linking pedagogy and space - Department of Education

prop o s e d pl a n n i n g p rinciples ... Department of Education and Training [Victoria]

[16 March 2005]

linking pedagogy and space

Dr Kenn Fisher

Director, Learning Futures Rubida Research Pty Ltd

Knowledge&Skills

Building a Future

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stor yboard outline ... outlines the scope of the storyboard for the planning and design principles in this document 1.00

2.00

[16 March 2005]

3.00

4.00

curriculum context

pedagogy + space

planning principles

suite of spatial concepts

teaching and learning principles

linking principles to place

the ‘learning hub’

case study 01

DE+T essential learning strands and domains

linking pedagogical activities to spatial settings

cluster models

case study 02

key pedagogical approaches

learning settings

clusters and affinities prep - 6

case study 03

learning setting principles:

cluster options

case study 04

01

individual settings

02

group settings

03

activity rich settings

04

informal learning settings

05

staff settings

australian maths + science school [sa]

mawson lakes school [sa]

7-9 10 - 12

prep - 6 7-9 10 - 12

canning vale high school [wa]

reece high school [tas]

case study 05

copperfield school [vic]

case study 06

the big rug school [uk]

case study 07

tight urban site . school design [uk]

case study 08

‘zoo school’ [minnesota]

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[16 March 2005]

curriculum context

proposed planning principles DE+T [vic toria]

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teach i n g a n d l e a r n i ng principles ... summary of current DE+T principles for Victorian schools

[source: Dr Kenn Fisher]

educational principles Learning for all

core principles p-12

Pursuit of excellence

Learning environment supportive & productive

Engagement and effort

Learning environment promotes independence & self motivation

Respect for evidence Openness of mind

Live in complex, rapidly changing, rich in ICT world

Students’ needs, backgrounds, perspectives & interests reflected in learning program Students challenged & supported to develop deep levels of thinking & application Assessment practices an integral part of teaching & learning Learning connects strongly with communities & practice beyond the classroom

essential learning standards

Demands higher order knowledge & understanding

sustainable

Understand interaction of social, economic & environmental systems

Global

innovative

Skills to solve new problems, different approaches and new solutions

building stronger communities Build common purposes & values -mutual responsibility & trust in diverse sociocultural community

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DE+ T e s s e nt i al l e ar ning s trands and domains ... current educational strategies by DE+T in Victoria include the attributes of a successful learner and the strands and domains. The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making

a t t r i b ut e s o f a s u c c e s sful learner [P - 12]

11 - 12

mi ddle sc hool

junior school

- Social skills - Links school & home - Curiosity / encouragement greater interest in learning - Basic numeracy & literacy - simple technical & coordination skills - Organise ideas & use language with peers - Master basic literacy, numeracy skills - Awareness of other groups, cultures, times - Persistent & prolific in certain skills - Participate in discussion about ideas & beliefs - express informed opinions - More complex thinkers - apply problem solving strategies - Participate in / lead small group activity - Learn more deeply through more extended projects - Individual sense of identity - consider more complex ideas - Interest in learning more independent / congruent with personal goals - Participate in a variety of physical activities - Understand effects of risk taking - See themselves as young adults - independent thinkers, use formal methods of enquiry - Seek to apply learning to the world outside school - Set personal health & fitness goals, undertake activities to achieve them - Personalised learning and the application of specialised behaviour - Pathways into further learning and/or employment

[source: Department of Education + Training]

strands and domains physical, personal and social learning health and physical education interpersonal development personal learning civics and citizenship

discipline-based learning the arts english languages other than english the humanities [economics, geography & history] mathematics science

interdisciplinary learning communication design, creativity and technology information and communications technology thinking

delivering applying creating communicating decision making

authentic authentic, integrated, problem and resource based learning

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k... aey p e d a g o gi c a l a pproaches range of pedagogies will be used according to subject matter and essential learning forms. These pedagogies will target and support improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators


project-based

integrated curriculum [thematic]

research-based

resource-based

student skills - writing - reading - talking - presenting - making

self directed [individual reflective]

team-collaborative

student competencies

students as researchers

- critical thinking - communicating (multi modes) - self organising - collaborating

discipline speciality others

field-based

constructivist

tea c h e r s a s f a ci lit at ors

t e ac h e rs a s f a c i l i t a t o r s

explicit instruction

individual learning contracts

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[16 March 2005]

pedagogy and space


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l...inki n g p r i n c i p l e s t o place pedagogical activities require specific spatial qualities to be effective. Each principle requires specific pedagogical approaches to support that principle, and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design

principle

pedagogical approach

The learning environment is supportive and productive

Learner centred pedagogies with multiple learning settings collocated

The learning environment promotes independence, interdependence and self motivation

Peer to peer learning, integrated problem- and resource- based

Students are challenged and supported to develop deep levels of thinking and application

Integrated, problem and resource based learning

Students’ needs, backgrounds, perspectives and interests are reflected in the learning program

Theory linked to practice, problems integrate both aspects, resources used continually and creatively, integrated curriculum delivery

Assessment practices are an integral part of teaching and learning

Continuous assessment, utilising a pedagogy of assessment

Learning connects strongly with communities and practice beyond the classroom

Project and resource-based learning on practical problems

pedagogical activity

deliver in g

applying


imp l i c a t i o n s f o r b u i l d i n g d e s i g n

Design reflects community diversity, respects and values different cultures Students have access to teachers Breakout spaces are provided to allow individual student work Furniture is suitable for cooperative learning

Access to ICT, multi-media supports authentic learning

creating

communi cating

Quiet spaces Multi-purpose rooms that enable students to work on different subjects over longer periods of time, encourage integrated curriculum Teacher spaces that encourage cross-disciplinary teams of teachers working with groups of students Spaces for student-teacher conferencing Intranet facilities enable ongoing monitoring of student progress by students and parents

decision making

Buildings and facilities that bring the community into the school ICT facilities that support curriculum links to professional and community practice

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pedagogical activities to spatial settings l...inking categoric pedagogical practices have associated space types. pedagogical activity delivering

applying

creating

communicating

decision making

pedagogical attribute

process ste ps

behaviou r a l p r e m i s e

Formal presentations Instructor controls presentation Focus on presentation Passive learning

Prepare & generate presentation Deliver to an audience Assess understanding

Bring information before the public Instructor lead Knowledge is in one source

Controlled observation One-to –one Master & apprentice alternative control Informal Active learning

Knowledge transferred via demonstration Practice by recipient Understanding achieved

Learner-centered Apprentice model

Multiple disciplines Leaderless Egalitarian Distributed attention Privacy Casual Active learning

Research Recognise need Divergent thinking Incubate Interpret into product / innovation

Innovation or knowledge moved from abstract to a product

Knowledge is dispersed Impromptu delivery Casual Active learning

Organise information Deliver Receive & interpret Confirm

Share information Provide quick exchange

Knowledge is dispersed Information is shared Leader sets final direction Situation is protected Semi-formal to Formal Passive / active learning

Review data Generate strategy Plan Implement one course of action

Make decisions

[source: Scott-Webber]

spatial icon

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learning settings

... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to allow students to move around the various learning environments to suit the particular learning task

colloboration incubator

group learning

presentation space


teacher meeting space

resources, supply + store individual pod [place to think]

student home base

specialised focus lab

project space + wet areas

outdoor learning

display space

breakout space

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setting principles - 01 individual settings learning ... describes types of spaces and spatial qualities that support individuals and research/ they are essentially for self-directed learning

student home base

individual pod [place to think]

space

space

Space for an individual to personalise and in which to work and study. Gathering place for learners and teachers.

Quiet Spaces for individuals or small groups.

pedagogy

Provides quiet place for work, study, reflection, or rest.

Provides sense of ownership and teaches responsibility for one’s own learning. Provides a common space to start a learning activity, seek assistance and resources, share ideas, and hold group discussions.

pedagogy

size 10 sqm.

size 1-2 sqm.

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l...ear n ing se ttin g pri nciples - 0 2 gro up s ettings describes types of spaces and spatial qualities that support groups. these should have movable furniture so that the spatial organisation is learner-controlled. These are for small group collaborative and cooperative learning activities

group learning space

collaboration incubator

space

space

Individual or team spaces for staff that has adjacent material preparation area and meeting space.

Idea generation space, team meeting space, access to technology and other resources and display space for models and ideas.

pedagogy Encourages team teaching, mentoring of other faculty, integrated planning, and informal discussions.

size 20-25 sqm.

pedagogy Support creativity, idea generation, teamwork and prototyping of concepts. Encourages involvement of local employers in the development of projects.

size 20 sqm.

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learnin g se ttin g principles

- 0 2 gr ou p se tt in gs

... describes types of spaces and spatial qualities that support groups. these are essentially for larger groups where presentations and exhibitions will occur

presentation space

display space

space

space

Places for individuals or teams to demonstrate and perform.

White boards, black boards, tack surfaces, and show cases. Place furnishings to display work in progress or completed projects. Can overlap with circulation.

pedagogy Gives opportunity to practice, share acquired skills and knowledge with learners, staff and the public and receive feedback.

size 40-50 sqm, generally dividable.

pedagogy Provides places to show ideas, work-in-progress and finished products. Supports and shares learning process by showcasing concept development, learning activities, development process and finished products and services.

size 20 sqm.

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setting principles - 0 3 activity rich settings learning ... describes types of spaces and spatial qualities that support activity. these spaces will be technologically enhanced and contain a range of services and other resources according to the studio space type


specialised focus laboratory

space

space

Space that provides a variety of work surfaces, cabinets for supplies, storage areas for projects in development stage, access to tools and technology. Specialised lighting, and other infrastructure such as sinks and disposal.

Areas to support learning activities requiring specialised equipment or furnishings [eg. Science, technology, art, music, dance, fabrication, troubleshooting].

pedagogy

Provides space and infrastructure to develop and practice specialised skills. Brings relevancy of work, family and community to the learning process.

Provides space to produce information, services or products. Encourages critical thinking, problem solving, and team work.

size

pedagogy

size 80-100 sqm.

40-50 sqm, generally dividable.

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setting principles - 04 informal learning settings learning ... describes types of spaces and spatial qualities that support informal learning. problem-based learning and collaborative and team activities will occur in non timetabled spaces scattered across the campus in corridors, verandahs, cafeteria and library

outdoor learning

‘breakout’ spaces

space

space

Outdoor areas of any scale that are semi-defined by landscape, building edge or lightweight cover, with provision for seating.

Lounge areas, small study rooms, widened corridor spaces that allow gathering away from formal learning activities.

pedagogy

pedagogy

Provides informal outdoor area for socialising, private study, reflection or discussion. Can be used for structured small group activities.

Provides psychological and physiological relief from formal environments. Allows for individual reflection, informal discussion or social activity for small groups.

size varied.

size 15-20 sqm.

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l...edescribes ar ntypesinof gspacessandettin g p rinciples - 05 staff settings spatial qualities that support activity these spaces and places should not be isolated from students – an adult learning approach supports staff taking ‘time out’

teacher meeting

resources, supply + store

space

space

Individual or team spaces for staff that has adjacent material preparation area and meeting space.

Space within or adjacent to the learning activities spaces to provide resources, store supplies for classroom projects, tools, learning products and materials.

pedagogy Encourages team teaching, mentoring of other faculty members, integrated planning, and informal discussions.

size 20-25sqm.

pedagogy Provides ready access to needed supplies, tools and storage for learning projects.

size 20-30 sqm.

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[16 March 2005]

planning principles


3.00

the ‘learning hub’ ... multiple learning settings are clustered so that individuals and groups have easy access to a range of pedagogical settings


multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning studiosmulti-media multi-media teacher multi-media multi-media distributed professional multi-media multi-media multi-media multi-media multi-media multi-media multi-media preparation resources development multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media centres multi-media multi-media + library multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media

multi-media

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning multi-media multi-media multicommons development media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media+multi-media multi-media flexible learning cluster linked to multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media centremulti-media multi-media

learning hub

subjects

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media clustered clustered student learning laboratory multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-

‘shopfronts’

services

media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media

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c... potential lustalternative er m odels models of clustering groups are suggested clusters may be based on syndicate group, or home group, of ‘family’ sized


groupings

home base 20 students


‘family’ centre

‘family’ centre



usual home group arrangement

personal space

5 student workstations




team based arrangement

personal space

personal space

shared space personal space personal space shared space

personal space

learner determined arrangement

shared space personal space

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c l us t e r s a n d a f fi ni t ie s

[ pr e p-6 ]

... various learning settings are clustered around common space and these are in ‘family’ groups or clusters

store porch or verandah work area

technology area

technology area

floor sitting area

floor sitting area open resources

project wet area

shared specialist teaching space

open resources

seats and desks

courtyard / outdoor learning

common learning hub

courtyard / outdoor learning

seats and desks

seats and desks

porch or verandah work area

open resources

floor sitting area store


project wet area

seats and desks

project wet area

store

technology area

library multi-media computers project area

open resources

project wet area

floor sitting area technology area


store

3.03

c... clustered lustlearning e r ssettings a naredable toaaccess f f i shared n i tlearning i esstudios [ 7-9 ] shared breakout

home group courtyard or outdoor learning

shared breakout

home group

reading

home group

learning common


learning common resources

home group

home group

learning studio

shared breakout

courtyard or outdoor learning

home group shared breakout

multi-media science + technology performing arts art + design

shared breakout

home group

home group

shared breakout

home group

home group


interview

learning common home group

learning common home group

shared breakout

home group

home group shared breakout

3.04

c... these lust e r s a n d a f f i n i t i es [ 10-12 ] clusters are arranged to conform to VCE requirements and provide three distinct clusters of learning possibilities instructional learning interview seminar

practice based learning

meeting video conference

lecture + instructional

external distance learning centre

project areas

learning studio

student social hub

multi-media science + technology performing arts art + design

self-directed + informal learning

resources workstations

cafe

lounge / reading area

learning support helpdesk

3.05

c... various lust er options [ p rep-6] potential options for clustered learning settings

learning cluster

linear cloister

building design partnership

cottrell + vermeulen

Using a block stacked, hexagonal formal module, these classbase spaces can enclose centrally located share resources, for instance, group social/play space or ict facilities without creating ‘unusable’ corner spaces. Each space can be thought as if it were composed of a series of trapezoidal activity forms to increase flexibility within the classbase.

Flexible classroom spaces spawn from an adaptable size central linear circulation space. Providing increased teaching flexibility within the classroom space [with necessary support facilities] and non-programmed teaching within cloister space, further learning can be programmed through the moveable partitions between classbases.

3.06

c... various lust er options [ 7- 9] potential options for clustered learning settings

learning cluster

learning cluster

mace

wilkinson eyre

Flexible learning clusters, each capable of further division or combination, provide further potential expansion to this model as demonstrated above. Social or collective resource spaces separate learning spaces from spiratic activity of circulation cloisters.

Centrally located resource pods comprise the central space within a large scale learning pod. Traditional classbases are integrated within a flexible learning space and pedagogy.

3.07

c... various lust er options [ 1 0-12 ] potential options for clustered learning settings

learning cluster

learning atrium

woods bagot

alsop

Providing specialist learning and pedagogy, these spaces emphasize how individual, group and flexible learning spaces can be combined. Central ‘informal’ spaces progress through to task oriented resource rich learning environments.

Centrally located social/resource pods comprise the central space within a large central atrium space. Traditional classbases form learning wings to vibrant hub spaces for ict or resources. The diversity of such spaces integrated within the tower proposal develops notions of community and living towards a micro-village learning environment.

3.08

[10 February 2005]

case studies


4.00

g

nt and d

n one may to

ol,

Studios and Other Facilities.

theme 1 theme 2 context of the project in educational philosophy A key feature relation to state, schooloforthe school is the break discipline teaching awaytrends frominthe traditional concepts of and learning

classrooms and laboratories. These have been replaced by such concepts Conceived as a focus driven science Challenge pre-conceptions of as”learning commons” and “learning and mathematics school, within the science and mathematics teaching campus of Flinders University. through four principles; studios”.

“A passion for learning creates Interdependent upon industry and inspiration” The spaces designed student “Choice to is anbe essential part of business partnerships andare capitalises learning” upon centred, relationships torather other than teacher centred, and educational institutional facilities. “Learning is social and collaborative” will foster collaborative syndicate and “All knowledge is connected” Fostering professional relationships project based learning. Encouraging learning and problem with the Schools of Education and Science and Engineering at Flinders solving within individual and group University, the professional contexts, collaborative Each student teachers will have histhrough or her own associations and the curriculum working relationships and flexible “home-base” work station located in one policy directorate with the SA teaching and learning groups. of the learning commons. Students may government Department of Education Services. individual learning and Children’s flexibly organise theirDevelopment “homeofbases” to plans, containing multiple entry social or studypoints group needs.fostered Use ofmeet ‘best available resources’, and pathways, particularly ICT by teacher and student interest, Students will move around the school, producing understanding. the University campus and the local Curriculum development within a spending significant seriescommunity, of “BIG IDEAS” rather than ‘repackage knowledgeamounts to create traditional subjects: learning in new understandings to of time in each, but always able tomeet the the workplace, community and the complexities of the modern world’ identify with their “home base” in the university. Interdisclipinary life and learning, school. promoting the collaboration of theoretical, conceptual and practical knowledge from various fieldsfor of Eight specialist learning studios cater study.

theme 3 specific proposed pedagogical activities

theme 4 key planning + design features

theme 5 evaluation of strengths & weaknesses

Interdisciplinary approach to curriculum design, teaching and learning, supporting an ‘inquiry’ approach and ‘constructivist’ learning.

ASMS is designed as a single, two level building, composed of learning commons and learning studio spaces, able to adapt to groups of varying size and configuration.

Strengths:

Inquiry approach to Learning Encouraging and developing higher order thinking skills and metacognitive processes

Close collaboration with institutional staff and resources

Advancement of student centred, Classrooms and centrally located flexible learning ideology common spaces to each floor, open to outdoor [learning, recreational and Integration of advanced ICT infrastructure within curriculum social] environments.

Incorporates a range of environmentally sustainable features, Learning centred curriculum, consistent with modern ‘moral, informed through; fertile questions, ethical and environmental issues… wonderings, problems, issues, emotions, in collaboration with associated with ‘new sciences’’ teaching and learning methodologies Zones are allocated visiting teachers School physically open for twelve ranging from student to instructor for centred. hour days throughout the year, to collaborate and observe the school’s focussing toward longer learning to science and sessions. Useinnovative of ICT resources approaches to embody ‘a student centredteaching, learning at anyplace, maths learning and research. Australian Science and anytime philosophy’, promoting Mathematics School Flinders University,South Australia independent learning and individual Australian Science and Mathematics School learning styles.

A Day In The Life of ASMS Students Focus toward development of generic

Flinders University,South Australia

Learning Commons, Learning Studios and Other Facilities.

A key feature of the school is the break away from the traditional concepts of classrooms and laboratories. These have been replaced by such concepts as”learning commons” and “learning studios”.

skills and attributes and how to apply these to specific subjects and the A typical day concepts might start with a literature understanding of major andforum big ideas.with students from local high

Close links with industry and other institutions Working to challenge and renew approach to traditional school disciplines Weaknesses:

http://www.cybertext.net.au/tct2002/tour/aus_sc_maths.htm http://www.cybertext.net.au/tct2002/disc_papers/learning/need_mather.htm http://www.cybertext.net.au/tct2002/keynote/lake.htm http://www.aspa.asn.au/Confs/Aspa2004/asms.htm http://www.asms.sa.edu.au/ http://www.asms.sa.edu.au/student_life/ http://www.woodsbagot.com.au/

eak f have

Learning c ase s t uCommons, d y 0 1 . Learning a u s t ralian maths + science school [sa]

The spaces are designed to be student centred, rather than teacher centred, and will foster collaborative syndicate and project based learning.

the eight learning areas in the South Australian Curriculum, Standards and Accountability Framework; the studios

Zones are allocated for visiting teachers to collaborate and observe the school’s innovative approaches to science and

Each student will have his or her own “home-base” work station located in one of the learning commons. Students may flexibly organise their “home bases” to meet social or study group needs. Students will move around the school, the University campus and the local community, spending significant amounts of time in each, but always able to identify with their “home base” in the school.

A Day In The Life of ASMS Students

Eight specialist learning studios cater for the eight learning areas in the South Australian Curriculum, Standards and Accountability Framework; the studios will take a group of students working on

A typical day might start with a literature forum with students from local high schools. Then, with students from more distant high schools, the ASMS students might join a video conference class on

Zones are allocated for visiting teachers to collaborate and observe the school’s innovative approaches to science and maths teaching, learning and research.

schools. Then, with students from more distant high schools, the ASMS students Main Entry to the Science and Mathematics School

Introduction

The South Australian Department of Education,Training and Employment, in association with Flinders University, have

The ASMS vision is to prepare students to shape our world, our future, our global community and our environment through

4.01

c ase s t u d y 0 1 . a u s t ralian maths + science s cho ol cons t r u c t e d : c o m p l e t e d 2003 loca t i o n : b e d f o r d park, flinders university arch i t e c t : w o o d s b agot architects popu l a t i o n : 4 5 0 s t u d ents, staff n/a build i n g a r e a : 1 8 . 4m 2 p er student - 8300 m 2 total build i n g c o s t : $ 1 6 8 6 / m 2 - $ 14.0mil total project cost year l e v e l s : 10, 11, 12

meeting =

specialised focus labs

staff meeting

computer labs, quiet or specialist areas for concentrated study

formal presentation, meeting spaces for various sized groups


presentation

store teacher prep

+

+ project space + wet areas

+

fo c u s l a b s

breakout space

learning common = group learning

central atrium =

display space

focus labs =

seminar store

learning common

f o c us l a b s

teacher prep

+

l ear ni ng common

meeting

t e ach er prep

i nfo rmal meet in g

multi-modal learning setting conducive to group work, project discussions and collaborative meeting

individual pod

central atrium p resent at io n

opportunity for informal meeting, discussion or display of project work

4.02 ground floor plan

theme 1 context of the project in relation to state, school or discipline trends in teaching and learning

theme 2 educational philosophy




Utilising a variety of on site neighbourhood learning centres or hubs that are technologically linked to maximise student learning.

“learn for a full life”

Individually and flexibly planned, facilitated and managed learning program.

Four main single storey flexible learning spaces [family units] accessible from a covered spine to the west and abutting the eastern street boundary

Strengths:

Complementing the services of DETE [e.g. School of the Future, Open Access College, the Australian Science and Mathematics School, etc] and the directions of State Government [e.g. economic development, export of education services and products] Expanding its curriculum offerings through national and international links utilising online technologies. Use of advanced ICT Creating a Sustainable and Energy Efficient Environment Developing a greater understanding of Aboriginal Heritage and Culture of the Kaurna Plains People the traditional owners of the land

“learn how to learn”

“develop higher order thinking skills” Access to a range of collaborative and supportive processes to “ develop the confidence and support their learning and facilitate skills to use advanced learning the development of their social, technologies” emotional, physical, cognitive and creative needs [i.e. development of “develop an enterprising learning the whole student] community culture” Be amplified, extended and Create a community where learning transformed through the use of is available for everyone, at any time, learning technologies. and in any place. Have online access to a wide Optimal use of advanced information range of national and international and communication technologies. educational opportunities. Contribute to the economic sustainability of Mawson Lakes and become a catalyst and a conduit for the creation of a community, which continuously seeks to improve itself and the lifestyle of its members.

Be a part of a community in which learning becomes an integral part of everyday activity Be able to learn independently, interdependently and collaboratively in a local, national and international context as appropriate.

Varying bays and windows … are primarily places of retreat and small groupings to students within, providing them with unique windows to the world for outlook and display Solar and Thermal ventilation chimneys express the importance of sensitive environmental design. Each unit has its own directly accessible courtyard which in turn links to the open space going down to the creek Various landscape zones encourage different types of play The students… emphasised the importance of natural ventilation, accessibility to outdoors, environmental concerns and the need for different types of play spaces.

- Connection to outdoor spaces - Visible ESD design elements - Emphasis on life-long learning - Connection to other institutions and wider community - IT and wireless networks - Individual identity for ‘family units’ Weaknesses:

Mawson Lakes School Vision, 2000 http://www.mawsonlakes.sa.edu.au/index.html Architecture Australia November/December 2004 p76-77 http://www.architecture.com.au/awards_search?option=showaward&entryno=20045012

c ase s t u d y 0 2 . m a w son lakes school [sa]

4.03

c ase s t u d y 0 2 . m a w son lakes school cons t r u c t e d : 2 0 0 2 loca t i o n : m a w s o n lakes, south australia arch i t e c t : m g t c a n berra + russell & yelland popu l a t i o n : 3 6 0 s t u d ents, 28 staff build i n g a re a : 6 . 7 m 2 p e r student - 2350 m 2 total build i n g c o s t : $ 2 0 2 1 / m 2 - $ 4.75mil total year l e v e l s : p r e - s c h o ol – yr 7

courtyard =

staff areas =

outdoor room


outdoor rooms for group gathering, informal learning and socialising

family group =

administration

kiosk


+ resources, supply + store

collaboration zones and resources

hardplay

covered walkway

+

focus zones = specialised focus labs

group learning

courtyard family group

+ student home base

courtyard family group

family group

courtyard

family group

c o u r tyard

computer labs + quiet specialist areas for concentrated study

floor plan multi-modal learning settings with flexible partitions and integral wet areas

4.04 cross section

c ase s t u d y 0 3 . c a n ning vale high school [ wa] theme 2 educational philosophy

Implementation of bold shared vision Empowering children to view the world critically, to think and act statement: ‘putting children first’ independently, cooperatively and Collaborative community design responsibly. generation process that involved the formulation of ten key principles for Develops and offers an environment the schools planning process. structure on a shared philosophy of fundamental values, beliefs and Development of a ‘town centre’ curriculum engendering young model of schooling: commons block adolescents to explore themselves and periphery within the school and their place within the world. become the school heart. Flexible learning spaces provide maximum scope for flexible learning styles. The learning centre will provide a new centre of community.




Learning will be personalised for every student, designed to nurture mind, body spirit.

Collaborative design/planning process and community consultation resultant in the organic development of the brief.

strengths:

Development of a curriculum framework to supplement prescribed curriculum and syllabus by identifying common learning outcomes for students.

Integrated and responsive design and strategic educational development of project.

Development of a range of idiosyncratic design elements to Use of urban or masterplanning encourage “unprogrammed” learning design guidelines to formulate a school design. opportunities, and cross-curricular collaboration. Learning will be authentic with a Development of inclusive learning significant project-based orientation School architecture to allow end user outcomes and objectives which various modes of customisation of implement guidance for the referred and workplace relationship bent. learning spaces. It should not limit curriculum framework. Combining teams of teachers and users, rather empower and stimulate students within a learning cluster Implementation of cluster or the learning process. enables curriculum deliver to neighbourhood based flexible Seamless transitions between learning models with additional be learner centred and focussed towards the interests and concerns of indoor and outdoor space that reflect informal learning settings. the preservation and focus of the participants. environment within the school. Teaching programs that respond Circulation spaces that integrate to local needs and circumstances, enabling greater student ownership, socialising, student display and large group meetings. relevance and interest within their learning. Neighbourhoods with individual Establishment of non-discriminatory identities as clusters of ‘family’ learning outcomes based learning learning groups, along a learning focus. Educational inputs are being street. replaced by schooling results.

http://www.cvc.wa.edu.au www.spowers.com.au http://www.designshare.com/portfolio/project/details.asp?projid=219&projview=projnarr http://www.cvc.wa.edu.au/middleschool/program/learning2.asp http://fieldingnair.com/


4.05

c ase s t u d y 0 3 . c a n ning vale high school cons t r u c t e d : 2 0 0 2 loca t i o n : p e r t h , w estern australia arch i t e c t : s p o w e r s architects popu l a t i o n : 1 2 0 0 s t u dents, n/a staff build i n g a re a : 1 1 . 3 4m 2 per student - 13605 m 2 total build i n g c o s t : $ 2 0 5 0 / m 2 - $ 27.9mil total approx year l e v e l s : 8-12

meeting

corroboree meeting l e arning n e ighbourhood

lear ning stre et

backyard learning = outdoor room

corroboree =

learning neighbourhood =

outdoor room for group gathering or socialising

group learning

b a ckyard learning

+

multipurpose studio

multipurpose studio =

corroboree meeting

student home base

l e arning n e ighbourhood


+

open plan space enabling clusters of multi-modal learning settings

wet area + project space

lecture

area for activity based project work or specialist learning

discussion + meeting spaces for various sized groups

4.06 s ite plan

middle school build i n g f l o o r p l a n

Department Of Education

c ase s t u d y Innovations

0 4 . r e e c e high school [ta s]

theme 1

theme 2

theme 4


A challenging, relevant and coherent curriculum, with delivery composed of three elements; communication, integration and personal learning.

Variety of spaces and sizes to reflect different learning modalities;

strengths:

and learning

7/2/05 10:41 AM

process that that focuses less on on the desires and ol and community. ure that as many decisions n the context of what has ewhere. If there is a , don't stop there. Extend new ground if they seem ontext of the school being

Recognition of advancements in ICT Treatment of the school as a free, and ecological building practices creative and enterprising expression and their integration within education of learning community. Reece students with a wireless laptop computer lab on wheels settings. . Bring in your planner and archit ect as early in the process as Develop as an information rich have a fully worked-out "program" or "educational specifications" essionals. At Reece, the architects threw out everything they knew learning community combining sed, instead, on the he current and futuristic ICT resources ded. gs. with effective learning objectives.

sion any ould is some s we

School Architecture

hers

A wireless laptop class in session. At Reece, all rooms are o to potential “computer labs” itous uitous bout giving students access to technology anytime and anywhere, places where that d. A school designed with l have few wasted spaces in the school are potential

al, social, and emotional Good school school design is not "program," but about quality called "usability." eas on the school campus eerful, daylit, and

essonsTasmania3.asp

Foster stronger links between the school and the broader community; promote students as both teachers and mentors to community groups and develop partnerships with local business and industry.

Project based learning, problem solving and practical application of knowledge and skills. Expansion towards individualised learning plans.

Enhanced flexibility (operable walls, internal glass and inter-connectivity of adjacent spaces) Provision of project learning areas and individual workstations; individual space “ownership” - eg a workstation for each student in Grade 9 and 10;

Incorporate diversity and flexibility to curriculum through multiple teaching and learning spaces and delivery Maximizing use of natural light and methods. ventilation and acoustic control;

Emphasis of the social dimensions Innovative information resource and responsibility of learning through centre incorporating online learning formal and informal means. and vocational education and further education resource information; Community ‘peer’ tutoring and stimulated interaction. Community access facilities, eg performing arts/catering complex; Innovative furniture and equipment with the flexibility to re-configure; Seamless ICT provision supporting “anywhere/anytime learning” including a central ICT-rich focal facility and de-centralized wireless and cabled systems.

Students now have individual workstations that they can Page 1 of 2

Architects Glenn Smith and Associates worked in conjunction with internationally renowned education

Implementation of flexible learning directives to both school curriculum and building facilities design. Student centred learning approach; workstation base for individual students and flexible teaching styles. Integration of community with school programs that goes beyond facilities sharing. Initiatives harnessed from state strategic direction change of education planning need to be further implemented with this school forming new benchmarking parameters for other developments. Successful implementation of ICT. weaknesses: Further exploration of outdoor learning environments could be developed.

http://www.education.tas.gov.au/admin/ffps/comms/buildingworks/reece.htm http://198.92.126.82/research/nair/lessonstasmania/LessonsTasmania.asp http://www.cefpi.org/20031023_MacWinner.html http://www.reece.tased.edu.au/ Education Week, February 4, 2004

New philosophy of school School’s vision of fostering a ‘love development; the first within of learning…through an integrated School Tasmania to Architecture embody a truly project-based curriculum’. Articles | Innovative School Designs | Site Search | E-News | Membership Home Copyright | | Contact | Links Planners | Architects | | collaborative processLearning within school To Enhance planning. From Tasmania Fulfil learning ambitions of all ure: Lessons community members, realising Interactive Whiteboard Trial Promote a culture of, and learning asset potential of these o far away that we in the Here arecommitment some ideas that to life long education members and benefits to student with a community focus. development. Start every project with a

use y and use

theme 3

The newly built Reece Higheducational School has been designed to create an innovative key planning + design context of the project in philosophy specific proposed learning to complement the school's newpedagogical project-based approach features relation toenvironment state, school or activities discipline trends in teaching to learning.

4.07

c ase s t u d y 0 4 . r e e c e high school cons t r u c t e d : c o m p l e t e d november 2002 loca t i o n : d e v e n p o r t, tasmania arch i t e c t : g l e n n s m ith + assoc with prakash nair popu l a t i o n : 6 0 0 s t u d ents, 42 staff build i n g a r e a : n / a m 2 build i n g c o s t : $ 9 . 7 7 5 mil approx year l e v e l s : 7 - 10

staff areas =

circulation =

staff meeting

breakout space

group learning

project studio =

+

+

+


individual pod

presentation space

preparation zones and resources

focus or specialist labs

building 7 floor plan [nts]

+

project studio

+ student home base

opportunity for informal meeting or discussion

9-10 principal work area



+ project based collaboration

principal work area =

circulation + breakout spaces

multi-modal learning setting for general group work, presentations and student individual home base

lobby


project specific small group activities and discussion

project studio

project studio

staff

4.08 building 1 floor plan

c ase s t u d y 0 5 . c o p per fi eld college junior campus [vic] theme 1 context of the project in relation to state, school or discipline trends in teaching and learning


Team approach where year 7 to 9 This is a third campus for students are grouped with a team of Copperfield, built in one of Melbourne’s outer west growth areas. cross KLA teachers for their time in the middle school. The design was carried out during the Middle Years of Schooling Research Teachers have developed integrated approaches to learning which and Development program – based best suit the learning needs of the on the Hill and Crevola research students. and a key reform strategy at state government level. School’s strong belief, based on At the Kings Park campus there was research and extensive experience is that this structure is the best way considerable research into Middle to address the middle stages of Years reform, both pedagogy and structural. schooling. Local building projects adapted existing space to facilitate the new structure and year 10 was moved to the senior campus. This lead to a design brief for the Sydenham campus based on philosophy and middle years principles.




Teachers work in middle years teams with up to 200 years 7 to 9 students.

Each team space is totally independent.

strengths:

There are a mixture of flexible spaces which allows for less traditional teaching approaches such as team teaching, small group, ICT integration.

Each has a group of 6 GPC spaces, a junior Science froom, Technology space, Art space and ICT pods.

Emphasis on the teacher student relationship as a precursor for optimal learning – the teachers know the students, and increasingly their families as well. This includes their individual learning needs.

Large size of school and rapid growth Emphasis on inquiry based learning means that sound pedagogy and appropriate structures need to be in place. As a multicampus school, we are committed to two year 7 to 9 campuses and one year 10 to 12 campus.

Four of the GPCs are ‘double classrooms’. Each team has their own team office, internal toilets, interview space and internal locker spaces. The design is open, glass used to allow supervision and security.

Strong sense of belonging, identity and loyalty for students in each team Team toilets work well as an antibullying strategy, as does the glass – safety and security The team office fosters informal discussion amongst teachers Sense of ownership of the design amongst the staff and school community through research and inclusive design process. Building orientation and natural light Weaknesses: Internal lockers are higher than the optimum height of windows into corridors. Winds problematic for gardens. The north side of each building gets hot. Verandahs are designed successfully to provide shade, as well as a program in place to cool computer rooms.

4.09

case study 05 . copper field college junior campus constructed : 2004 location : community hub sydenham architect : patrick architects population : students, staff building area : n/a m 2 building cost : $ 11.0 mil approx year levels : 7 - 9

seminar area = group learning

cour tyard

+ courtyard =

informal presentation

outdoor room

seminar

seminar

group work=

seminar


+ student home base

outdoor rooms for group gathering, informal learning and socialising

seminar group work

presentation

+ wet area + project space

area for activity based project work or specialist learning

staff areas = staff meeting

learning setting for general group learning, informal presentations and discussion

existing gym

+ resources, supply + store

preparation zones and resources

4.10

c ase s t u d y 0 6 . t h e big rug school [uk] theme 2 educational philosophy


‘The Big Rug School’ operates as a woven textile of integration of pupils, community and staff with the landscape, local conditions and collective aspirations.

Flexible spaces for individually directed ‘life-long’ learning throughout the school for both children and adults.

Development of formal and informal curriculum

Ecologically sustainable, low energy school buildings, emphasising design and construction efficiencies and technology advancements.

Inclusivity Flexibility in teaching formats and spatial/furniture arrangements. Involving the entire community in the life of the school Encouraging lifelong learning; ICT integration Traditional delivery method of teaching being employed, 90% of learning conducted in classrooms, with break out individual learning pods/resource, ICT and library spaces. Sequential spaces inviting informal learning, passage, rest and sensory engagement.


Sustainable school for both the community resources, composed as a classroom use block and Use of the external environment as an community block, with central educational tool through connections divisionary individualistic identity to the ‘natural world’. ‘pods’ Accessible, adaptive and integrated external and internal environments, focussing on both as spaces for learning. Inviting, de-institutionalised learning spaces, preferring rather flexible learning forums. A modular format of spaces remains distinct within the design proposal which incorporates a strong factory pre-fabrication off-site philosophy. Use of low-tech strategies, embodying low energy, ecologically sustainable design: ventilation chimneys, double skin walls, daylighting controls through use of solar blinds, energy efficient artificial systems


strengths: Connection to outdoor landscaped spaces and the environment beyond Interaction of school hours and outof-hours ideals weaknesses: Classroom design may not provide sufficient flexibility of spaces

http://www.swarch.co.uk http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/ exemplars/primary/sarawigglesworth/


4.11

c ase s t u d y 0 6 . t h e big rug school

outdoor activity space =

cons t r u c t e d : n o t b u i l t loca t i o n : u k - t he o re tical site arch i t e c t : s a r a h w i ggleswoth popu l a t i o n : 4 2 0 s t u d ents + 26 nurser y students build i n g a r e a : 2 2 4 4 m 2 build i n g c o s t : G B4 . 0 5 2 mil approx year l e v e l s : pr e p - 7

circulation = breakout space

outdoor room

+ outdoor room for group gathering or socialising


breakout space + resources provision

classroom = student home base

classroom

classroom

classroom

classroom

classroom

classroom

creative space IT suite = specialist focus space

+ presentation

classroom

+

outdoor activity space

IT suite

creative space

+ project space + wet areas

group learning

main hall


focus spaces for specialist activity

4.12 floor plan

c ase s t u d y 0 7 . t i g h t urban site . school design [uk] theme 2 educational philosophy


Promotion of the integration and advancement of ICT facilities.

‘Create a holistic environment, which supports the social well being of young people as well as their education development’

Integration of advanced ICT facilities within school curriculum and establishing alternate delivery methods.



All spaces, at micro and macro scale, strengths: inside and outside the classroom, are potential learning zones, and places Building’s ecological adaptability University teaching methodology for social interaction and impact at a macro scale to suit may be integrated to later year several urban sites. Central circulation ‘street’ atrium student education, coupled with the School composed of four learning General assumption of teaching development of ‘real-time’ virtual framed by a four layers flexible ‘Mixed-mode’ strategy for all environments, each providing spaces adapting in response to classes. differing delivery methods of the curriculum developments, ICT learning classroom zones: the learning areas at the micro level. curriculum; the ‘bookcase’, the ‘test innovation and pastoral care. bookcase and practical learning Central circulation spine and informal Development of a passive ecological bed’, atrium and ‘pebbles’. spaces. sustainability system of building, or social learning pods and clusters. Predicated upon ICT innovation construction and operation Integrated series of centralised changing the school’s learning ‘Test bed’: four storey series of Passive ecological considerations informal self-directed learning pods environments to develop varying vertical layers containing different Strong sense of a community and response to external through the building’s spine, a break room sizes, more open plan in nature practical learning activity spaces. campus, a ground level ‘street’ out from traditional teaching delivery encompassing a varietal of learning environments. Architectural expression unique develops the school meeting spaces used predominantly elsewhere within activities within a single space or as an enclosed piazza flexible internal class spaces. learning studio. to each learning activity links Weaknesses curriculum ideologies and pedagogy Note: Current proposal based upon Adaptation of ‘kit-of-parts’ with spatial concepts. Remnants of traditional curriculum ideology at masterplanning level, traditional cellular spaces and delivery methods and cellular spatial Creation of a sustainable environment arrangements hinder the progression incorporating strategic spatial intents teaching methods with flexible ‘internalised’ outcomes incorporated for future generations, principally of new curriculum delivery. towards flexible, non-structured, formed upon four themes: health and a-locale learning and challenges there in. well-being, education for sustainable conceptions of student centred learning. development, minimising resource use and working with the community. Continually evolving teaching styles and technological advancements enabled by spatial layouts with adjustable partitions.

http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/exemplars/secondary/alsop/ http://www.alsoparchitects.com/


4.13

c ase s t u d y 0 7 . t i g h t urban site . school des ig n cons t r u c t e d : n o t b u i l t loca t i o n : u k - t h e o retical urban site arch i t e c t : a l s o p a r chitects popu l a t i o n : 1 1 5 0 s t u dents [sixth form 2500 build i n g a re a : 1 0 1 6 7 m 2 build i n g c o s t : G B1 6 . 4 8 9 mil approx year l e v e l s : 8 - 12

‘the test bed’ = specialised focus labs

specialist activity based work

‘bookcase’ classrooms =

‘th e test bed ’

the atrium =

student home base

breakout space

‘th e at riu m’

+

+ ‘th e bo ok ca se’

presentation

+

ground floor plan

individual pod space

+

group learning

display space

flexible group spaces with opportunity to open out onto circulation

informal gathering, socialising with provision of small group pods and resources

4.14 longditudinal section

c ase s t u d y 0 8 . s c h ool of environmental studies [minnesota] theme 1 context of the project in relation to state, school or discipline trends in teaching and learning





Environmental Studies Specific School located in a regional setting, adjacent the Minnesota Zoo.

Interdisciplinary thematic curriculum: students shape their needs and interest to focus their education to environmental studies, through thematic learning experiences.

Active, experiential, access to advanced ICT empowered learning where traditional disciplines are integrated towards the study of the environment.

Fit the building to the academic program: resolution of the school’s pedagogy and curriculum intents prior to consultation of architects.

strengths:

Authentic ‘real-world’ project based learning through collaborative partnerships with industry, Discipline specific learning and community, other institutions, focus oriented school in later years government and primarily the of education, serving as precursory to Minnesota Zoo. further studies. Self-perpetuating learners, who accept the responsibility of the afforded latitude to their education, to navigate their own learning and identification of resources within the global community. Encourage sustainable environment actions. Promote collaborative relationships among students and staff, fostering student learning to their individual capabilities. Develop active, environmentally informed, self-perpetuating learners and citizens connected with the local and global community.

Students to act as workers, teachers maintaining a less central role. Flexible learning with an environmental focus: in-depth, interdisciplinary research using innovative technology that results in practical applications. Coherent structured curriculum and instruction principles, modelling informed thought and decision making through enhanced student needs and directed educational opportunities. Removal of the traditional classroom arrangements by transposing the education setting within the environment.

Exposed architecture, using the building as a teaching tool to demonstrate how architect’s work with materials and the environment. Flexible, permeable and open learning spaces of varying scales, both within built forms and the external environment.

Use of building envelope as an ecological teaching driver. Development of specialist education stream schooling, focus orientated to future personal and career development of students.

Design of building envelope provides Weaknesses direct visual connections to the ‘field’ Partial implementation of flexible Promote sensory elements of identity spatial learning arrangements, adaptive or re-configurable internal and community through unique building form. spaces can only form part of a flexible learning space. Adaptive learning spaces for unique learning experiences, within clusters Discussion of a lottery draw for for student learning, common student places impinges the active workspaces and flexible use rooms. learning of those who strongly desire to attend the school and is reflective Students should be able to move in pedagogic intents and strategies. about, with the development of a central location; ‘everyone’s group, everyone’s house’

http://www.designshare.com/HighSchoolLibrary/HSZoo/HSZoo2prog.htm http://www.isd196.k12.mn.us/Schools/ses/hse/house.html http://www.glef.org/php/article.php?id=Art_1010&key=189 http://ali.apple.com/ali_sites/glefli/exhibits/1000610/The_Story.html http://www.glef.org/redesigning/intro.html http://glef.org/redesigning/html/zoo.html http://newdesigns.oregonstate.edu/updates/environmental_studies/section04.html

Strong environmental sustainability concepts used within building design, to be used as a teaching mechanism.

Integration and recognition of pragmatic ‘real-world’ experience and benefits to flexible learning outcomes and students’ curriculum.

4.15

c ase s t u d y 0 8 . s c h ool of environmental stu di es cons t r u c t e d : 1 9 9 5 loca t i o n : a p p l e v a lley, minnesota arch i t e c t : H G A a r c hitects popu l a t i o n : 4 4 0 s t u d ents, 20 staff build i n g a r e a : 1 4 . 3 5m 2 per student - 6317 m 2 total build i n g c o s t : U S $ 8 5 7 . 9/m 2 - US $5 . 775 mil year l e v e l s : 10 - 12

laboratory = specialised focus labs

computer labs + quiet specialist areas for concentrated study laboratory

classroom =

classroom

student home base

laboratory resource

classroom

l ab ora to r y

resource

resources =

cl assro om


classroom resou rce

+

resource

la bo rat or y

+



+ project based collaboration

central resource areas with opportunity for informal discussion in small groups


4.16 conceptual floor plan