COVID-19 Patterns

COVID-19 Patterns

A book of ideas for solving problems in the field of education that COVID-19 has brought to light.

This is a book of patterns, and design ideas, for a transformed educational ecosystem. The COVID-19 pandemic has resulted in new emergent thinking in the field of education. These patterns are a result of that thinking. Some of them pertain to challenges that the field of education has consistently struggled with, and others are geared towards new themes that the COVID-19 pandemic has brought to light.

What is a pattern?

A pattern is a solution to a problem. It is a small, bite-sized idea. A pattern can function as a set of instructions that pertains to larger issues. When taken together, multiple patterns can work to craft a design language and tackle many challenges. However, a pattern is just one strategy for solving a problem.

Architect Christopher Alexander developed a set of patterns in 1977 that combine to organize how elements of the built environment work together. Each of Alexander’s patterns describes first a problem which occurs repeatedly in our world and second the main pillars of the solution to that problem. The outcome of these patterns is that they can be used to solve problems in countless ways.

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PREFACE

Each pattern in this book has the following parts: A problem

What the pattern is addressing, or what the pattern is attempting to solve

An action statement

One design strategy to solve the problem in its most simple, direct terms

Components

The elements needed to fulfill the action statement; the steps that are necessary to implement the pattern and thus solve the problem

Examples

Real world instances of one or several components working towards a solution

Continuing thoughts

Other important topics that could be helpful to consider when creating the pattern’s solution

Connected patterns

Some patterns tackle the same issue or similar themes, so we’ve taken note so that all patterns related to a particular problem of interest may be considered

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Context COVID-19 has disrupted life all over the world, and it has disrupted education. From disruption can come transformation. The areas of education transformation that are covered in this book range from social emotional learning to distributed resources. It is important to discuss the issues that the patterns in this book address in light of the current pandemic.

Social emotional learning (SEL):

The pandemic has isolated students more than ever and has put added stress on families. We anticipate an increased need for SEL and an opportunity for schools to provide enhanced support.

Mental wellness:

The psychological impacts of COVID-19 have negatively affected students, teachers and parents. Understanding the possible mental health challenges that communities will continue to struggle with has sparked an increased emphasis on mental well-being among members of school communities.

Community engagement:

Many communities will feel the impacts of COVID-19 for years to come, and the full extent of the pandemic’s influence on community relationships is still unknown. Schools can bring community members together through provided services and programming.

Parent involvement:

Schools have traditionally struggled with parent involvement. COVID-19 has resulted in more parents and children spending time at home.

Some parents now have a new perspective on their child’s learning that, ideally, can now be transformed into more involved engagement.

Technology:

Technology has been instrumental in how communities, schools and individuals have adapted to social distancing measures. Technology will continue to become more embedded in daily life and the ways that students choose to engage with learning content. www.fieldingintl.com

PREFACE

Mastery-based learning:

With the disruption to traditional class structures and an increase in the asynchronous learning experiences available, there is an opportunity to allow students to progress through lessons or curriculum at a pace that is different from their peers. New forms of assessments like presentations using social media or digital projects can help students demonstrate competency before moving on to new tasks or experiences.

Authentic learning:

Schools had to adapt to new teaching environments when they closed their doors to slow the spread of COVID-19. This shift has required many educators to provide experiences that relate to topics and industries relevant to students and their communities, in order to hold learners’ attention and improve engagement in challenging settings.

Student agency:

Despite its known benefits, student-centered learning has been a challenging philosophy for many schools to embrace. In the absence of traditional instruction, students now have more autonomy to engage and disengage with the material and experiences a teacher provides.

Providing students with opportunities to explore and express how and why they learn, and embedding that feedback into instruction, will improve student experiences and engagement.

Hybrid learning:

Schools have been trying to adjust to the disruptions to in-school learning caused by COVID-19. With the ever-increasing availability of online supplemental learning tools and resources, schools can provide students and families with the option to learn from both home and in school, in order to decrease the number of individuals gathered at a facility, or to accommodate student or family preferences.

Distance learning:

Given the risks associated with exposure to COVID-19, thousands of schools have deployed online learning systems. Some families and students have discovered benefits to online learning that were previously unavailable in their traditional school setting. Consequently, distance learning has been "normalized" and will likely become a necessary option for schools to include when accommodating the needs of all students.

How to use this book These patterns work together by tackling some similar issues and some unique issues. Below is a breakdown of the nine patterns and the educationrelated issues, defined on the previous pages, that they seek to address.

The patterns can be read in any order. The matrix below shows some of their overlaps. The last page of each pattern chapter has another matrix of icons that are highlighted to show these thematic connections. ● - major theme ⭘ - secondary theme Page

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Pattern

1

The Family Room

7

Mastery Workshop

13

Student Lounge

19

XR Hub

25

Workspace Kit

31

The Hive

37

Neighborhood as School

43

Head Space

49

Tech Market

SEL

Mental Wellness

●

●

Community Engagement

Parent Involvement

⭘

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⭘

● ●

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PREFACE

Technology

MasteryBased Learning

Authentic Learning

Student Agency

Online + Hybrid Learning

Equity

Revised Teacher Roles

⭘ ●

⭘

●

⭘

⭘ ●

⭘

●

⭘

●

⭘

⭘

⭘

●

⭘

⭘

⭘

● ⭘ ●

⭘

⭘

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The Family Room How can we create a space in the school dedicated for both families and children?

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Problem Research has shown there to be many benefits when parents are involved in their children’s education, yet schools consistently struggle with parent engagement.1 Additionally, traditional schools haven’t placed adequate emphasis on supporting the social and emotional needs of students.² High-stakes testing and a one-sided emphasis on academics creates stress in students.³ The current pandemic has exacerbated these problems. With school doors closed, many families feel strain in adjusting to distance-learning and children are missing the social interactions that school affords. The pandemic has shed light on the importance of the school’s potential to address these issues.

Parent involvement typically declines as students grow older, and there is a significant drop in involvement between elementary and secondary school. This can be for many reasons, such as parents lack the time, resources, or know-how to help out, or they do not feel welcomed at school.4 Communication can greatly increase parent involvement. Two-way informal exchanges between teachers and parents are more effective than one-way communication coming from teachers.

Research shows that “promoting social and emotional development in children is the missing piece in efforts to reach the array of goals associated with improving schooling.”­5 Success outside of school also depends on SEL. Social and emotional learning can be effectively developed in partnership with parents and the community.6

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THE FAMILY ROOM

Strategy Dedicate a space for parents to be at the school.

Components

Opportunities for parents to be in the school with their children

Connections to outdoor spaces and food Relaxed, informal spaces conducive to social interactions between students, teachers and parents

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Component Examples

Anne Frank Inspire Academy Middle School Connection to outdoor spaces and food service areas can give the Family Room a familiar, welcoming feel. Proximity to communal spaces in the school can make the Family Room easy to visit and spend time in.

Roosevelt Elementary School Flexible seating arrangements can allow parents to participate in a range of informal and formal activities in the space such as tutoring, talking to teachers and working remotely.

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THE FAMILY ROOM

Continuing Thoughts The Family Room can be a flexible solution for schools that are reopening their doors during the COVID-19 pandemic.

The Family Room can serve as a place for parents to receive materials from teachers that will help with their children’s learning at home.

The Family Room can be a permanent room in the school.

Communal spaces that parents can access will allow for mentorship and tutoring opportunities, and for more communication with teachers.

Connected Patterns

Mastery Workshop

Student Lounge

XR Hub

Workspace Kit

The Hive

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: How can The Family Room be a place that is socially and culturally responsible towards a school’s community?

How can The Family Room help provide equitable access and resources to all students?

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Footnotes 1.

2.

3.

4.

5.

6.

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LaBahn, J. “Education and Parental Involvement in Secondary Schools: Problems, Solutions, and Effects,” 1995.

Brackett, M., N. Elbertson and R. Weissberg. “School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives,” 2009.

Brighton, C., C. Hall, J. Jarvis, and T. Moon. “State Standardized Testing Programs: Their Effects on Teachers and Students,” 2007.

Stouffer, B. “We Can Increase Parent Involvement in Secondary Schools,” 1992.

Wanat, C. “Meeting the Needs of Single-Parent Children: School and Parent Views Differ,” 1992.

Elias, M., et al. “Promoting Social and Emotional Learning: Guidelines for Educators,” 1997. www.fieldingintl.com

Mastery Workshop HowHow cancan we make we make andand organize organize a creative a creative hub at the center hub ofat school? the center of the school

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Problem Current education models do not properly equip students with the skills and knowledge to master learned content.

The COVID-19 pandemic has altered the education system.

The typical ways of delivering learning content and measuring competency have been disrupted. Teachers cannot conduct lessons in front of a class of students, and standardized tests cannot be administered properly.

This disruption has shed light on the opportunity for masterybased learning to be incorporated into a school’s organizational structure. With the discontinuation of assessment through standardized testing and with many students learning at their own pace through blended learning models, some of the barriers to new mastery-based learning models have been broken down.

This presents an opportunity to incorporate mastery learning concepts in education design. What if school design, educational pedagogy and facilities were centered around mastery learning concepts? With a fresh perspective, perhaps physical space and educational tools and resources can be organized into a Mastery Workshop. The core values of this raw workshop space would include the foundation of, demonstration of and mastery of learning.

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MASTERY WORKSHOP

Strategy Create a raw workshop space that can be easily personalized and adapted.

Components

Opportunities for student design, exploration and construction

Hands-on spaces where students and educators can work side-by-side

Connections between learning experiences and learning demonstration

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Component Examples

Hillel Day School Simple tables and movable stools can be the building blocks of the Mastery Workshop. Ample storage space can allow for a diversity of mastery-based activities to occur.

Mound Fort Innovation Center A raw space with movable furniture is important so that different types of technology and learning can be accommodated.

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MASTERY WORKSHOP

Continuing Thoughts The Mastery Workshop is a flexible and scalable space that can respond to shifts in technology and curriculum. It can easily be tailored to any learning environment.

The Mastery Workshop can function as a modern library and creative hub with equitable access for all.

Connected Patterns

The Family Room

Student Lounge

XR Hub

Workspace Kit

The Hive

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: How can community members be included in the Mastery Workshop space?

How can the Mastery Workshop be applied to effectively engage distance and blended-mode learners?

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Student Lounge What does a student-owned wellness space for peer and counselor interaction look like?

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Problem One in five students do not have access to a counselor in their school.

Research has shown that an increase of restorative wellness within schools can significantly increase attendance rates, benefit academic achievement, increase graduation rates and lower rates of suspension.¹ The importance of these impacts is further supported by the American School Counselor Association's recommended student-to-counselor ratio of 250 to 1.² However, the current national average ratio of students to counselors is as low as 428 to 1.3 As we rethink the built school environment, how can we evolve the idea of a traditional counseling office? What are ways we can provide more individualized wellness support for students without depending on this off-balance student-to-counselor ratio?

As COVID-19 continues to impact school communities, the need for counseling and wellness space for students at school will be even more necessary. How can these spaces successfully operate so that they are not dependent on the student-to-counselor ratio?

As we rethink how counseling services are offered within the built school environment, here are a few questions to consider:

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•

How can counseling be accessed by all students throughout the school?

•

How can students have ownership of the space?

•

What types of privacy measures are in place to support student wellness?

•

What types of tools can cater to student wellness?

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Student Lounge

Strategy Dedicate a student-owned space at school for mental wellness-centered activities and conversations.

Components Counseling areas, privacy, teacher Full student access access, relaxing that encourages elements Formal/informal student agency in area for counselors wellness and students in Counselors and accessible locations educators working distributed through together the school

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Component Examples

International School of Brussels The integration of a wellness space for counseling in centralized areas of the school can create opportunities for learners and counselors to meet in both formal and informal capacities.

Anne Frank Inspire Academy Middle School Transparency gives learners acoustic separation from the hustle and bustle with simultaneous passive supervision. Transparency and furnishings may vary by age and school type.

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Student Lounge

Continuing Thoughts The Student Lounge can be situated near teacher collaboration areas and between classrooms for ease of access, supervision and comfort.

The number of Student Lounges, their size, and placement within a school will vary based on counseling needs. All interventions can explore personalized elements of counseling space, student ownership, privacy, teacher access and resources that help one navigate through difficult situations. The arrangement of furniture can promote direct learner-to-counselor interactions, along with wellness for independent reflection and peer-to-peer discussions.

Bonus: A facilitated student workshop to name the space allows for additional student ownership. Is it to be called The Student Lounge? The Retreat Room? The Wellness Hub? Let the students decide!

Connected Patterns

The Family Room

Mastery Workshop

XR Hub

Workspace Kit

The Hive

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: What type of supervision will be necessary for the Student Lounge at a particular school?

How can the Student Lounge be socially and culturally responsive to the school community?

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Footnotes 1.

Jones, C. "Years of Reform Efforts Contribute to Declining AfricanAmerican Suspension Rates in California," 2020.

2. American School Counselor Association. “School Counselors Matter,�

2019.

3. Ibid.

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XR Hub How can we use virtual and augmented reality to help students collaborate?

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Problem In a world experiencing a pandemic, schools that resume full-sized classes on campus without proper distancing measures in place will put community members at risk.¹ Despite many school and state efforts to prioritize public health in their reopening plans, a poll taken in May of 2020 found that almost 40% of parents do not feel comfortable sending their children back to school while COVID-19 is a risk.² The physical separation between peers learning in-school and peers learning remotely poses challenges for student engagement and learning. With technology already embedded in many responses to the COVID-19 pandemic, how can virtual and augmented reality help bridge gaps between students in the era of social distancing? A combination of augmented reality and virtual reality, "XR," can be integrated into common spaces and classrooms in order to provide new ways and places of gathering for students.

As of 2019, over half of children in the United States own a smartphone by the age of 11, and 84% of teenagers have their own phones.³ The two screen media activities that adolescents and teens spend the most time doing are watching videos and playing games.⁴ Perhaps there is a way for these mobile devices or additional technology to be incorporated into teaching models so that hybrid modes of learning can flourish in a world experiencing a pandemic and beyond.

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XR HUB

Strategy Set up a physical space at school for students to collaborate virtually.

Components

Connections between students using AR, VR and existing technology

Digital learning spaces that reflect physical places

Collaborative and interactive learning activities

Opportunities for distance and inperson learners to connect

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Component Examples

image source: Pexels

Headsets & Work Surfaces If a simple work surface can be provided at the XR Hub along with mixed reality devices like headsets, students can explore learning content and engage with each other.

Hillel Day School At it’s most raw version, the XR Hub could be a table and a few chairs with a technology device that allows students to connect with the peers who are not at school.

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XR HUB

Continuing Thoughts The number of students who engage with online learning tools and resources is likely to increase over time. The XR Hub can help schools and educators incorporate supplemental digital content, which is also increasing in availability.

The XR Hub can be instrumental in bridging gaps between students who are learning in school and students who are learning from elsewhere. By carving out a space at school for them to connect virtually, student relationships and engagement can be maintained.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

Workspace Kit

The Hive

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: How can the XR Hub support student engagement both with learning and with each other?

How can the XR Hub help create the ideal conditions for distance learning?

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Footnotes 1.

Webpage: https://www.cdc.gov/coronavirus/2019-ncov/community/ schools-childcare/schools.html 2. RealClear Opinion Research. “National Poll: 40% of Families More Likely to Homeschool After Lockdowns End,” 2020.

3. Kamanetz, A. “It’s a Smartphone Life: More Than Half of U.S. Children Now Have One,” 2019.

4. Common Sense Media. “The Common Sense Census: Media Use by Tweens and Teens,” 2019.

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Workspace Kit What are the components needed for students to build their own workspace?

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Problem The best practices for education design as we face challenges stemming from the COVID-19 pandemic are largely unknown and situation-dependent.

Most schools lack the flexibility required to change as new information and recommended methods continually surface. By and large, students have been left out of this conversation.

Moveable rather than permanent fixtures allow for flexibility in a space. Providing opportunities for development over time, especially at the hands of the students, also allows for added flexibility and adaptability in how the kits serve students.

Student ownership is important in order for other transformations in education to occur. Prototyping their learning space gives students the opportunity to have more agency in their education and in how they work.

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WORKSPACE KIT

Strategy Provide a kit that contains highly flexible, ageappropriate parts suitable for adaptable learning environments that students can arrange independently.

Components Flexible seating Variable work surfaces

Partitions for acoustics, privacy and health

Ease of mobility

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Component Examples

image source: ECR4Kids

Development Over Time Components of the kit, like partitions, can take on multiple functions for students, depending on the learning activity. As time progresses, students can take additional ownership of their space by adapting components to meet their needs and learning preferences.

Meet Students Where They're At The arrangement of the kit's parts can give a student ownership over their own space at home.

Meet students where they're at by considering the age and ability of the student in prototyping their own learning space.

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WORKSPACE KIT

Continuing Thoughts Create Workspace Kits with mobility in mind, so that kits can be brought home by students for distance learning. Since hybrid learning is here to stay, the Workspace Kit can offer more creative ways for students to engage with learning while away from school.

Flexibility should go hand in hand with mobility. If the assembly process and the possible configurations of the parts both allow for flexibility, the Workspace Kit can help students develop more agency and autonomy.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

XR Hub

The Hive

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: What kind of instruction manual would be needed so that students can assemble their Workspace Kit? How can technology fit into this pattern and work in the context of the spaces that students build for their independent work?

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The Hive How can schools provide support for independent online learning?

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Problem Schools must prepare for a new model that embraces and supports the experience of independent online learning.

Online and distance learning have been normalized due to the impacts of COVID-19. Some students and families have learned that they prefer online or hybrid learning experiences.

Schools must find new ways to accommodate these students in an inclusive, supportive way that builds independence and student agency and still provides the benefits traditionally associated with school. Environments that help students practice independent online learning will improve students’ success in future academic and work settings where remote experiences will continue to grow in popularity.

Schools are still an instrument of equity. Even though online learning may be a preferred learning experience for some students, it is not realistic for them to stay in their home or go to another location independently to study. It will still be important for students to feel welcomed and encouraged to attend school, and for them to receive the services that schools offer. Hive clusters can allow students to get school-provided benefits and supervised independent online instruction.

As technology continues to improve and become more integrated in daily life, Hives can be equipped to intuitively respond to their users through lighting, temperature and sound levels. Other technologies that can improve The Hive experience may include video monitoring (for safety), on-demand communication tools to request support from teachers or other providers, and the use of artificial intelligence to help direct students as they learn to accomplish tasks on their own.

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THE HIVE

Strategy Create spaces for students to learn and work independently that encourage focus and autonomy.

Components Proximity to common areas such Individual learning as food service spaces, spaces for privacy outdoors and social and comfort Distributed rooms clusters of High-tech Hives throughout integrations for school locations web-connected to encourage learning inclusivity

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Component Examples

Hive Clusters Hive arrangements in clusters can be an effective way to carve out space for the students who are using them and to create a sense of community.

Intentional placement of doors and windows can aid in supervision and camaraderie simultaneously.

Tools & Personalization Hives can be outfitted with the basic tools a student needs to work independently. They should also have enough space and storage for a student to bring their own additional resources and belongings to set up their ideal learning environment. Technology should be integrated yet flexible to accommodate learner preferences.

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THE HIVE

Continuing Thoughts Hives can be dedicated to students with special educational needs, support unique testing and evaluation requirements, or provide low-sensory environments that are often underappreciated. Hives can be assigned to individual students or shared by learning communities to support teaching strategies in which some students work independently while others receive direct support.

Hives are a versatile asset for schools looking to diversify options for ideal learning environments and systems.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

XR Hub

Workspace Kit

Neighborhood as School

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: How might Hive clusters improve the school experience for members of an overlooked student or staff population?

How can a school maintain a close community when groups of students choose to engage in online or hybrid instruction?

Where might Hive clusters be situated in a school in order to provide an empowering and productive experience for those who use them?

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Neighborhood as School How can we bring learning out into the community?

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Problem Many experts and school leaders say that authentic learning promotes a deep understanding of subject matter and increases student motivation, yet many traditional schools face barriers to providing authentic learning experiences.

Authentic learning helps students form connections between subjects of study and activities of daily life.š Yet structures such as standardized testing, which takes a broad, surfacelevel approach to assessing student learning, prevent schools from offering authentic learning experiences to students.² Additionally, traditional schools that are disconnected from their surrounding context can lack the sense of place which is needed for providing effective authentic learning experiences.³ The COVID-19 pandemic has removed students from the school setting, and in keeping many families at or closer to home, has placed more stress on the home environment as the sole context for learning. Some schools have attempted to maintain as much normalcy as possible, providing online instruction that supports the original, pre-pandemic curriculum.

Yet traditional online instruction has barriers of its own (like access to resources, tech literacy, and student engagement) and has not proven effective in some cases.

With the barrier of standardized testing removed, teachers and students may be able to tap into more authentic learning activities. This presents an opportunity for schools to embrace place-based learning and foster more authentic learning experiences for students in and near their home environment.

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NEIGHBORHOOD AS SCHOOL

Strategy Create learning hubs in the school’s community for students and teachers.

Components

Partnerships with community organizations and local industry

Bottom-up inquirybased projects Existing sites and places for contextual learning are leveraged

Distributed learning centers around the community

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Component Examples

St. Martin De Porres This school participates in a work-study program that uses connections to local businesses. Students spend time working in professional environments and members from these organizations come to campus to participate in mentorship activities as part of the teaching community.

Norma Rose Point School Local places connected to nature, like community gardens, are a great way to foster connections between community members and students. They can also provide volunteer opportunities for students.

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NEIGHBORHOOD AS SCHOOL

Continuing Thoughts The Neighborhood as School can benefit from community partnerships and local networks. Start by taking note of authentic learning activities that can happen within the neighborhood - at home, in the backyard, in the community and then bridging connections to student activities.

Connections to local industries can help students find connections in their learning.⁴ Schools can tap into existing spaces and work with local organizations to expand authentic learning opportunities for students.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

XR Hub

Workspace Kit

The Hive

Head Space

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: Is the school’s neighborhood part of a rural, suburban or urban community, and how might this affect learning opportunities?

Can public and school transit be leveraged to support the Neighborhood as School?

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Footnotes 1.

M. Lombardi, “Authentic Learning for the 21st Century: An Overview,” 2007.

2. D. Archbald and F. Newman, “Beyond Standardized Testing,” 1988.

3. Green Schools Network. “Place-Based Education Opens Doors to Authentic Learning,” 2017.

4. Getting Smart. “Increase Student Motivation through Autonomy, Mastery and Purpose,” 2017.

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Head Space How can we decentralize and destigmatize social emotional regulation spaces and integrate them into the fabric of the school?

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Problem The extent of the trauma that students, parents, and educators are experiencing due to the COVID-19 pandemic is not yet fully understood, and likely won’t be for several years.

Though the degree to which this trauma has affected individuals, families, and communities varies greatly, few will remain unaffected.¹ We anticipate a resulting need for enhanced SEL resources at all levels of learning. Since many schools struggled to provide this support prior to the pandemic, they may be hard-pressed to respond once their doors have fully or partially reopened.² Emotional regulation is the process by which a person takes measures, either consciously or unconsciously, to manage the emotions they are experiencing and how those emotions are expressed.³ Three elements that have been proven to aid in emotional regulation are physical movement, time, and connection with other people.⁴ As schools and their communities are confronted with the effects of COVID-19, spaces appropriate for SEL and self-regulation will need to be provided more broadly, and at varying scales.

Whether through meditative reflection, guided self-regulation or co-regulation with several students, or simply "brain breaks," these spaces could serve as a resource for the school to build resilience and mindful practices together as a community.

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HEAD SPACE

Strategy Distribute dedicated spaces for individual reflection, mindfulness practices, and emotional self- or coregulation.

Components

Views to outside

Space for personal movement

Comfortable seating for up to three people

Partitions for privacy and group activities

Proximity to communal spaces for ease of access

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Component Examples

Douglas Park School Curtains or other easily movable partitions provide flexibility, accommodating different student needs and comfort levels throughout the day.

Anne Frank Inspire Academy Middle School Open studios with ample natural light and views to the outside can quickly adapt to various regulation practices while also serving as general movement spaces.

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HEAD SPACE

Continuing Thoughts Schools can use existing paths around the building or garden spaces to encourage students to pass time while selfregulating near nature.

Greenhouses can highlight the passage of time on a larger scale, connecting students to cyclical resilience and growth.

Small movement studios can allow for group activities, like yoga and stretching, that prioritize movement and mindful breathing.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

XR Hub

Workspace Kit

The Hive

Neighborhood as School

Tech Market

[

What’s next?

]

Possible questions for personalized implementation: What elements can be integrated into existing learning environments to promote mental wellness and SEL? How do we nurture resilience and mindfulness at a communal level?

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Footnotes 1.

T. Walker, “Student Trauma Won’t Just Disappear When Schools Reopen,” 2020.

2. E. Minero, “When Students are Traumatized, Teachers are Too,” 2017.

3. Child Mind Institute. "How Can We Help Kids with Self-Regulation?"

4. Segal, J., M. Smith and L. Robinson. "The Emotional Intelligence Toolkit," 2019.

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Tech Market How can schools distribute technology in a flexible way?

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Problem Though technology is used as a learning tool in many traditional schools today, there are many challenges in ensuring its use by all students.

These various challenges result in unequal access to the opportunities, skills and experiences that technology affords students of the 21st century.¹ The COVID-19 pandemic threatens to widen this participation gap between students who have access to technology as a learning tool and students who do not.² The digital divide in education refers to schools and communities in which access to devices and Internet connectivity are either unavailable or unaffordable. The digital divide has existed since digital technology was brought into schools, and it has been widening since.³ Today, affluent districts are twice as likely as high-poverty districts to require live instruction while the COVID-19 pandemic is at large.⁴ Black, Hispanic and low-income students are at a higher risk of not receiving remote instruction of average or above-average quality.⁵ As online learning is factored into many schools' plans for the future, how can the distribution of technology address this participation gap?

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TECH MARKET

Strategy Dedicate an open space outside of the classroom for students to engage with technology.

Components

Access to devices

Connections between students, teachers, families and community members

Tech Support

Opportunities for student involvement

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Component Examples

Meadowdale Middle School If the Tech Market is set up in a busy part of the school or near an entry, garnering engagement from a higher number of students is likely. The Tech Market can take advantage of outdoor space by using temporary structures or mobile units to help increase access to its resources.

International School of Brussels Tall tables can allow students, educators and community members to gather, collaborate and learn from each other.

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TECH MARKET

Continuing Thoughts The resources that the Tech Market makes available can be expanded through community partnerships. Device recycling and repair can be two such activities that provide students an opportunity to connect with their community and simultaneously gain agency in working with technology.

Technology is always changing, and the devices and activities that students prefer will depend on their learning styles. The Tech Market can be built in a way that allows for this flexibility.

Connected Patterns

The Family Room

Mastery Workshop

Student Lounge

XR Hub

Workspace Kit

The Hive

Neighborhood as School

Head Space

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What’s next?

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Possible questions for personalized implementation:

How can student engagement and autonomy with technology align with the operation of the Tech Market?

How can community organizations and places, like libraries, work together with the Tech Market?

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Footnotes 1.

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Jenkins, H. et al. “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century,” 2006.

Goldstein, D. “Research Shows Students Falling Months Behind During Virus Disruptions,” 2020.

The Office of Education Technology. “Reimagining the Role of Technology in Education,” 2017.

Gross, B. and A. Opalka. “Too Many Schools Leave Learning to Chance During the Pandemic,” 2020.

Dorn, E., et al. “COVID-19 and Student Learning in the United States: The Hurt that Could Last a Lifetime,” 2020. www.fieldingintl.com

What's Next?

This book of patterns provides a glimpse into possible design strategies stemming from impacts of the COVID-19 pandemic. The patterns can be used alone or combined to promote evolving traditional school paradigms that benefit learners, educators, schools and communities.

Fielding International applies many types of patterns to the schools we design. If you have an idea for a pattern or want to learn more about how we implement design strategies to transform education, reach out to us.

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Contact Information e info@fieldingintl.com

@fieldingintl

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@fieldingint

+1 248 703 3681

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@fieldingintl

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