![]() They were better able to confer and plan. Teachers were no longer isolated from each other. The teacher shifted from the dispenser of knowledge to the facilitator of learning. Without traditional rooms, teachers could redefine the nature of their role. The changes in the internal structure of the pod accommodated changes in the philosophical approach taken by educators. These design changes also resulted in a more efficient use of energy at a time when energy was becoming more costly. The outside accesses and lack of walls allowed for greater accessibility. The lack of hallways meant more space was available for instructional use. Teachers usually defined their workspace by their arrangements of bookshelves and cabinets. Children were not assigned individual desks they sat in cooperative small groups at tables. ![]() The open classroom school generally had an architectural configuration of large pods containing six to twelve classrooms, each with an outside access and no interior walls. Educators from several continents adapted and applied these concepts in new open space or open plan facilities. ![]() These elementary schools advocated "informal" or "open" education and the "integrated day." The "integrated day" refers to an interdisciplinary approach in which content from various subjects is woven and presented in a hands-on, problem-solving context. In the mid-1960s Americans visited the English infant schools, which promoted self-determination.
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