Teach to One: Math Center Design Guide
TEACH TO ONE: MATH CENTER
TABLE OF CONTENTS
Teach to One: Math Center Preface............................................................................................... 5 Project Team...................................................................................... 6
ADDITIONAL INFORMATION AND/OR IMAGERY
Partners.............................................................................................. 7 About Teach to One: Math............................................................. 8 Space Design............................................................................. 10 Operations.................................................................................. 11 Design Your Teach to One: Math Center .................................... 12 Selecting Your Site...................................................................... 12 Prototype at William P. Gray School........................................... 12 About the Learning Module System........................................ 13 System Assembly........................................................................ 16 Finishes and Graphics............................................................... 18 Sustainabilty............................................................................... 19 Code Compliance.................................................................... 20 Security....................................................................................... 20 Power and Data......................................................................... 20 Lighting....................................................................................... 21 Acoustics.................................................................................... 21 Loose Furniture........................................................................... 22 Learning Area Descriptions....................................................... 23 Support Area Descriptions........................................................ 26 Teach to One: Math Center Evaluation....................................... 27 Appendix......................................................................................... 28 Technology................................................................................. 28 Hardware Configuration............................................................ 28 Learning Module Component Details..................................... 30 Loose Furniture Details............................................................... 33 William P. Gray School Furniture Plans...................................... 34 Sample Furniture Plans.............................................................. 35
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TEACH TO ONE: MATH CENTER
PREFACE A student’s success depends on many factors. In this Design Guide, we encourage you to consider the importance of the classroom environment itself. Thoughtful design will make your Teach to One: Math Center an effective place for learning and an inspiring focal point for your school. The prototype Teach to One: Math Center presented here integrates best practices developed over several years to help you create the most effective and attractive learning environment for your school community. The prototype features a set of finishes and furniture standards and custom furniture components—together called Learning Modules—that are specially designed to support the Teach to One: Math program and meet the unique needs of each school. Included you will find sample layouts, descriptions of learning areas and support areas, technical requirements, color palettes, furniture recommendations, and more. The Learning Module system featured here has many attributes: • Efficient layouts maximize time spent on learning; • Lively and warm design inspires and empowers students and teachers; • Durable components have no or low maintenance required; • Components are simple to order and quick to assemble in a variety of configurations; • Pre-fabricated components mitigate disruptive and costly onsite construction work; and • Cost-effective options address a range of school budgets. The American Architectural Foundation and New Classrooms, with support from Target, are pleased to offer this Design Guide to support the innovative instructional model of the Teach to One: Math program. We hope the information contained here will help your school to develop a cost-effective and beautiful facility with transformative impact. Ronald E. Bogle President & CEO American Architectural Foundation
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PROJECT TEAM Partners American Architectural Foundation Ron Bogle, Scott Lauer archfoundation.org
New Classrooms Joel Rose, Chris Rush, Blair Heiser newclassrooms.org
Architect anderson architects Caroline Otto andersonarch.com
Learning Module Design Development & Fabrication Milder Office Jonas Milder milderoffice.com
Graphic Design Viromare Emy Gargiulo viromare.com
Classroom Design Consultant HMA2 Henry Myerberg hma2.com
Thank You‌ Shell Design & Project Management: Chicago Public Schools Photography: Darris Harris Photography, darrisharris.com Design Guide Graphic Design: Jeff Hand Studio, jeffhandstudio.com/design Staff, Faculty, and Students of Williams P. Gray School
TEACH TO ONE: MATH CENTER
PARTNERS New Classrooms New Classrooms Innovation Partners (New Classrooms) was born from the belief that today’s model for delivering education—one teacher and an average of 28 students in a classroom— does not sufficiently account for each student’s needs. It assumes that each student arrives on the first day of school with the same academic foundation and way of learning. For a teacher, this presents the nearly impossible challenge of teaching a grade-level curriculum while also meeting the unique academic needs of each student. To address this challenge, New Classrooms designs innovative instructional models that reimagine the role of educators, the use of time, the configuration of physical space, and the use of data and technology to better meet the needs of each student. We then collaborate directly with educators to support the implementation of these models. For more information, visit www.newclassrooms.org
The American Architectural Foundation The American Architectural Foundation (AAF) is dedicated to the vibrant social, economic, and environmental future of cities. AAF has provided design leadership training and technical assistance to hundreds of elected officials, public-private partnerships, education leaders, business leaders, and other key local decision makers in the design process. The overarching goal is to equip these leaders with the knowledge, inspiration, and resources they need to lead their communities to transformative change through design. Since its creation, AAF’s Great Schools by Design program has engaged hundreds of superintendents, local government officials, and design professionals, as well as parents, teachers, students, and other stakeholders, in a far-reaching conversation about what must be done to improve our schools. We strive to help create learning environments that support student achievement and serve as centers of community. For more information, visit www.archfoundation.org
With support provided by:
Target Education is at the heart of Target’s giving. Since 1946, Target has given 5 percent of its profit—which today equals more than $4 million a week—to local communities. As part of its commitment to education, Target is on track to give $1 billion for education by the end of 2015. A significant portion of this giving will go toward helping more U.S. children read proficiently by the end of third grade. Target works closely with organizations and experts to design solutions that help students reach their full potential, including innovative programs like Target School Library Makeovers, Target Field Trip Grants, Take Charge of Education, and Meals for Minds. For greater impact, Target also connects to education in other giving areas, including the arts, social services and volunteerism. For more information about Target’s commitment to education, visit Target.com
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ABOUT TEACH TO ONE: MATH Nearly 170 years ago, Horace Mann successfully argued for universal public education. The classroom he introduced—28 children and one teacher in a box—became the standard in U.S. education. Since Mann’s time, American innovation has put people on the moon, created and reinvented entire industries, and developed technologies that have revolutionized how we work and play. Yet the ingenuity that repeatedly transforms our lives has bypassed the classroom. We still have 28 children and one teacher in a box—not because it is effective, but because no one has stopped to question it. U.S. education desperately needs thinking outside this box. In the 30 years since the publication of A Nation at Risk, multiple reforms—from standards to accountability to choice—have had a positive but limited impact. The time is ripe to supplement these efforts by more directly addressing the fundamental problem in our system: Education is not one-size-fits-all. Unless we make instruction more personal—the right content and instructional model for each student during each class meeting—too many students will continue to fall behind, grow bored, drop out, and not live up to their potential. Countless time and resources will continue to be wasted.
Reimagining education through personalized instruction New Classrooms Innovation Partners is a nonprofit organization made up of leading educators, operators, and technologists committed to turning Mann’s model on its head. Our founding team is comprised of many leaders, including original members of School of One, New York City’s awardwinning, personalized educational program named one of the top 50 inventions of 2009 by TIME. Rather than proposing a new teaching method, governance structure, or product, New Classrooms created Teach to One: Math, an approach that reinvents the classroom itself. Teach to One: Math uses resources from multiple classrooms, combined in an open space, to give each student a targeted, individualized learning experience, with instruction delivered at the right academic level, using the most suitable instructional format. Each student. Each day. Traditional teacher-led class instruction is just one modality/instructional approach. Teach to One: Math uses a variety of modalities—including teacher-led instruction, student collaboration, software, and virtual instructors—to personalize instruction. A complex set of algorithms, based on each student’s understanding at the end of the previous lesson, creates a customized schedule for the following day. This schedule, in turn, drives how teachers allocate their time so that each teacher can better leverage his or her time and expertise. The result: Each student moves through a rich, individualized learning experience at his or her own pace.
TEACH TO ONE: MATH CENTER
ABOUT TEACH TO ONE: MATH
A variety of modalities—including teacher-led instruction, student collaboration, online lessons, and virtual instructors—are used in one classroom to personalize instruction.
Let’s say a school has four classes of 25 seventh graders. Rather than defaulting to four rooms, each with 25 students and one teacher, Teach to One: Math reimagines instruction for the full group: 100 students and four teachers. During the first part of one class period: • Twelve students might work with Ms. Green to classify quadrilaterals by properties of their angles and sides; • Nine students might work with Mr. Brown to distinguish between various subsets of real numbers; • Fourteen students might work with Ms. Blue to determine the probability of dependent events; • Eighteen students might work in collaborative activities, all supervised by Mr. Black, to determine the validity of sampling methods to predict outcomes; • Twenty-eight students might work with software on the specific skills they are ready to learn, all with the support of a student teacher; • Nine students might work online with virtual instructors located around the world; and • Ten students might work independently with printed materials. In each of these learning groups, students will be learning a skill or set of skills that is aligned to the state and/or Common Core standards. Some seventh graders may be working on fifth-grade standards, others on eighth-grade skills. Because regrouping happens one to two times a day, students are not tracked into affixed academic levels and are free to move through the program as quickly and efficiently as they can.
Locations powered by Teach to One: Math as of September 2012 Peter Rouget Middle School (MS 088), Park Slope, Brooklyn, NY Middle School for the New Millennium (I.S. 381), Midwood, Brooklyn, NY David A. Boody School (I.S. 228), Gravesend, Brooklyn, NY George L. Egbert Intermediate School (I.S. 002), Mid-Island, Staten Island, NY
Berta A. Dreyfus School (I.S. 049), North Shore, Staten Island, NY
William P. Gray Elementary School, Portage Park, Chicago
Spencer Elementary Technology Academy, West Garfield Park, Chicago
Charles Hart Middle School,
Congress Heights, Washington, DC
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ABOUT TEACH TO ONE: MATH CENTER Teach to One: Math Space Design A core feature of the Teach to One: Math model is a redesigned classroom space that enables multiple learning experiences to take place within a single classroom environment. Instead of individual classrooms that fit 25–30 students, Teach to One: Math asks schools to break down traditional classroom spaces to create one large open instructional space, known as the Teach to One: Math Center, where learning is subdivided into different zones. These learning zones are configured to support Teach to One: Math’s multiple instructional modalities. Having a large, open classroom space allows multiple skills to be taught simultaneously, which in turn, fosters true personalization of student learning. The open space design helps to: • Provide flexibility in instructional layout. To enable students to be scheduled each day, there must be a range of smaller and larger learning zones within the larger Teach to One: Math Center. • Increase student learning time. Students transition multiple times throughout their math block. An open space decreases time off-task and allows students to move fluidly from one space to another. • Address the needs of all students simultaneously. An open layout allows for students to work in smaller groups and enables teachers and school administrators to address all students simultaneously when necessary. • Reconfigure the space without needing new construction. As the program continues to evolve, the open space configuration allows adjustments to be made from year to year without further construction. Variations in enrollment may also be accommodated in this manner. •
Empower students to take greater ownership of their learning. Each day, students are
•
Encourage increased teacher collaboration. In the Teach to One: Math Center, teachers
scheduled into different spaces based on what they individually need to learn. As a result, students function as independent learners within the space. They become responsible for knowing what learning area they need to go to, what materials they need to take with them for certain modalities (e.g. independent learning), and when they need to be ready to complete self-directed learning activities.
must share accountability for student learning. Teachers may be scheduled to support a different instructional modality each day and are therefore exposed to different sets of students rather than a group over the course of a year. As a result, teachers must collaborate with one another to support the needs of every learner. Teachers must agree to a common set of Math Center procedures, protocols, and routines for students to follow.
TEACH TO ONE: MATH CENTER
ABOUT TEACH TO ONE: MATH CENTER Teach to One: Math Center Operations The Teach to One: Math program typically features 90-minute class periods. Before class, students visit their lockers to pick up any necessary materials such as notebooks. Lockers are often located in the hallway outside the classroom but may be located within the Teach to One: Math Center if necessary. At the beginning of each 90-minute period, students enter the Math Center and look at large monitors to see in which learning area they are scheduled to work for their first session. At the William P. Gray School, each learning area is named after a local college or university. These are identified by brightly colored signs mounted on top of the Learning Module so they may be seen from across the room. Students then pick up their assigned laptops or computer notebooks and go to their scheduled learning spaces for their first instruction blocks. Laptop charging carts are located near Math Center entrances to facilitate laptop pick-up and return. Students can also log onto the Teach to One: Math student portal to view their schedules on their laptops and see where they need to be. The class period incorporates several instructional blocks and closes with a ten-minute block during which students take their daily assessments. Students transition to their next scheduled block utilizing clear circulation routes as music plays in the background. Providing clear routes helps make these transitions more efficient and preserves time for learning.
Students look at monitors to determine which learning area they have been assigned to for the upcoming period.
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DESIGN YOUR TEACH TO ONE: MATH CENTER Selecting Your Site
Before
Several factors should be considered when locating your Teach to One: Math Center within your school. They include having a contiguous space large enough to accommodate the program, a quiet location within the building, access in compliance with the Americans With Disabilities Act, and natural light. New Classrooms staff can provide help with this process to find a space that is optimal for both the school and the program. Each Teach to One: Math Center is an extra-large, open room. Existing Math Centers range in size from 2,400–7,500 square feet and serve 230–800 students in each school. Typically, the room is created by joining several adjacent classrooms or is carved out of an even larger space. In some schools, underutilized space has been leveraged. The number of eligible students that a school expects to serve at one time is a key factor in determining the size of the room.
William P. Gray School The prototype Teach to One: Math Center was built at the William P. Gray School in Chicago. Five classrooms were joined to form the Math Center. This entailed some demolition work as well as adjustments to sprinkler, fire alarm, mechanical, electrical, and lighting systems. Math Center space after demolition
The renovated classroom was then sub-divided into smaller learning zones using Learning Module shelving units and rolling whiteboards. Requirements for each learning zone were considered at a detailed level. In the scheme for the William P. Gray School, locating circulation at the perimeter of the room helped people move quickly around the room and eliminated dead ends. This reserves more time for teaching. Pulling the Learning Modules away from the walls also improved sightlines and helped maximize daylight. Additional items that may be required for the renovation of a space, but are outside the scope of this Design Guide, include asbestos abatement, new lighting, new ceiling finishes, air conditioners, and window shades. Other site improvements may be required as a result of a renovation project.
Clear circulation paths
TEACH TO ONE: MATH CENTER
LEARNING MODULE SYSTEM About the Learning Module System In order to meet the unique needs of the Teach to One: Math program, the project team developed a system of pre-fabricated shelving units called Learning Modules. The system is available for purchase from New Classrooms vendors. They will work with you to design and build a system tailored to your school’s needs. New Classrooms works collaboratively with each school on the layout of their Teach to One: Math Center classroom to help ensure the success of the program. The components may be configured to suit the unique spatial and educational needs of each school. Due to changes in enrollment numbers, teachers’ preferences, and the program’s needs, the Teach to One: Math Center layout is continually re-assessed to determine how the model may best support the program. The components may be re-configured with standard tools.
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LEARNING MODULE SYSTEM There are many benefits to using the Learning Module System: • Pre-assembled components are designed expressly for a Teach to One: Math Center. • Efficient to order, fabricate, and assemble. • Fabrication in the controlled condition of a millwork shop results in higher quality as well as quick assembly onsite. • Designed to be durable, flexible, and multi-functional. • Units may be re-assembled to change configurations as needs change. • Modern, colorful look creates an inviting and inspiring environment. • Optional features accommodate different budgets. Sliding whiteboard
Transparency and privacy
Metal base bolted to floor
The design and location of each Learning Module component is considered in order to maximize time spent on teaching and learning. By integrating support functions such as whiteboards, there are fewer freestanding pieces in the room. This reduces tripping hazards and distracting visual clutter and maximizes space for students. Units are secured to the floor to prevent the units from being knocked or pulled over. At the Teach to One: Math Center in the William P. Gray School, the components were joined to form six 78-inch-tall units to subdivide the 3,400 square-foot space. The Learning Modules provide teaching surfaces, storage, signage, and power and data connectivity. The use of open shelving and closed storage turns the units into space-dividing screens that break down the larger classroom into smaller, more intimate learning environments. The units are visually permeable and enable the teachers and students to remain connected. A rolling whiteboard may be mounted on either side of the unit to provide additional functionality. Depending on the location of power and data access in your Teach to One: Math Center, integrated power and data poles may be incorporated.
System Assembly The Learning Module system is comprised largely of pre-assembled components that can be easily shipped and quickly installed on site with standard tools. The size of the components is modest. Each can be handled by two people, even with curbside delivery and walk-up conditions. To minimize staging and installation time onsite, components may even be shipped pre-assembled.
Integrated power/data pole
TEACH TO ONE: MATH CENTER
LEARNING MODULE SYSTEM A typical Learning Module unit sits on a metal or wood base that may be easily leveled and fastened to the floor. Storage components may be attached to the base and additional components may be added. These include storage components, sliding whiteboards on rails, power poles affixed between units, and wire bins to house teaching materials and supplies. A palette of durable materials combined with strategically placed accent colors helps the Learning Module turn the blandest classroom into a warm and lively environment. The colored laminate accents also indicate removable shelf components. These may be removed to increase the size of the shelving bays.
Removable panels provide flexibility
Learning Modules are available in approximately four-foot and six-foot lengths to allow for assembly of several units to suit a variety of classroom sizes. The installation at the William P. Gray School uses overall unit lengths of six feet, 12 feet, 16 feet, and 18 feet. Assemblies of four, eight, ten, and 20 feet are also possible using the same modules. They may be single or double-sided. The primary material used for the construction of the Learning Module is pre-finished birch multi-ply from Finland. Birch trees are carefully farmed in Finland, where sustainable methods of foresting are an age-old tradition. A film finish is applied in the factory to the wood sheets under environmentally responsible conditions. At this stage of the process, the plywood sheets are free from offgassing and their overall emission level is comparable to that of untreated wood. FSC Chain of Custody certification and a material data sheet are available upon request.
Easy access to teaching materials
If you are ordering components for a LEED-registered project, please note that Learning Modules are manufactured using renewable materials in upstate New York. LEED credit may be available depending on the location of your project. Once your Learning Module requirements are confirmed, production documents are signed, and a deposit is received, orders ship typically within four to six weeks. New Classrooms staff will help each school to determine the unique needs of your school and guide you through these steps.
Fin-ply edge and colored accents
The Learning Module system provides both durability and added functionality designed specifically to support the Teach to One: Math program. This includes storage for learning materials that may be closed and/or locked, way-finding, and graphics. Learning Modules create an inviting and sophisticated environment reflecting the program’s advanced technology and level of innovation. The system costs are similar to custom millwork built for other Teach to One: Math Centers and are easier to deliver and assemble.
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LEARNING MODULE SYSTEM ASSEMBLY
1. Metal Base (six-foot width)
2. Lower Storage (six-foot width)
3. Upper Storage (six-foot width)
4. Metal Base (four-foot width)
5. Lower Storage (four-foot width)
6. Upper Storage (four-foot width)
TEACH TO ONE: MATH CENTER
LEARNING MODULE SYSTEM ASSEMBLY
7. Power/Data Pole
8. Metal Base (six-foot width)
9. Lower Storage (six-foot width)
10. Upper Storage (six-foot width)
11. Sliding Whiteboard
12. Signage
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DESIGN YOUR TEACH TO ONE: MATH CENTER Finishes and Graphics
Sophisticated and lively palette
Creating a classroom environment that is inviting and easy to maintain is determined in part by the selection of carpet, paint colors, ceiling tiles, and other finishes. At the William P. Gray School, the architect used accent colors in the carpet to create “islands� of activity in each learning area. Carpet should be durable and designed for educational use. The color palette creates a calm atmosphere in which to learn that reflects the sophistication of a college or university setting. A dark accent wall paint provides a calming background for students working in the Virtual Learning Instruction area. Colorful graphic design components are used throughout the Teach to One: Math Center to provide way-finding and messaging relating to the program.
Signage helps orient students
Large-scale signs are mounted to the top of the Learning Modules and perimeter walls and designate the different learning spaces.
Dark accent wall is a calm backdrop for the Virtual Learning Area.
TEACH TO ONE: MATH CENTER
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Sustainability
Recognition plaque
School communities have become increasingly aware of the importance of sustainability in the design of their facilities, selection of furniture and finishes, energy usage, and selection of cleaning materials. “Green” classrooms emphasize daylight and minimizing glare, using energy efficient lighting and equipment, eliminating the use of construction materials that contain harmful ingredients, taking measures to improve indoor air quality and acoustics, and using eco-friendly cleaning products to maintain the classroom. In the William P. Gray School, products of sustainable derivation were specified including Learning Module components. These have a high level of recycled content and/or high recycleability, with no offgassing. For more information about sustainable schools: The American Architectural Foundation http://www.archfoundation.org/category/great-schools-by-design/ The Center for Green Schools at the U.S. Green Building Council http://www.centerforgreenschools.org/main-nav/k-12/what.aspx
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DESIGN YOUR TEACH TO ONE: MATH CENTER Code Compliance Teach to One: Math Centers shall comply with all applicable local, state, and federal codes and regulations including, but not limited to, structural, mechanical, power, lighting, data, and plumbing. Furniture layouts shall meet ADA guidelines for clearances and accessibility. All furniture and materials shall be approved for institutional use. Learning Modules shall be fastened to the floor to meet safety and code requirements. These bolted connections may be removed as needed to change the layout of the modules.
Security Teach to One: Math Centers house an array of computers, flat screens, photocopiers, and other equipment. Some items, such as flat screen TV monitors and interactive whiteboards, are bolted in place. Other equipment such as laptop computers are stored and charged in lockable, rolling carts. Some schools have chosen to augment security by building lockable rooms and adding security camera systems. We recommend that each school consider how equipment should be stored in a secure manner that is appropriate for its school community.
Power and Data
Integrated power/data pole
Power and data connections may be provided for the interative whiteboard, or for other teacher-operated equipment (e.g. a teacher’s laptop or projector), through power poles mounted within the Learning Module assembly. This provision is a matter of safety as well as convenience and design—long cables trailing across the floor to wall outlets are tripping hazards, take time to plug and unplug, and are unsightly. Power and data may be provided to sections of the divided raceway from the ceiling or floor. The power pole covers are removable for installation of the wiring. The layout of Learning Modules may change over time as needs evolve. Power and data supplied from within a dropped ceiling, as was done at William P. Gray Elementary, or even by ceiling-mounted conduit, may be relocated as necessary to accommodate these changes. Student equipment is powered by charging carts and wireless connectivity and does not need to be plugged in during class.
TEACH TO ONE: MATH CENTER
DESIGN YOUR TEACH TO ONE: MATH CENTER The unique structural conditions of each school will influence how best to supply power and data. Methods include running cables within a suspended ceiling and/or raised-floor cavity; surfacemount conduit on concrete-slab ceiling; and core drilling through a concrete-floor slab and surface-mount conduit on the ceiling below. Determining factors include cost, time, and noise. The following suggestions are for reference only. We recommend that the overall power and data layout be developed in conjunction with licensed professionals familiar with your school’s unique needs and as per code. • • • • • • • • •
Power and data outlets should be provided regularly at the perimeter of the space as per code or at a maximum spacing of 12 feet. Power outlets shall be provided for laptop charging carts, access points, interactive whiteboards, ceiling-mounted projectors, monitors, and Virtual Live Tutoring learning areas. Data outlets shall be provided in both learning and support areas such as the Teacher’s Area and Staging Area in order to accommodate printers, copiers, and other equipment. Data outlets shall be provided below or adjacent to each interactive whiteboard when wall-mounted. When an interactive whiteboard is mounted on a Learning Module, power shall be run through a power pole fed either through the floor or ceiling. Each laptop charging station should have its own circuit breaker. Power outlets for wall-mounted flat-screen televisions should be wall-recessed behind the screen. Power connections shall be above the ceiling tiles if the flat-screen television is ceiling-mounted. Power shall be provided from the floor to power poles if the flat-screen television is deck-mounted on a Learning Module.
Lighting Studies have shown that good lighting can improve student performance. Light fixtures that minimize glare should be specified and laid out to provide even distribution. Lighting should provide a minimum of 30/50fc at 30 inches above a finished floor on table surfaces. A balance between natural and artificial lighting should be sought. We recommend that new, operable blinds be purchased to support the need to darken sections of the classroom at times.
Acoustics Each Teach to One: Math Center may accommodate hundreds of students and five to ten teachers engaging with one another simultaneously. Creating an acoustically appropriate environment is particularly challenging. In order to mitigate the noise level, the installation of carpet tiles and sound-absorbing ceiling tiles is strongly recommended. Learning Modules also act as sound baffles and help mediate some of the sound transmission across the space while still allowing for visual connectivity. Acoustically absorbent panels such as pin board may also be applied to the walls. At the William P. Gray School, the use of carpet, sound-absorbing ceiling tiles, and the Learning Modules helped mitigate sound and improve acoustics.
Sound absorbing ceiling tiles and suspended baffles
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LOOSE FURNITURE Cost-effective, durable tables and chairs were selected for use at the Teach to One: Math Center at the William P. Gray School. Tables of different shapes and sizes were combined to fulfill the seating requirements for each learning area. This furniture accommodates multiple instructional modalities and enables flexible layouts. All tables feature the same light-colored, mar-resistant tops to maintain consistency throughout the space even as the tables are moved and reconfigured. While the light color is reflective and gives the room a brighter appearance, pencil marks and marks from sliding laptops are visible. While they may be cleaned easily, a medium-colored grey surface may be more desirable. The level of comfort, tip-resistant stability, durability, color range, and cost were all considered when selecting chairs. Chair colors, in combination with varying carpet colors, were assigned to different learning areas to help distinguish them. The chair color palette relates to the larger Teach to One: Math Center color palette that is derived from the colors of the New Classrooms logo. Refer to Appendix page 33 for details. C1
C2
C3
C4/T6
T1
T2/T3/T4
T7
T5
T8
M1
F1
Bin
TEACH TO ONE: MATH CENTER
LEARNING AREA DESCRIPTIONS
Outlined below are each of Teach to One: Math’s modalities and the corresponding space and furniture configurations required to support effective learning in each one. Live Investigation (LIN) • One teacher works with 15–20 students to explore a particular mathematical concept or skill; teachers can use lessons provided by Teach to One: Math or use their own approaches. • An interactive whiteboard in a central location is ideal for LIN. • If an interactive whiteboard is not available, a centrally located whiteboard is required. • Students need a clear line of sight to the primary teaching location. • Students can be seated at tables or at individual desks grouped by four, six, eight, or ten. • No power and/or data (aside from any that feeds an interactive whiteboard) are required for this area. Small Group Collaboration (SGC) • Three to six students work collaboratively to solve a math problem. • Activity tables that seat six students per table are required for this modality. • Teachers will be floating between each of the tables in this area to support the students, so walkways and spacing between these tables should be comfortable. • There should be three to four activity tables in close proximity to one another. • Teachers can have a whiteboard space, though not required, to support students. • There are no specific power or data needs for this location.
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LEARNING AREA DESCRIPTIONS Peer-to-Peer (P2P) • Two to three students teach one another strategies to solve a math problem. • Groupings of desks or small tables that seat two to three students are needed. • Teachers can have a whiteboard space, though not required, to support students. • There are no specific power or data needs for this location.
Coached Virtual Instruction (CVI) • A teacher-supported digital lesson provides instruction related to a particular skill. • Students can be seated at tables or at individual desks grouped by four or six. • Teachers will be floating between each of the tables in this area to support the students, so walkways and spacing between these tables should be comfortable. • The space should promote independent student work even at an activity table. • There are no specific power or data needs for this location.
Virtual Reinforcement (VR) • An independent, virtual lesson reinforces specific concepts and allows students to practice skills. • Students can be seated at tables or at individual desks grouped by four, six, eight, or ten. • The space should enable students to work independently even at an activity table. • There are no specific power or data needs for this location.
Virtual Live Tutoring (VLT) • A student works one-to-one with a live virtual tutor located offsite; students and tutors interact through voice and online chats. • The space should enable students to work independently even at an activity table. • Computers in this area must be hardwired and charging at all times; therefore this area needs to be flush with a wall or a Learning Module in order to accommodate the associated wiring.
TEACH TO ONE: MATH CENTER
LEARNING AREA DESCRIPTIONS
Tasks • Task sessions take place over multiple days. Students use a variety of related skills in real-world applications. For example, students might analyze the costs and benefits of purchasing a hybrid car and use the skills they acquire through this work (e.g., multiplication, estimation, and calculating gas mileage) to defend a purchasing decision. • Over the course of each task, teachers can draw on a variety of modalities as well as their own approaches. • An interactive whiteboard in a central location is ideal for tasks. If an interactive whiteboard is not available, a centrally located whiteboard is required. • Students need a clear line of sight to the primary teaching location. • Students can be seated at tables or at individual desks grouped by four, six, eight, or ten. • No power and/or data (aside from any that feeds an interactive whiteboard) are required for this area. Independent Practice (IP) • Students work independently on printed lessons and worksheets to practice specific skills. • Students can be seated at tables or at individual desks grouped by four, six, eight, or ten. • The space should promote independent student work even if at an activity table. • There are no specific power or data needs for this location.
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SUPPORT AREA DESCRIPTIONS Screen Area • Space must be able to accommodate three large (~48 inches) flat-screen televisions, either mounted to a bookshelf or mounted from the ceiling. Note: In some cases, New Classrooms has mounted TVs to a wall either near an entryway or in the exterior hallway of the space. • Screens should be adjacent, so students can view their schedules for the entire day. • Entryway must be at least six feet, but preferably eight to ten feet from the entry doors. • Space must have power and data either through poles to ceiling outlets or from floor units. • Screens must be at a height at which they are easily readable for middle school students.
Teacher Area • • • • • • • • •
Each educator who teaches in the program must have an individual desk area. Additionally, New Classrooms’ on-site staff (one to two people) need to have a desk area as well as table space to be used as a staging area. Storage (non-lockable) space is needed for the organization of manipulatives. Teachers must have individual, lockable storage both for personal items as well as for confidential student files. Ideally these storage units would also accommodate hanging folders. Ideally there would be some storage units that accommodate 11-inch x 17-inch files. Space should be able to accommodate a high-speed, tabletop printer. This should be a network printer. Space must be able to accommodate a multifunctional printer/copier. This should be a network copier. Communal space to accommodate additional personnel resources (teaching residents, special education teachers, teachers of English language learners, etc.) should also be available.
TEACH TO ONE: MATH CENTER
DESIGN YOUR TEACH TO ONE: MATH CENTER Teach to One: Math Center Evaluation The Teach to One: Math Center is a dynamic model that is constantly being refined. In order to inform this process more than 300 students took part in a blind computer survey in February 2013. We appreciate the feedback shared by students and teachers at the William P. Gray School and include key findings below. As other schools set up their own Teach to One: Math programs we encourage them to involve all stakeholders in ways that are appropriate within their school communities. • When asked whether they prefer having class in the Math Center or in any other classroom, 80% of students noted their preference for learning in the Math Center. • The Learning Module layout to sub-divide the classroom, comfortable furniture, natural and artificial lighting, and colors in the Math Center create a learning space that 67% of students say makes it “pretty easy” to “very easy” for them to focus on their lessons. • 63% of students find the furniture in the Math Center to be “pretty comfortable” to “very comfortable,” with more than half of students remarking that the colors are “pretty nice to great.” • When moving from one lesson or task to the next, 57% of students say it is “pretty easy” to “very easy” to move around the Math Center, and 72% use the Teach to One standard signage (red signs or wall signs) to locate their next lesson.
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APPENDIX
Technology Standards Each school district New Classrooms partners with has its own set of technology standards, procurement rules, and vendor agreements. As a result, New Classrooms can only provide general standards and minimum operating requirements and cannot require specific hardware/software models. Included in these guidelines are recommended hardware models that districts can use as a reference point for final procurement decisions. Prior to purchase, New Classrooms and the district will collectively review each item to ensure that it meets Teach to One: Math program requirements and that sufficient quantities are ordered.
Hardware Configuration Laptops used for the Teach to One: Math program are the property of that school and/or district. Schools and school districts are responsible for imaging each computer. The factory standard is typically the initial standard image that all machines in that school or district use. New Classrooms will provide the following: • • •
A list of required software and plug-ins that must be installed onto each laptop. Shortcuts to specific websites that need to be added to the desktop, including the Teach to One: Math student portal. Network testing specifications to ensure students are able to access relevant digital content websites and watch instructional videos without being blocked by the district’s firewall.
Depending on the resource capacity at each district, this custom installation and testing can be done in partnership with New Classrooms’ technology support team. Computers are updated and maintained throughout the year to address changes that New Classrooms’ digital content partners make to their programs and to provide for the addition of new partners’ content.
TEACH TO ONE: MATH CENTER
APPENDIX Equipment
Quantity
Recommended Model
Notes
Laptops
1 for every student in the program + 10% for spares
Prefer Windows OS
Tablet Laptops
8 for every 100 students
Prefer Windows OS
Currently using HPs and Lenovos
Black & White Multifunction Printer
1 for every site
Sharp MX-M850 Need a finisher
High output printer, copy machine
Printer Supplies (toner, staples)
18 toners (2 per month, 9 packs of staples for the printer)
Dependent on purchased printers
Screens
3 screens for the Math Center*
*Depending on the number of students served and the space this number may vary
Mini-computers
1 per screen + 1 spare
Used to power and launch the Big Board website
Tablets
1 per staff member (including student teachers and math directors) + 1 spare for every 10
Apple iPad 2 or above
May want to include covers with hand straps for easier teacher use
Access Points
1 per every 25 students in the space and adequate coverage for all classroom space
Cisco AIR-LAP1262N-A-K9 Aerohive HiveAP 120
Dual-band wireless N capable model —fastest; handle students faster
WAP Controller
1 per school
Cisco AIR-LAP1210 or equivalent
Network Connections
30 for every Center
Interactive Whiteboards
1 per every section of students served
SMARTBoard or Prometheum boards
Laptop Charging Carts
1 for every Math Advisory section in the Center
Bretford LAP30ULV-CT 30 Computer Intelligent Laptop Cart
Tablet Laptop Charging Carts
1 for every Center
Mobile Projectors
1 for every Center
Headphones
1 for every student in the largest cohort + 10% spares
Headsets
10 for every 100 students
Speakers
2 per screen
More flexibility
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APPENDIX
Learning Module Components
Base Bases have built-in levelers and brackets that allow secure fastening to the floor. (5 inches height x 44.5 or 72 inches length x 15.75 inches depth) • • •
Option A: Steel bases, welded in a dark grey, powder-coated finish are raised several inches for easier cleaning below the units Option B: Plywood base with dark grey laminate finish Both come with levelers and brackets for connection to the floor
Lower Storage Storage in the multi-ply base unit is available with open shelving, adjustable shelving, cabinet with door, one-sided drawer, and two-sided drawer. (35 inches height x 44.5 or 72 inches length x 15.75 inches depth) • • • • • • • • • • •
Option A: Open shelving Option B1: Cabinet with one-sided door Option B2: Cabinet with two-sided door Option C1: Drawer: one-sided Option C2: Drawer: two-sided Option C3: Large storage compartments Option D1: Adjustable shelving in ½ inch multi-ply or metal Option D2: Adjustable shelving in aluminum Option E: Lock for door or drawer Option F1: Metal bins Option F2: Plastic bins
TEACH TO ONE: MATH CENTER
APPENDIX
Upper Storage Storage in the multi-ply upper storage module is available with removable panels to provide flexibility. (43 inches height x 44.5 or 72 inches length x 15.75 inches depth) • • • • •
Option D1: Shelving in 11/16 -inch multi-ply Option D2: Shelving in aluminum Option E1: Metal bins Option E2: Plastic bins Option F: Removable panel to provide larger storage areas
Power Pole Standard aluminum raceway to incorporate power and data. (72 inches height x 2 inches length x 2 inches depth)
Whiteboard Laminated multi-ply panel. (42 inches height x 70 inches length) • • • •
Option A1: Learning Module-mounted Option A2: Wall-mounted Option B1: Fixed in place Option B2: Rail-mounted to serve different groups within learning area
Mount for Interactive Board • Option 1: Multi-ply substrate attached to Learning Module to accept interactive board • Option 2: Multi-ply substrate attached to wall
End Panels 11
/16 -inch multi-ply panels tie lower and upper components together and cap the sliding whiteboard rail and assembly. (72 inches height x 15.75 inches width) • Option 1: Routed multi-ply; refer to page 19 for colors • Option 2: Laminate on 11/16 -inch multi-ply • Option 3: 6mm opaque acrylic on 11/16 -inch multi-ply
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APPENDIX Signage
6mm acrylic bolted to sign posts. (Sign: 9.5 inches height x 36 inches length; Post: 33.5 inches height x 2 inches length x 2 inches depth) • Option 1: Learning Module-mounted, may accommodate single or double conditions • Option 2: Wall mounted, single mounted only
Shelf
• Option 1: Multi-ply ½ inch thick with laminated finish • Option 2: Aluminum shelf, powder-coated
Material Trays
Storage for class materials prepared before class to save time during class. • • • •
Option 1: Aluminum sheet Option 2: Aluminum wire Option 3: Plastic Option 4: Cardboard
Laptop Table
Multi-ply with aluminum legs. (36 inches height x 18 inches length x 18 inches depth)
Rolling Carts
Multi-ply and aluminum carts. (36 inches height x 18 inches length x 18 inches depth) • Option A1: Open shelves • Option A2: Drawer • Option A3: Cabinet door
TEACH TO ONE: MATH CENTER
APPENDIX Math Center Furniture Code
Item
Qty(1) Manufacturer
Model
Model Number
C1
Student Chair
204
Hon
Smartlink
HSS4L-18B.(Color)(2).Y
alternate 1
KI
Intellect Wave
IW418
alternate 2
Vanerum Stelter
Flow 4-leg
SG.FL.4L.17
alternate 3
Vanerum Stelter
Airley 4-leg
SG.AY.4L.17
Hon
Smartlink
HSSTK-18B.H.LM
alternate 1
KI
Intellect Wave
IW418C
alternate 2
Vanerum Stelter
Flow 4-leg
SG.FL.5A.SE
alternate 3
Vanerum Stelter
Airley 4-leg
SG.AY.5A.SE
C2
Teacher Chair
8
C3
Armchair
4
Herman Miller
Eames Armchair
DAW-BKZ5ZE
C4/T6
Side Table / Stool
2
Artek
Aalto Stool
E60 (Natural Birch)
T1
Table (30” x 60”)
18
Hon
Huddle
HON MT3060E.N.B9.S(3)
alternate 1
Vanerum Stelter
Fit
TB.FIG.R.6030.F
alternate 2
Scholar Craft
8400 + 9400 series
SC2140
alternate 3
Hon
Utility Table
HON UTM3060
alternate 4
Hon
Activity Table
HON ESR3060
Hon
Huddle
HON MT3072E.N.B9.S(3)
alternate 1
Vanerum Stelter
Fit
TB.FIG.R.7230.F
alternate 2
Scholar Craft
8400 + 9400 series
SC2140
alternate 3
Hon
Utility Table
HON UTM3072
alternate 4
Hon
Activity Table
HON ESR3072
Hon
Huddle
HON MT1872E.N.B9.S(3)
alternate 1
Hon
Utility Table
HON UTM1872
alternate 2
Hon
Activity Table
HON ESR1872 EST3060.B9.5.X
T2
T3
Table (30” x 72”)
Table (18” x 72”)
9
15
T4
Table (26” x 60”)
4
Hon
Activity Table
T5
Laptop Table
4
Milder Office
Laptop Table
T7
Table (48” x 48”)
Hon
Activity Table
HESS48.B9.3.X
T8
Rolling Cart
Milder Office
Rolling Cart
(Refer to page 34)
M1
Whiteboard - Mobile
3
Luxor
Fi
Teacher’s File Cabinet
6
Hon
Pedestal ‘N’ Pull
H17723N (B/B)
Bin
Material Tray
100
Rolodex
Wire Mesh Bin
11-3/8" x 13-1/4" x 2-3/4"
MB4836WW
(1) Quantities for prototype built at William P. Gray School (2) Chair Colors: Tangelo (TG), Platinum (PT), Lime (LM), Shadow (SD); See floor plans for color distribution (3) With HMBPOST post base leg (casters on T1 & T2; glides on T3); Color: Charcoal
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APPENDIX William P. Gray School Furniture Plan Laptop Table at Wall-mounted Whiteboard
Learning Module
Table and Chairs
Rolling Whiteboard
Learning Area Signage
Flat-Screen Monitors
Main Entry
Laptop Charging Cart
Interactive Whiteboard
Teacher’s Office
TEACH TO ONE: MATH CENTER
APPENDIX Sample Furniture Plan, Type 1
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APPENDIX Sample Furniture Plan, Type 2