The mapping of the different pedagogical modes within specific learning spaces allows teachers to identify and evaluate not only their own pedagogies but also their use of the physical space. This is important if a teacher is attempting to introduce contemporary pedagogical models into their own teaching practice.

By evaluating how they use the learning space small changes can be implemented in order to change personal practice.

By documenting the way their students use the space teachers can also identify furniture configurations that foster and encourage collaboration, communication and creativity. If teachers and students become spatially aware then they start to make autonomous decisions about which space best suits the pedagogical mode. We see this already. Teachers then begin to design learning activities to purposefully make use of these specific spaces.

All spaces in a school can then start to be used by the community during learning times rather than them just being used for moving students. This is an efficient use of a space that is otherwise used for only a very small fraction of the day.

As part of this process teachers need to be supported but they also need to be prepared to learn about and be provided with the necessary professional skills, tools and resources to change their practices.