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Impacting Student Outcomes Through
Architecture and Design
Provider 40107819
Sean Tracy/Barry Sallas/Steve Pryor
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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