Facilitator's Guide


Classroom Design

There are many ways to take action on the results of the assessment. We encourage groups to view the Case Studies to see how others have improved conditions for and with children around the world. This includes small-scale changes children can make themselves, such as increased free time to play during school, and campaigns to reduce teasing and bullying in the community. Changes or improvements to the environment may also require the involvement of local governments, such as the creation of new pedestrian crossings that ensure children’s safe journey to school. We encourage groups to share the ways they take action to improve their schools and communities by preparing and sharing their own case study, as outlined in the Review activity.

Classroom design is one of the many different ways groups can improve their schools. During this activity children and youth redesign and modify their classrooms with building blocks or local materials from the environment. They consider new ways of using the classroom to support all students, teachers and other school stakeholders. The activity provides suggestions for modifying classrooms so they can support students with physical disabilities, and shares different ways to promote group learning.

Key Questions

  1. How can we redesign our classroom to support the needs of all students?
  2. What changes can be made to our classroom to better support teachers?
  3. How can we work together to create a supportive learning environment?
  • Children redesign their classroom using blocks in Léogâne, Haiti
  • A new pedestrian crossing is built in Rio de Janeiro, Brazil after community mobilization
  • Young people distribute educational resources to school students in Haiti
  • Community residents organized a clean streets campaign in India
  • A new generator provides a school electricity in Haiti
  • A school installs a new drainage system in the Philippines

Supporting Tools

  • 7.1 Recommended LEGO Materials
    A list of LEGO materials that are recommended for the participatory design of classrooms with children and youth, including different sized blocks, plates, windows, doors, and people figures.
  • 7.2 Activity 7 Reflection
    Facilitators and participants can use these questions as a guide to reflect upon the strengths and weaknesses of the activity, what was accomplished, and what was learned.