impacting student outcomes through architecture and … student... · impacting student outcomes...

Impacting Student Outcomes Through

Architecture and Design

Provider 40107819

Sean Tracy/Barry Sallas/Steve Pryor

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course will be reported to AIA CES for AIA members.

Certificates of Completion for both AIA members and non-

AIA members are available upon request.

This course is registered with AIA CES for continuing

professional education. As such, it does not include

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distributing, or dealing in any material or product._______________________________________

Questions related to specific materials, methods, and services will be

addressed at the conclusion of this presentation.

Course

Description

As school districts continue to implement and incorporate

active and socially positive teaching strategies, this is

commonly done using buildings that were not originally

designed with these concepts in mind. Additionally, there

is a reluctance to “dive head first” into a completely new

paradigm of building design when many still recall the

unsuccessful open classroom concepts of the 1960’s and

1970’s, as well as the renovations of these spaces into

more conventional classroom configurations. As a result,

facilities constructed in the last 20 years are not

significantly different from those built 75 years ago. The

purpose of this presentation is to show how schools can

“test the waters” and modify existing facilities to provide

adaptable, multiple-use configurations and incorporate

new pedagogies.

Course

Description

The content assists architects and designers to

communicate effectively with school personnel about

learning concepts, learning modalities and engagement

space. An examination of the modern learner will

highlight the benefits active learning spaces have on

cognitive learning. Attendees will be challenged to

recognize how students learn and how student-centered

pedagogy has positive and measurable social impacts to

better prepare students for life after formal education.

Looking at the dynamics of active learning, attendees will

see the relationship the environment and design has on

overall student engagement. This course will also

identify helpful concepts that aid in the design of the

educational space to achieve positive and measurable

student outcomes.

• Explore and understand how previous attempts at alternate learning environments were unsuccessful and how we arrived at our current destination.

• Understand how learning modalities and teaching strategies play a key role in designing the educational environment to allow for better teaching environments, social integration and improved student welfare.

• Identify key spaces of active and collaborative learning within the school facility and the measurable impact they have on student outcomes.

• Learn how architecture and furniture can modify existing facilities to support current and future learning concepts without requiring the complete rebuild of schools.

At the end of the this course,

participants will:

Learning

Objectives

The Changed

Learning Environments

Turn of the century school house

The Changed

Learning Environments

Classroom from the 1930’s

The Changed

Learning Environments

A shot at outdoor learning

The Changed

Learning Environments

1950’s Classroom

The Changed

Learning Environments

The Lecture Environment

The Changed

Learning Environments

The Lecture Environment

The Changed

Learning Environments

Open Classroom

1960’s – 70’s

Introducing Technology

The Changed

Learning Environments

Introducing Technology

The Changed

Learning Environments

The Changed

Learning Environments

Today’s Past

The Changed

Learning Environments

Today’s Past

The Next Step

The Active

Learning Classroom

The Next Step

The Collaborative

Commons Space

Baseline for Stepping Up LearningMastering Information versus

Regurgitationcreating

evaluating

analyzing

applying

understanding

remembering

Higher Order Thinking Skills

Lower Order Thinking Skills

VAK Learning Styles

Traditional

AuditoryVisual Kinesthetic

SENSE IN DESIGN

VAK Learning Styles

Traditional

Visual

Kinesthetic

Auditory

30% 65%

5%

UAB School of Medicine

Study of Learner Types (2005)

VARK Learning

Style Inventory

• The addition of text based input

and output

• Identifies students that learn from

writing down

• Recognizes the motor skill

association of writing and memory

• VARK evaluates our percentage

propensity for each mode of

learning

Flemming/Mills

VISUAL

AUDITORY

READING/WRITING

KINESTHETIC

Impact on

Comprehension

Impact on

Comprehension

Practical Application of Modalities for

Learning

• Each student learns differently from

one another

• There is not a singular modal

approach that is a cure all for

learning

• No one teaching method will

effectively reach all students

• You cannot address all student

learning styles all of the time

• VAK/VARK awareness can have an

impact on learning styles and

environment

(morgan/barker University of South Alabama)

Profile of Today’s Learners

• Connectedness (CDC)

• Comfortable in real and virtual

spaces

• Prefer interactive and social

activities where they have a

voice

• Good with self-directed tasks

• Like instant access to information

• Quickly adapt to emerging

technologies

• 4’C Goals

Collaboration Communication

Creativity Critical Thinking

= Impacted By Design

The 4 C’s of Education

Dynamics of the Active

Learning Classroom

• Teacher Position in the

Classroom Impacts On-task

Behavior

• A Correct Learning Environment

Enables Transition and

Connection

When it comes to student

performance on reading and

math tests, a teacher is

estimated to have two to three

times the impact of any other

school factor, including services,

facilities and even leadership.

Dynamics of the Active

Learning Classroom

Impact Zone/T-Zone

STEP: STUDENT-TEACHER-

ENGAGEMENT-POSITIONING

STEP: STUDENT-TEACHER-

ENGAGEMENT-POSITIONING

Cooperative learning is more than throwing

students together and expecting learning to

occur. This casual approach is a recipe for

failure ( Feichtner and Davis 1985.)

It is NOT all about Shapes

Teaching Strategies for Engaged

Learning & Student Connectedness

Ice Breakers Scenarios / Case Studies

Shared Brainstorming

Think / Pair / Share

Reciprocal Questioning

3 - 2 - 1 FormatWrite / Pair/ Share

Numbered Heads TogetherNote Check

Student Summaries

Roundtable

Background Knowledge Probe

Question and Answer PairsCorners

Generating Questions

One Minute Paper

Problem-Based LearningJigsaw Teamwork

Focused Listing

Ten-Two Strategy

Rotating Chair Discussions

Two Column Method Peer Survey

Phillips 66

Think / Pair / Share

THINK:

Teacher provokes students with

questions or observation. Students

take a minute to think on their own.

Teaching Strategies

for Engaged Learning

Teaching Strategies

for Engaged Learning

Think / Pair / Share

PAIR:

Using designated partners or

deskmate students pair up to talk

about the answer each came up

with.

Teaching Strategies

for Engaged Learning

Think / Pair / Share

SHARE:

After students talk in pairs, the

students share answers with the

rest of class.

Teaching Strategies for

Engaged Learning

Jigsaw Teamwork

-1971 Dr Elliot Aronson

Teaching Strategies for

Engaged Learning

Jigsaw Teamwork

- Social Integration attained

- Classroom Management

attained

- Random students are now

organized

- Quartiles for effective

performance collaboration

The Impact of the Teaching Method

Peer Learning and Instructor Role

- Course fail rates are reduced 25-81% —with an average (by course) reduction of 61%.

-The change in fail rate of four instructors who had taught the course using standard instruction (lecture) before adopting Peer Learning was measured. In this within-instructor study, fail rates are reduced by 40-87% with an average (by instructor) reduction of 66%.

--It is not simply that instructors who adopt Peer Learning are “better” than others who teach that course

Leo Porter, Cynthia-Bailey Lee, Beth Simon (computer science)

During the past 90 years, more than 600 studies have been conducted

by a wide variety of researchers in different decades with different age

subjects, in different subject areas, and in different environments. We

know far more about the efficacy of cooperative learning than we know

about lecturing… or almost any other facet of education.

Johnson, D. W., Johnson, R. T., and Smith, K. (1991). Cooperative learning:

Increasing college faculty instructional productivity: Ashe-eric high education

research reports

Key Spaces for Active and Collaborative Learning

Classroom Media Center Lab/Maker Space Social Spaces

&

Learning Commons

Classroom

• Pedagogy first, student

centered, allowing for active

and collaborative learning

• Permits transition from lecture

style to learner-led and Teacher

guided lessons

• Utilizes analog and digital visual

presentation

• Technology friendly and

adaptable

• Inclusive of manipulatives in

study

• Collaborative, Peer and Flipped

appropriate

Media Center

• Recognizes socialization of the

library environment while still

allowing for self-study

• Less emphasis on printed matter

storage

• Combines fixed and portable

technology

• Inclusive of group learning spaces

• Easily reconfigurable through use of

mobile furniture options

• Future proofed

• The place students go to create

knowledge, not just find it

Lab / Maker Spaces

• Seamlessly integrates hands on

learning with digital learning

• Instructor presentation area still

available

• Students given group work and

break away spaces

• Mechanical considerations are

no longer room centered, but

still within easy access

• STEM friendly

Social Spaces &

Learning Commons

• Recognition that learning

happens outside the classroom

and traditional spaces like the

library.

• Encourages spontaneous

interactions.

• Allows access points to

technology.

• Informal learning and

information sharing tends to

take place in these areas.

Modify

Adapt

Rearrange

Changing Student Outcomes

By Changing The Learning Environments

CourtyardsReimagining Exterior Spaces

• Curriculum-focused

• Adaptable and multi-use

spaces

• Designed as learning

exhibits

• Easily supervised

Administration

Media

Center

Co

rrid

or

Open Area

Classrooms

Courtyards

Courtyards

Open Area

Art Patio

Stage

Science

Art

Music

Courtyards

CommonsReinventing Media Centers & Cafeteria Spaces

• Community-focused

• Impromptu learning in

social environments

• Safety and supervision

integrated

Lobby

Administration

Cafeteria

Corridor

Media Center

Computer

Lab

Commons

Commons

Classroom CorridorsRepurposing Single-use Arteries

• Breakout areas for small

groups/independent

testing and study

• Classrooms vary in size

and use

• “Eyes on the street”

along the corridors

Classroom Corridors

Classrooms

Classrooms

Classrooms

Corridor

Resource

Stair

Photo credit to Stantec,

formerly SHW Group.

Classroom Corridors

Summary

1. Social lessons learned from historical attempts at alternative learning environments help us build upon a more solid course of design for the future.

2. Learning modalities and teaching strategies play a key role in designing the educational environment to allow for better teaching environments, social integration and improved student welfare

3. Key active and collaborative learning spaces within the school facility have a measurable impact on student outcomes and address societal change

4. Architecture and furniture can modify existing facilities to support current and future learning concepts without requiring the complete rebuild of schools. At the same time it creates a safe platform for the growth and welfare of our students.

Resources for Effective

Learning Environments

This concludes

The American Institute of Architects

Continuing Education Systems Course