Although the learning approach is gradually changing from teacher-centered to student-centered, the pattern of designing school in Iran still is following the inefficient approach of teacher-centered. Learning environments nowadays are being less formally timetabled and increasingly collaborative and socially participating oriented. 
Inductive reasoning has been applied in this qualitative study to compare the two linear patterns of corridor-class and open schools as the representatives of the school’s educational approaches. The aim is comparing the performance of the two patterns based on physical planning, developing multiple intelligence and learning methods. The results indicate that the pattern of common schools is a comparative advantage in the need for required infrastructure and thus less construction costs, but there are more limitations in terms of its main goals which include providing the effective environment to develop multiple intelligence and a variety of teaching methods comparing to the street learning pattern.