Physical Environments and Active Learning

Physical learning spaces can enable or constrain active learning depending on their design. The layout, furniture, writing surfaces, and technology in a room create affordances—features that support particular kinds of activities.

Recognizing these affordances (and limitations) helps you plan methods and materials that work with, rather than against, the space.

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Examples of Affordances in Physical Environments

Physical learning spaces—including classrooms—offer a mix of features. Below are common affordances, with examples of how they can support active learning across disciplines. The examples below are drawn from U of T classrooms, but the underlying affordances apply across many types of physical learning spaces. As you read, think back to the situational factors you noted in the previous activity and consider how they connect to your own teaching spaces.

Movable Furniture

Affordance: Chairs and tables that can be reconfigured for groups, pairs, or circles.
Examples:
- Humanities: Discussion circles for close reading of texts.
- Life sciences: Groups clustered around lab benches for collaborative experimentation.
- Engineering: Teams working on design challenges in pods.
Design consideration: In fixed-seat lecture halls, simulate interaction using polling or collaborative docs.

Writable Surfaces

Affordance: Large, shared spaces for brainstorming and problem solving via whiteboards, chalkboards, writable walls, or table surfaces.
Examples:
- Social sciences: Groups mapping causes of social phenomena on whiteboards.
- Physical sciences: Students working through equations collaboratively on wall boards.
Design consideration: If writable surfaces are limited, supplement with shared digital whiteboards.

Screens and Projection

Affordance: Multiple screens allow groups to display and compare work.
Examples:
- Life sciences: Biology groups project data visualizations to share findings.
- Professional programs: Business teams project case analysis slides for critique.
Design consideration: With a single large screen, rotate group presentations or use online spaces to collect responses.

Microphones and Audio Systems

Affordance: Ensures all voices can be heard in large spaces.
Examples:
- Professional programs: Law students presenting arguments in a moot court setting.
- Large lectures: Student questions amplified to reach the whole class.
Design consideration: In smaller rooms without microphones, repeat student questions so all can hear.

Classroom photos shown from Anthropology Building, Sanford Fleming Building, Sidney Smith Hall, and William G. Davis Building.

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UDL Scaffolds to Consider

When examining physical environments, ask yourself:

Access: Is the physical space usable for all students (e.g., mobility needs, microphone use)? Can all students see, hear, and contribute?
Support: Are instructions and roles clear so students know how to use the space effectively?
Executive Function: Does the room design support orientation and organization (e.g., clear sightlines, predictable group structures)?

scaffolds

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Learn More About Your Teaching Spaces at U of T

Whenever possible, check your assigned classroom before the term begins. Visiting or reviewing your space in advance can help you anticipate how the layout, furniture, and technology may affect your teaching and your students' learning. Knowing the opportunities and limitations of your space allows you to plan active learning strategies that fit more smoothly.

Some U of T teaching spaces are designed with features, such as movable furniture, multiple projection screens, or group workstations, that intentionally support collaborative learning, multimodal instruction, or group work. These spaces are sometimes referred to as Active Learning Classrooms (ALCs). While these features can enhance active learning, they are not required—most active learning strategies can be implemented in any teaching space.

For classroom details—including photos, seating layouts, and available technology—explore the campus resources below. Contact your hiring department for details about classroom spaces not listed in the databases below.

St. George Campus Classroom Specifications Supported by Learning Space Management
UTM Classroom Information for Enriched Spaces
UTSC Active Learning Classrooms
UTSC Classroom Information

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Coming Up Next

In the next page, we turn to digital and social environments, which often complement or extend the physical classroom. After reviewing those examples, you'll return to your workbook to add design choices for environments.

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Select the "Next" button in the bottom right to proceed to the next page.

University of Toronto, Centre for Teaching Support & Innovation