Learning Spaces

Good school design

The best way to ensure an effective and sustainable redesign for your school is to take part in the process yourself, argues Richard Hurst.

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      string(417) "... working independently.40 Learning Spaces Volume Special IssueShowcase – ??????www.teachingtimes.comKnowledge Trails1) What is good design? – A new building is a fantastic opportunity for any school, but how can you make surethat you get what you need?http://library.teachingtimes.com/articles/what-is-good-design12) Good school design – The ..."
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      string(5700) "for the utmost flexibility of learningspace. They’ve got walls, which will move back to create big spaces to have 100kids in. They can move the walls around, to create different size of classrooms.They can have walls back, forward, sideways, whatever else you like, so thatthey’ve got a lot of flexibility there.And then there’s been some interesting innovation in people seating, so itfeels much more like an informal learning space, rather than a formal learningspace. Sometimes it is about seeing how things that could inhibit learning canbe minimised. The correct ventilation, acoustics and lighting can all make thishappen.TH So, fundamentally engineering the correct environment to foster learning?MW Precisely. There’s two ways to look at the effect of the environment onlearning. One is on mediating for attendance, and one is very direct effects onconcentration or on ability to engage.TH What would you esteem to be the best ways to amalgamate a virtual andphysical learning space for staff and students?MW From a professional standpoint, I would say that there was a very strong impetus,about ten years ago, to control the virtual space very tightly. A lot of virtualspaces are created, which are supposed to enable learning. But by the time they’dbeen created, there was so much more available outside of that space. In otherwords, on the net, with a rate of change that’s happening there, the virtual spaceis just keep up.39 Volume Special Issue Learning SpacesShowcase – ?????www.teachingtimes.comHowever you try to link your virtual and your physical space, you try to generateas maximum autonomy in your students as you possibly can. I’ve got a picture,which is replicated in some classrooms of students who have full control overwhere they store their work, what they do with their work, full access to engagewith their work, whenever they want to. And probably, the focus should be aboutwhat learning is happening where.Rather than thinking that a student has to behave in a particular way in theclassroom, or behave in a particular way in a virtual space, focus on the learning,then grow the virtual and physical spaces out of that is a broad principle.TH So, with regards to people the education of people around how to maximisea NGLS space for the best possible results, what does that consist of? Surelywithout the correct “training” on how to use an innovative space, students beginto act up and teachers cannot get a grip on the benefits accorded to them?MW You’ve absolutely got the tension that constrains innovation space, becauseyou’re right, people would mess around. I don’t think you can transform a space,without creating an environment where students have maximum ownership fortheir learning. You definitely can’t learn anything, unless there’s actually somecontrol in the atmosphere.But teachers who have the most success are those who see a classroom as a sitefor learning, rather than teaching – who don’t see their job as standing at thefront of a room, talking for a long time. But set activities, work, for students to do,which they know will then build their learning themselves almost. So childrenare much more used to working independently.40 Learning Spaces Volume Special IssueShowcase – ??????www.teachingtimes.comKnowledge Trails1) What is good design? – A new building is a fantastic opportunity for any school, but how can you make surethat you get what you need?http://library.teachingtimes.com/articles/what-is-good-design12) Good school design – The best way to ensure an effective and sustainable redesign for your school is to takepart in the process yourself, argues Richard Hurst.http://www.teachingtimes.com/articles/good-school-designI think, in many establishments, the virtual space is still very muchan add-on. In others, the virtual learning environment that they’veadopted is core. I run courses on using technology for teachers, and Iwork on the basis that you take on what fits with your practice. I don’ttry to transform anything, but I just provide seeds.TH What are the best ways, in your mind to acclimatise both learners andteachers into this new environment and get the best out of it?MW We would always tend to advocate the most effective way is to securelong-lasting professional development. There was an assumption thatstudents can do everything, and that they know about technology, andthat’s all fine. Whatever you’ve heard, it’ll be fine. But actually, it’s farfrom the truth. Even with trainee teachers at work, when we’re usingparticular things, they’ve got no idea what we’re talking about.Work on adaptive learning, where, essentially, you go through a seriesof activities online, which try to help you to work out what you’resupposed to learn. Kids in school and young adults at university aregetting much more savvy much more early. They might just need aquick training in how to use stuff. But the assumption that they wouldbe able to use anything, I think, is a false one.The secondary problem is that you need respect from your students inorder for them to do the things that you want them to do. And if youset up an activity where they really can’t engage with it, because theydon’t have enough technical knowledge, then that respect goes, andthey lose the respect for the activity as well.It is absolutely a different ball game now from when you or I were learningat school and University. But I think it’s still a very fluid ball game, andthere’s some considerable imbalance between the technology thatstudents have access to, as well."
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Learning Spaces

Learning Spaces HE/FE issue

16 Mar 2016

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      string(379) "... Walters and Cohen,opened in Rugeley, Staffordshire, and we were delightedto note the many similarities between the 2020 Visionrecommendations and the learning provision offered byour design – evidence that our ideas are pre-empting thefuture of good school design. We were very proud whenthe school won an RIBA Award in 2007 ..."
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      string(5888) "37May 2008    Managing Schools TodayPersonalised learning   The Learning EnvironmEntDesignfor everyoneThe shift towardspersonalised learningwill need a shift towardspersonalised school design.Michál Cohen explains howher firm of architects hasrisen to the challengeAlthough personalised learning is not a new concept,the drive to bring it into every school in the UK isa fairly recent aim. Its advocates are establishing aclear definition of the principles and, more appropriatelyto us as architects, how these principles affect – and canbe affected by – the built environment.Personalised learning and teaching means taking ahighly structured and responsive approach to each child’sand young person’s learning, in order that all are able toprogress, achieve and participate. It means strengtheningthe link between learning and teaching by engaging pupils– and their parents – as partners in learning. To builda successful system of personalised learning, we mustbegin by acknowledging that giving every single childthe chance to achieve their full potential, whatever theirtalent or background, is not a betrayal of excellence: it is thefulfilment of it. Personalised learning means high-qualityteaching that is responsive to the different ways studentsachieve their best.In December 2006 the Government published its 2020Vision report. The objectives of this report were: “To presentto the Secretary of State a vision for personalised teachingand learning in 2020 which enables every child to achievehigher standards; and to make recommendations which 38The Learning EnvironmEnt   Personalised learningManaging Schools Today    May 2008their peers. Consequently we have endeavoured to createthe best spaces to enable the pupils to learn in their ownways. This underpinned the thinking behind the ‘Heart’ ofthe school in our exemplar design: we need to create spaceswhich encourage and allow this type of learning to takeplace. At Redbrook Hayes we have been able to indicatethese different spaces within the Heart of the school.Our appointment to design Redbrook Hayes followedthe publication of our exemplar primary school design,which was commissioned in 2003 by the then DfES. Theexemplar was the result of an intensive three-month periodof research and design development, testing and re-testingour ideas against the brief. The design for Redbrook HayesSchool was based on this research, with the design to bealtered to allow for specific sites and the needs and desiresof the school managers. We have completed anotherprimary school, Cobblers Lane School in Pontefract, whichwas also based upon the principles of our exemplar design(see figure 1).A key feature of the Heart is its location betweenclassrooms, where it is passively supervised at all timesby teachers and classroom assistants using the Heart andadjacent classrooms. The Heart allows pupils in the schoolto observe and understand what other pupils are learning.We believe this also engenders a sense of good citizenship(as important as raising standards) by encouragingindependence and providing social spaces for the pupils.Specialist focus labsThese are the specialist spaces in any school. Goodexamples in Redbrook Hayes are areas such as the ICT spaceand the cooking kiosk, both in the Heart of the school.The ICT space is an open, accessible computer rich areain the centre of the Heart. This area is used for timetabledwhole class teaching as well as a resource space forindividual pupils. There is also an interactive whiteboardto support all teaching. The cooking kiosk is a pod locatedclose to the hall. It was perceived as a multi functionalspace that would:would support delivery of that vision.” In the same month,Redbrook Hayes School, designed by Walters and Cohen,opened in Rugeley, Staffordshire, and we were delightedto note the many similarities between the 2020 Visionrecommendations and the learning provision offered byour design – evidence that our ideas are pre-empting thefuture of good school design. We were very proud whenthe school won an RIBA Award in 2007.The 2020 Vision report acknowledges the importanceof the physical learning environment. The managersat Redbrook Hayes were committed to the idea ofpersonalised learning from the start of the project, andwere prepared to take the risk of not simply ‘making do’with a traditional school layout. Instead, the stakeholderscollectively considered and defined the way they wantedto teach and learn in this new school, how the entire sitecould be used and how the school community – and thecommunity beyond the school – could be encouraged to‘own’ the spaces.The 2020 Vision report also says that new school buildingsshould be able to respond to change. Redbrook Hayes fulfilsthis criterion too: the present school is demonstrably able tocope with various models of teaching and learning, but thesteel frame structure means that the school can be addedto in future if necessary, with minimal disruption and costimplications. The stud partitions can also be taken downand built elsewhere.Higher standardsStandards in British schools have to be improved. In2007, the Organisation for Economic Co-operation andDevelopment’s annual report comparing GCSE results orequivalents placed the UK 22nd out of 29 countries. Britishteenagers are outperformed by their peers in Australia,Scandinavia, the Czech Republic and much of westernEurope, among others. But the Government and theDCSF believe that we will see a marked improvement instandards if each child is able to learn in the way they findmost appropriate. This has"
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Leadership

Design for everyone

16 Jun 2008

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      string(308) "... dry rot which had caused major setbacks.Despite this, it is clear that the main aim of keeping the child atthe centre of both the design and the ethos of the school hasbeen achieved. At times, Ordrup is a riot of colour and imaginativedesign, revealing a delight around every corner ..."
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      string(4297) "Loop, who managed the consultationprocess at Ordrup from its inception, explained that the projecthad suffered every kind of problem imaginable from soft,polluted ground to dry rot which had caused major setbacks.Despite this, it is clear that the main aim of keeping the child atthe centre of both the design and the ethos of the school hasbeen achieved. At times, Ordrup is a riot of colour and imaginativedesign, revealing a delight around every corner. Green and reddry jacuzzis, upholstered reading tubes, colourful concentrationbooths, crystal chandeliers, wardrobe clouds and speciallydesigned furniture and wallpaper are but a few examples of theelements in this hugely innovative and novel interior.Whilst touring the school we passed clusters of studentsperched on top of tables, or sitting in raised compartmentsthat looked like train carriages, or deep in discussions in the dryjacuzzis. The headteacher, Vibeke Lenskjold, was quick to pointout that, despite the reservations of a minority of parents who didnot recognise what they saw in the design anything that relatedto their own experience of school, the students were activelylearning extremely well in this informal environment.Our final visit was to Heimdalsgades Overbygningsskole or,as it is more commonly known, HGO. During our second trip,Copenhagen had been beset by riots due to the eviction ofsquatters from a house which young people of the city feltshould remain as a refuge for those who were using it andnot, as it had been, sold off by the government. The house inquestion was only a stone’s throw from HGO and the school’sheadteacher, Lasse Reichstein, had requested that staff patrol thearea overnight and that morning to make sure that his studentswere not caught up in the trouble. Riots in Copenhagen are byno means commonplace, but the events somehow underlinedthe difference in social context between the previous two schoolsand HGO.HGO is located in a more socially deprived areanearer the centre of Copenhagen, and about 65%of its students are immigrants and refugees, withDanish as their second language. A convertedpaper and bread factory, HGO was the first newschool in Copenhagen for 30 years when it openedseven years ago.Students aged between 14 and 17 years followa project-based curriculum in a building wherethere are no classrooms but four curriculumareas where teachers teach in teams. Over twoyears, each student spends six months in eachcurriculum area.A culture of respect, collaboration and personalresponsibility underpins the ethos of the schoolcommunity. This is reflected in the pristinecondition of the school – it really does look asgood as new.One of the most outstanding features is thetoilets. They are reminiscent of the facilities youmight find in a club or bar – striped, tempered glassdoors, bright orange walls and cool steel sinks.Vandalism here is not a problem. Studentsknow that the money for any repairs needed tothe building resulting from student vandalismcomes out of their school trip fund and can mean the differencebetween going away and sleeping in tents or in a comfortableyouth hostel.Another key feature of the school is the versatility of thebuilding, which utilises sliding doors, and revolving library walls.Mobile furniture in the form of giant lockers means that lessonsand equipment can be easily transferred to different areas of thebuilding, whilst several lockers together can also form a partitionto section off areas.We left Copenhagen feeling re-energised in our thinking aboutschools, how they are created and what they are ultimately about.The general consensus was that far from trying to recreate a Hellerupin Blackburn, for example, we could select, borrow and build on thewealth of ideas that we had seen working in practice, and learn fromthe process that had allowed these schools to be created.If you would like to join a return study tour to Copenhagenin autumn 2007 or would like to join the BCSE, pleaseregister your interest with Beth Gladstone by e-mail onbeth@bcse.uk.netPhoto credit: David Trood Photo credit: David TroodPhoto credit: David TroodPhoto credit: Kant ArkitekterPhoto credit: Kant ArkitekterArticle name herewww.century21schools.com"
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Learning Spaces

BCSE Study tours to Copenhagen schools

22 Sep 2009

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      string(4807) "a real difference. Changing attitudes in design practices means there are a lot of options, and it can be extraordinarily difficult to work out what’s right for your institution. As a result, the best approach is to pilot new design concepts first.For example, before purchasing expensive collaborative furniture, try rearranging your current classroom to mimic the sorts of changes new furniture might encourage. Quantify your results wherever possible but, at the least, seek feedback from students and teachers. If the new space can’t be copied, introduce a smaller version of it – a single classroom or area. The aim is to identify what’s working before committing yourself to irreversible purchasing decisions.											5. Consider all the sensesIt’s long been understood that our brains rely on multiple senses while learning. Studies such as ‘Benefits of Multisensory Learning’ conclude that multisensory learning can be more effective than unisensory learning because ‘perceptual and cognitive mechanisms have evolved for, and are tuned to, processing multisensory signals.’Our increased understanding of cognition has led many teachers to adopt multisensory teaching methods, which can only be a positive thing, but it’s also important to build spaces that support this approach. One vital area to address, especially for younger students, is the level of sensory stimulation in different spaces.A report from the Salford Centre for Research and Innovation places emphasis on visual complexity, colour and texture, all of which can have a profound effect on mood, mental clarity and energy levels. Make sure you’re aware of how these factors function throughout the school – use them to keep students engaged but not distracted.6. Encourage collaborationCollaborative learning, especially in a project-based context, has become something of a buzzword in recent years. A wealth of research supports its benefits, not only demonstrating that groups outperform individuals on learning tasks but that group members perform better on later individual assessments.Successfully introducing collaboration into the classroom requires support from the environment itself. Expensive technological solutions like interactive whiteboards and 1:1 devices will help, but powerful results can also be achieved with new classroom layouts or furniture, as explored in a really interesting article by Laura Bradley.Crucially, as well as being an effective teaching tool, collaborative learning prepares students for the 21st century working world, fostering the team skills that’ll one day prove irresistible to employers.7. Integrate technology											A few years ago, Edutopia carried out a fantastic review of technology integration research, concluding from the results of five recent meta-analyses that technologically supported and blended learning approaches produce better outcomes than face-to-face or online learning alone.Of course, they also noted that simply dropping technology in classrooms does not result in improved learning. As we mentioned in our first tip, new technology must be aligned with wider learning goals and teaching techniques. As a result, any introduction of shiny new tech should be accompanied by appropriate training, curricula and assessment adjustments.It’s a sensitive subject for many, but overall we believe introducing tech into the classroom can have profound benefits – not to mention that it provides a better likeness to the world your students will enter into.8. Be surprisingOur previous couple of tips may be somewhat unsurprising, forming a part of the consensus view on modern education. Well our final tip is to do the opposite: surprise your students.You may have seen a story last year from Biloxi Junior High School, where teachers spent their summer transforming school lockers into an ‘Avenue of Literature’. The extra effort left a real impression on both the internet and, more importantly, the school’s students. In fact, this creative act resonates perfectly with another concept to come out of Stanford’s d.school: good design is grounded in empathy.In short, creating inspiring and engaging spaces comes from a real understanding and appreciation for the wishes and feelings of your students and teachers. The d.school even suggests building an ‘empathy map’ to dig deeper into the motivations of users. Our advice is that being surprising helps students realise that somebody truly cares about their individual experience.Tom Brialey is the owner of Action Storage Systems, a specialist supplier, installer and stockholder of storage system, including a wide range of lockers for secure storage of personal effects."
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Learning Spaces

8 ways to create inspiring and engaging spaces in schools

16 May 2016

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