My Best Learning Place

Overview

This lesson helps students learn their environmental preferences by conducting a structured mini-survey, then comparing two or three learning spaces using a simple scoring tool. Students record findings with guided prompts and choose the most supportive option for focus and calm.

Learning intentions

WALT: Discover environmental preferences through a systematic environment survey and a learning space optimisation check.

• Students will ask and refine an “environment question” about what helps them focus and feel calm.
• Students will collect preference data from themselves (and optionally one helper) using a short, structured questionnaire.
• Students will score learning spaces and interpret which one best supports comfort and engagement.
• Students will communicate results using mostly visual recording (icons, colours, simple words).

Success criteria

I can…

• Identify 2–3 environment factors that affect my learning (e.g., noise, light, seating, movement, temperature).
• Complete a preference survey using the same answer scale for each factor.
• Score each learning space fairly and explain my choice using evidence from my survey.
• Write or record a short “best place” statement using a sentence starter (or voice recording).

Curriculum links

• Mathematics: AC9M6ST03 — plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation.
• Other (Cross-curriculum communication): students use guided documentation and share findings in context with minimal writing, using digital/visual tools.

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (story visual). Teacher shows a short illustrated “adventure map” image: Explorer Me entering three rooms. Teacher asks: “Which room helps your brain feel safe and ready to learn today?” Students point to the room they want to try first and say one reason (verbal or using an icon card).

2. 5–12 min · Quick planning: survey question. Teacher writes a simple question on a card: “Which learning space helps me focus and feel calm?” Teacher guides students to choose 3–4 factors using a visual menu (noise, light, seating, body movement, temperature/smell). Students confirm the factors and place them on a “My Survey” sheet.

3. 12–22 min · Collect data: environment preference survey. Teacher models the scale with colours/icons:

• Green = Helps a lot (score 4)
• Yellow = Helps a bit (score 3)
• Blue = Not sure (score 2)
• Red = Makes it hard (score 1) Students answer for each factor based on their experience (and optionally one other person if available). Teacher keeps reading minimal by using picture prompts and “choose-and-say” responses; student records mostly by circling icons (or tapping in a digital form).

4. 22–32 min · Optimisation test: try 2–3 learning spaces. Teacher prepares 2–3 “learning space stations” (e.g., desk chair, beanbag/cushions, lap desk, quiet corner, standing spot). Each station has the same task type for fairness (a 5-minute “focus activity”: sorting cards by colour/shape, or matching short picture instructions). Students rotate through the spaces (short bursts), while teacher prompts quick check-ins using the same 4-point scoring:

• Focus felt (score 1–4)
• Comfort felt (score 1–4)
• Calm felt (score 1–4) Students record scores with stickers or taps, not long writing.

5. 32–40 min · Data analysis: best space decision. Teacher helps students compute totals/averages in a simple way:

• “Add your scores for Focus + Comfort + Calm” for each space, or
• “Which has the most Greens?” Students compare results and select the “Best Learning Space Today.” Teacher asks: “What did your data say? What’s your proof?” Students answer using a sentence starter: “My best place today is ___ because ___ (my scores show…).”

6. 40–45 min · Communication wrap-up (quick share + exit). Teacher records student’s final statement as a voice note or quick written caption. Students complete an exit check with one choice: “My top environment factor is ___” (choose from the factor list).

Resources

• Illustrated “adventure map” slides/cards (3 learning spaces shown)
• “My Survey” sheet with 3–4 factor icons (noise, light, seating, movement, temperature)
• 4-point colour/icon scoring scale cards (Green/Yellow/Blue/Red)
• Learning space stations: desk/beanbag/lap desk/quiet corner supplies
• Focus activity materials (colour/shape sorting cards or picture-based matching)
• Sticker dots or digital spreadsheet/app for scoring (optional)
• Timer (visual countdown)
• Sentence starter cards for communication (“My best place today is… because…”)

Assessment

• Formative: teacher observes survey completion accuracy (same scale used across factors).
• Formative: teacher checks fairness during station testing (same activity type, short consistent bursts).
• Formative: review the student’s “best place” explanation for evidence-based reasoning from scores.
• Exit ticket (last 5 minutes): top factor choice recorded with icon.

Differentiation

• Support: use mostly icons; allow voice recording instead of writing; provide sentence starter strips with pictures.
• Support: pre-teach the scoring scale with a practice question (“Which feels easier: loud hallway or quiet corner?”).
• Extension: if time/energy allows, add a fifth factor (e.g., screen brightness) and re-score one station.
• Autistic/ADHD-friendly pacing: short rotations, clear visuals for what to do next, predictable routine, sensory breaks on request (movement fidget or water).
• Dyslexia-friendly: minimal reading; all prompts available as picture cues; teacher reads instructions aloud; student choices are circled/tapped.

Alignment note for the unit

This lesson supports Phase 2 (“My Mind, Personality, & Sensory Profile”) by building a measurable sensory/environment preference profile that the student can reuse later when designing their Sensory Safe Haven and personal “owner’s manual” accommodations.