Learning Spaces

The furniture debate

On a special feature on school furniture, Sean McDougall argues that we need a radical overhaul of how we design school furniture and argues that sitting comfortably really can make the difference to the way we learn in schools.

Sean McDougall argues that sitting comfortably really can make the difference to the way we learn in schools.

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      string(338) "... of chair could result inback pain. Remember that the height of achair should relate to the height of a table.n  Creative use of furnitureCan furniture be used as space dividers orwork areas?n  Multi-functional furnitureSpecialised furniture can have limited useand therefore tie up floor space.n  Maintenance Are ..."
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      string(1247) "same size trays.n  Strength and stability of the furnitureThe best way to ensure this is to buyfurniture which has been manufactured tothe furniture standards BS 4875 and 5873.n  ErgonomicsThe wrong choice of chair could result inback pain. Remember that the height of achair should relate to the height of a table.n  Creative use of furnitureCan furniture be used as space dividers orwork areas?n  Multi-functional furnitureSpecialised furniture can have limited useand therefore tie up floor space.n  Maintenance Are there components which would bedifficult or expensive to repair or replace?n  A range of furnitureSpaces can be interchangeable and flexiblein their use of furniture.n  Find all BESA suppliers in our freeBESAbook: The UK Education and TrainingProducts and Suppliers Directory. Call 0207537 4997 for your free copy.n  Look for the BESA logo on advertisingand in catalogues to be sure that you aredealing with reputable suppliers.n  Visit www.besa.org.uk – the one-stopsource of the latest product and supplierinformation for furniture.n  For furniture, visit the BETT Show, 10-13January 2007, Olympia – London and TheEducation Show, 22–24 March 2007, NEC– Birmingham."
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Learning Spaces

The furniture debate

22 Sep 2009

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      string(275) "... asked what he would do if he had access to $100,000, Thompson’s answer is equally impressive: “It would be fun to have different furniture options but the culture here is so strong that we don’t need it. Even if I were offered $5m, I would turn it ..."
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      string(5604) "(complemented by a heavy emphasis on reading) and project-based learning – or ‘quests’ – running in six-week cycles, each ending with a High Tech High-style public exhibition. Complete ownership of their space and delegation of responsibilities is further encouraged with heroes collaborating to devise and sign up to a self-determining contract outlining expectations of behaviour and freedoms. It’s a contract that works in surprisingly effective ways, especially in a one-room school where noise and disturbance is always a concern. Whilst technology provides some solutions (a Yakker Tracker glows red when noise levels get too high, and if it gets too much, heroes use headphones to complete their individual work), it’s the contract that helps guide the noise.  “Some days, it’s chaotic and can get loud. But our heroes are empowered to ask others to quieten down. Our role as guides is not to be corrective and enforce discipline. They need to be accountable for each other’s behaviour, tied to a promise that they made to each other.”In these exciting early days, Thompson clear vision of the direction he’s taking his micro-school is impressive. Indeed, when asked what he would do if he had access to $100,000, Thompson’s answer is equally impressive: “It would be fun to have different furniture options but the culture here is so strong that we don’t need it. Even if I were offered $5m, I would turn it down, as it would ruin the journey itself to start from scratch.  Portfolio SchoolPortfolio School, another micro-school start-up in New York, is also mindful of the challenge of noise in a one-room open plan space.  “We thought so much about sound. That’s honestly all I would talk about to any designer who came in. ‘How can you dampen the sound?’ Everything in our environment was reflective.” Their solution? A “ton of sound panelling”. Founded by Doug Schachtel, an ex-media executive and Babur Habib, a tech entrepreneur, the Portolio School started in September 2016 with 7 pupils at K-5 elementary stage. Now in their second year, twenty students occupy a 2000sqft space in the swanky TriBeCa area of New York. Portfolio follows an evolving project-based curriculum in an open plan, light-filled space that prominently features a Maker Space, complete with tools, glue guns and laser cutters. “We don’t have a maker space. We are a maker space,” says Schachtel. “When we talk about agency, innovation and creativity, we insist that a 5-year old can access resources throughout the day, whether teacher, materials, pupils or laser cutter. We don’t limit access to 45mins like in a traditional classroom.” Alongside its curriculum, Portfolio is also on its own journey in iterating how mixed-ages use a single space. “I wish I could say that we sat down on the first summer and got it nailed. We’re pretty much on version 50 of our schedule. This was always going to be an on-going process because schedule and space have to work in tandem in a very specific way. A traditional environment is so regimented, with pupils moving from one class to the next. It’s a very efficient, beautiful design for what was intended. But if you’re trying to design a different flow, you’re going to have to think very tactically about how they’re going to move through this space, how will they make the transitions so that it’s not disrupting other kids.” Portfolio’s agility and adaptability is key to their thinking, especially in an environment where space is limited. As the classroom began to fill with pupils’ work, walls were quickly transformed into whiteboards with Magic Paint. But then drawing on walls proved so popular (who’d have thought?) that the team photograph the walls weekly before erasing the work to make way for more ideas. Storage also proved a problem that needed rapid resolution. “Kids are creating so much stuff that unless there’s a conveyor belt out at the end of every day, there’s a lot of things we’ve got to store. With a work-in-progress, if a kid returns to it the next day, it has to be exactly as it was so that they can continue to work on it seamlessly – that’s tricky as its an open space.  We had to put in extra storage wherever we could.”Whilst Portfolio’s culture is still in development stages compared with Acton, Schachtel and Babur still had vision and entrepreneurial chutzpah to sell the school to parents before they had secured a site. “We didn’t have a location, but we did run six open houses – a two-hour seminar to parents on why we thought schooling should change. At each session, at least one person would ask, “So, where’s the school?” All we had to go on was a sketch (pictured) of what we thought the Portfolio would look like.” Much has changed since and much has evolved and despite a hefty $35,000 a year price tag, demand is robust.  “We currently have a more interest than we have space. But we don’t want to make the space too cramped for our students. We’re going to keep it small, before we move to a larger space for the middle-schoolers in Grade 6.”Micro-schools – a disruptive force?Clayton Christensen, mastermind of the economic theory of innovative disruption, predicted the wholesale disruption of education in his 2008 book, Disrupting Class. In it, he suggests that as edtech drives down the cost of high quality curriculum, so too do the costs of delivering this content outweigh the benefits of scale economies, large schools’"
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Innovative School Design

Small and mighty: a micro-school mini-revolution

3 Oct 2018

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      string(280) "Terry White outlines the importance and success of the Association for Learning Environment’s mission to bring the voice of students into the planning and design of learning environments and talks to those who have developed, experienced and have been inspired by the programme."
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      string(1894) "twenty school design projects across Canada, been invited to speak at over thirty events in four countries, worked with governments to compose professional development materials and policy, and worked with businesses to develop student-designed furniture and bring actual problems into classrooms. Like our original school design, not all of these projects have come to fruition. But they keep leading us in new directions. By using what I have learned to try to build actual solutions – whether they have all been implemented or not – I’ve been able to go around the world, learning more outside my conventional schooling than in. I have seen first hand how students can design their own learning. Not just through a space, isolated from the world, but through a process affecting it, that could take them a lot farther than they may think.Conclusion Engaging young people in the debate about what great learning spaces should look like has been a central part of the SchoolsNEXT programme. All design professionals and educators have seen the gains in both the design itself and also in improved social and learning outcomes, when all stakeholders are collectively involved in the process from the outset. The contribution of young people is especially important but is often undervalued. Through the developing SchoolsNEXT programme and the value placed on the voice and actions of young people as co-designers for the future, our educational experience and content will be enhanced and relevant and the environments, in which we will learn, will be sustainable.Terry White is the Chair of A4LE – UK and can be contacted at terry.white@a4le.co.uk.Details and guidance on the SchoolsNEXT Programme can be found under ”SchoolsNEXT Design Competition” www.a4le.orgStudent Voice can be contacted at info@STUVOICE.org and Cole Webber at cole@colewebber.com"
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ECO Friendly Design

Student Voice and Student Choice at the center of Learning

1 Feb 2018

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      string(456) "In 2009 a group of parents from the Wapping, Shadwell and Limehouse districts of East London got together to talk about the secondary education provision within their community. Even though Wapping had been an admissions priority area for over ten years, theirs was a part of the borough where single-sex post-eleven education remained the norm and the demographic had led to many local schools becoming stratified along lines of both gender and ethnicity."
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      string(5617) "Twelve months later, they moved into a permanent home – a six (now seven) -storey former office building on Commercial Road, London E1. And the design of the premises reflected the educational philosophies that were determined during years of research by the Trust that had been established to apply for and ultimately run the school, meaning that on the day it opened, the school (which was designed for 420 students) had just eight enclosed general classrooms (none of which had doors), one projector, two clocks and no pinboards. Whilst the specialist spaces – laboratories and workshops – were excellent if more traditional, the school also recognised the role computing would have to 21st century citizens, so excellent wifi coverage was ensured across all parts of the premises.And three years after that, we visited to see how they were getting on. “It’s not been an easy journey,” acknowledged Kerstyn Comley, the chair of Governors and one of the founding trustees. “At a school where we wanted the social capital to be as important as the academic capital, when you’re changing how teaching and learning is delivered, it’s hard work”. And it’s a sentiment that was shared by headteacher Karin Rowsell. But whereas it would have been easy to throw in the towel and revert to known practices, giving up clearly isn’t in either Kerstyn’s or Karin’s nature.As a converted office building, the school is not surrounded by grounds in the way most schools are – in fact, the only outside space on the school premises is on the roof (they use nearby playing fields, parks etc for outdoor sports). So you walk in straight off the pavement into a large ground floor space casually furnished with sofas, café tables and chairs. The central part of the floor slab has been removed (see image on previous page) to create a generous stairwell down to the basement restaurant where the music department is too – away from the rest of the learning spaces, and providing acoustic separation from the inevitable noise of students practicing instruments.If there’s one thing Karin has learnt, it is that when you create autonomous spaces (such as architectural practice ECE created upstairs on the four main teaching floors at Wapping) you need a sense of ownership. With a UK ‘Free School’ (a brand new school starting from scratch) it’s almost impossible for students to be involved (when the school was built, there were no students!), removing the opportunity for learner-led design which played such a big part in the projects we covered in the last issue. So pragmatism has to take over, and initially it’s the teachers who have to take the responsibility for controlling the space, but involving the students so ultimately they will self-police it. And where there is this sense of ownership, the spaces work well.Nick Evans of ECE used a clever architectural device in the design of the main teaching floorplates. Removing the corners of the classrooms creates a quasi Venn Diagram of interconnected spaces (see right).  As a future-proofing ‘insurance’ measure, just in case the school subsequently decided to revert to a more traditional model and infill them, the gaps left are precisely those of a door and glazed vision panel. The result is a combination of semi-enclosed and shared learning spaces. The rectangular semi-enclosed spaces had power and data provision in three positions – centrally on a short wall, centrally on a long wall, and in one of the corners, meaning teachers could alter the focus of the learning spaces by altering the position of the display screen and adjacent whiteboard (both of which were freestanding and mobile). Traditional didactic instruction would typically have the screen on the short wall and tables in rows, open, interactive, ‘debate-style’ might be achieved with the screen on the long wall with tables in a wide horseshoe, or more intimate discussion spaces might be arranged around a screen in a corner. There is no traditional teacher’s desk – but all staff have a mobile lectern-cum-caddy, which initially was intended to “follow” them around the school as, when the school was full, none of these spaces would be “owned” by a particular member of staff. It was for this reason too that display was planned as being digital (hence no pinboards) – the original lack of clocks was simply an acknowledgement that the screens (display or personal) would typically have clocks too, so why duplicate? Simple square, individual tables and reverse cantilever chairs from Origin gave the spaces a sense of agility, enabling the furniture to be quickly and easily moved around.Within the shared spaces, a variety of different settings were provided predominantly from Spaceoasis, from individual study carrels to tiered seating arranged in a horseshoe (enabling a whole year group of 84 to be accommodated without using the hall). On the Science floor and the Arts & Design floor, these shared spaces took up a different character to reflect the type of study likely to go on there. Standing height project tables and banks of iMacs fill the Arts & Design floor, and mobile screens and agile tables on the Science floor where a strong STEAM approach is evident.“To be able to have these spaces is incredible,” remarked Karin, although acknowledging that there had been some challenges too. As a new school, inevitably with surplus capacity (especially in the early days), it was an easy place for the Borough to move students excluded from neighbouring schools as “managed"
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        string(24) "Innovative School Design"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(15) "Learning Spaces"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "Materials"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Refurbishment"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(24) "Rethinking the Classroom"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(23) "Secondary School Design"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(10) "Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

ECO Friendly Design

A wapping great undertaking

14 Mar 2017