groups of people. A unique blend of professional skills and critical thinking skills, along with academic knowledge, will give Rockford’s CTLC students the tools they need to succeed.
