Learning Environment Design

THE INDUSTRIAL MODEL: WHAT NEXT?

EDUC90728 GROUP 7

Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

TABLE OF CONTENTS: 1. PHILOSOPHY OF EDUCATION & VISION FOR LEARNING

1-3

a. Philosophy of education b. Vision for Learning 4-5 2. ORGANISCATIONAL STRUCTURES, PRACTICES AND RESOURCES a. Social organisation b. Pedagogies c. Spatiality d. Curriculum and assessment e. ICT f. Use of time 6-7 3. BUILDING EVALUATION a. Physical and social context b. Photographs and plans c.Learning environment evaluation 8-9 4. LEARNING ENVIRONMENT DESIGN a. Plans and 3D representations b. Jusitify design based on buliding evaluation 10-12 5. IMPROVED STUDENT LEARNING a. New learning culture and student benefit b. Professional learning program tansition support outline

EDUC90728 GROUP 7

Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

philosophy of education (a) Learning is an interactive process which allows human beings to continually interpret and reinterpret their place within the world; it is a search for meaning. Learning is the conscious acquisition of knowledge set within a cultural framework that occurs through experience, reflection and engagement within both the social and physical context; social constructivist theorists Dewey, Vygotski, Bruner and Malaguzzi present the notion that as human beings we seek meaningful interactions with others and our environment.

Every individual has the capacity to learn. For learning to be effective, the learner must be an active participant in his/ her own learning as they are the most important stakeholder; learning must be relevant and meaningful. The learner must be free to pursue their own learning and the learning environment must be supportive, flexible and suggestive but unobtrusive. The learner must be able to access all that is necessary to continue the iterative process of learning.

Dewey speaks of hands on experience as fundamental to learning. For Vygotsky social situations are the basic source of development (Bodova, 2003). Bruner speaks of a ‘spiral curriculum’ continually revisiting learning for a deeper understanding (Bruner in Smith 2002 p. 7) The Reggio Emilia approach, founded by Loris Malaguzzi, introduces the environment as the third teacher.

Malaguzzi emphasises aesthetics and like Dewey sees learning as experiential. Vygotski and Bruner believe there is always a point of crisis that arises, the Zone of Proximal Development (ZPD), and it is at this point that the learner requires the support of a more knowledgeable other (MKO) to bring knowledge further and create a new state of understanding. This interaction provides the scaffolding of Bruner’s ‘spiral curriculum’, revisiting the learning for a new understanding, not necessarily with the teacher; it can be with other students or with the environment (Bruner in Smith, 2002 ).

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

vision for learning: (b) Learning occurs through interaction, experience, reflection and interest in a democratic community (Dewey in Berding p. 27). Learning happens through authentic problem solving and a process of inquiry in an interdisciplinary curriculum. Education is about individuals learning to be members of their community and schools are places for students to practise, to become competent and independent, for what is outside. With the advancement of technology, our understanding of community not only refers to the local community, but includes a much broader virtual community accessed through the World Wide Web; students can be physically present and a part of the local community whilst participating in virtual global community. Students should be able to move freely between spaces in pursuit of their own paths to knowledge and the teacher’s role is one of facilitator (Dewey in Novack, 1960). This ‘one hundred languages of children’ has great implications for the way learning environments are constructed.

Learning through experience and engaging critically with the material both as individuals and in collaboration is central to the learning. Relationships between students, teachers and parents are at the centre of the learning experience. Students experience and engage with different cultures, llandscapes, ideas and ways of thinking and are challenged to apply their knowledge to push themselves outside their comfort zone. Through these experiences the learner develops broader perspectives, finds new interests and develops understanding and empathy. The learning environment supports active, challenging, meaningful and collaborative learning. It allows for ownership and voice of each individual and supports multiple modes of expression.

The implication for the learning space is that it requires flexibility to cater for the ebb and flow of collaboration of individuals within groups according to need. Strong links need to be made between indoor and outdoor spaces.

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

ORGANISATIONAL STRUCTURES, PRACTICES AND RESOURCES SOCIAL ORGANISATION The inquiry model, a problem based learning (PBL) approach, is central to the pedagogical framework classroom

Sharing information, seeking feedback and making decisions, is also an important part of this pedagogy. It

practice that is rooted in the experiential, socio-constructivist theories of Dewey, Vygotski, Bruner and Malaguzzi. It

involves students being in larger groups ranging from 8 -10 students. Students must be seated in positions

allows for learning through experience and engaging critically with the material being learned as individuals and in

that allow them to have eye contact with each other. It may take the informal shape of a circle or a more

collaboration with others. Lebow lists the seven primary values underpinning PBL: collaboration, personal autonomy,

formal setting resembling that of a conference room.

generativity, reflectivity, active engagement, personal relevance and pluralism (Lebow in Savery & Duffy, 2001).

Within this framework, students are encouraged, through hands on experience, to explore concepts and discover

PRACTICES

truths about their world within a social context.

>Years 5 & 6 - 75 students -one group - 3 teachers -each responsible for 25 students >Outward looking - including neighbouring schools and the wider community as a source for experts in

In an inquiry PBL based learning environment, the pedagogical activities will be: delivering, applying, creating,

relation to inquiry units.

communicating and making decisions (Fisher, 2015 p. 2.02). Each of these assumes an underlying ‘behavioral premise’ that translates into particular social learning groups (Fisher, 2015 p. 2.02). The learning spaces must be SCHEDULE OF ACCOMMODATION

both suggestive and flexible to accommodate these groupings.

*The Inquiry includes the literacy, science, maths, arts, civics and citizenship When delivering information students will be in a large group. The students will be facing the presenter or presentation.

TIME 9:00 - 10:30 am

ACTIVITY Students arrive and set themselves up and

10:30 - 11:00am

work on their inquiry Plenary - sharing and reflecting, future goal

11:00-12:00pm

setting Lunch

12:00 -2:00pm

Focus on Literacy/numeracy skills reflected in

In this case, they are receivers of information and not participants. In PBL this grouping is necessary for when information or presentation needs to be delivered to the whole group. This often happens when introducing an area of inquiry, watching a video, presenting a project or addressing the whole group. It is not a fixed space but one that can easily be set up in a number of locations to cater for delivery style learning to a range of different group sizes.

In applying information a controlled one to one or small target group learning space is required. In these learning

the PBL projects and cross referenced with

spaces, the learner has direct, uninhibited access to the instructor. These learning spaces are often used when

AusVELS- on rotation 4x30 minute rotations,

teachers are conferencing individual students or targeting a small group. In this situation the instructor is able to offer very specific feedback. The learning environment must provide at least two ‘applying’ areas in the learning space to

teacher takes responsibility for area according inquiry - all day (9:00 - 3:30pm)

be accessed at any time of the day depending on the weekly planner.

Creating is a big part of participating in a PBL learning environment. It requires students to work individually or

2:00-2:30pm

to expertise Recess

2:30-3:00pm

Write/illustrate in reflection journal re-learning

collaboratively in small clusters of approximately 2-5 students. In this setting, students are required to research,

and pose question and create a plan of action

think critically, build on each other’s ideas, take on different roles, form questions and build new understandings.

to work on the following day Students prepare learning area for the

The learner is very active in the pursuit of knowledge and understanding. This learning mostly happens in breakout

3:00-3:30

following day

spaces which are suggested by the environment setup and in use throughout the day.

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

ORGANISATIONAL STRUCTURES, PRACTICES AND RESOURCES PEDAGOGIES

SPATIALITY

The PBL pedagogical framework requires a systematic and rigorous approach to teaching and learning

Within the learning environment threre should be a varitey of spaces to suppport delivering, applying, creating,

in which students engage in authentic learning contexts. It involves a democratic and respectful learning

sharing and decision making. Each space should suggests a different type of social interaction. For example casual

environment that values all members’ differences, the teacher shares power with the students (Department

collaboration in a lounge setting, private study at a desk, small group creation at a table or brainstorming with a

of Education and Children’s Services, 2010). It creates ‘space for [the] many ways’ people learn encouraging

whiteboard and beanbags. The spaces generated create various portals through which to interact between the

creativity and engagement (Department of Education and Children’s Services, 2010). It assumes ‘learning as

indoors and outdoors.

way of being’ and encourages a metacognitive process (Department of Education and Children’s Services, 2010). Co-construction is at the heart of the PBL framework and is expressed through collaboration and

The physicality is fluid and cyclical in its flow as evidenced in the ground floor circular gradations and in nature as

dialogue in both a real and virtual setting.

the rooftop garden is vulnerable to the environment and the cycle of the seasons. The staggered change in level of the decking is an amphitheatre for whole group direct instruction, presentations or performance (‘spatial practice’).

The delivery of the PBL curriculum incorporates ‘rich and varied modes of making and communicating

It can be contemplative (‘representational space’) for individual or group work, the shallow stair working as informal

meaning’ (Department of Education and Children’s Services, 2010). This includes the pedagogically sound

desk space, weather permitting. Otherwise it captures and recycles rainwater sustaining the rooftop

use of Information and Communication Technology (ICT), for instructional purposes and to enhance and deepen the learning experience. ICT use must be grounded in technological, pedagogical content knowledge

garden (‘representations of space’) (Woodman, 2011). Its inhabitants cannot help but be mindful of each other and

(TPCK) and is emended within the learning structure as vehicle that allows students to go further and deeper

intergenerational sustainability. The old gum tree-house, evidence of custodians before, should be maintained for

with their learning (So & Kim,2009) The teacher’s role is to question students and challenge their reasoning

those to come.

and to help them to consider carefully each step they take in their inquiry. The teacher acts as facilitator and cognitive coach. They must provide relevant material with which students can engage and assessment

The indoor open learning ‘Firstspace’ is where the group huddles together for explicit instruction and skills acquisition

of students’ learning is embedded within the process of the inquiry. Teachers are constant observers and

before breaking out for skills practise or Inquiry in the smaller ‘Secondspaces’ (Soja in Woodman, 2011). Here

collectors of evidence of learning; making the assessment criteria clear to students and assisting them in

students can pursue individual pathways or cooperative and collaborative group work. The constructivist, student-

achieving success.

centred, nonjudgmental approach modelled by the teachers has allowed for a ‘Thirdspace’ of curiosity to evolve (Soja in Woodman, 2011). Students learn resilience, feel safe in taking risks, learn from mistakes.

A PBL framework allows for flexible groupings and opportunities to work with experts in the wider community.

‘Learning occurs through interrelations during interactions’ between teachers and students and is ‘being constructed

It draws students in with its relevance and authenticity. Students learn within a social setting. The primary goal

and reconstructed’ to ‘co-form knowledge’ as in Massey’s notion of ‘coformation’ of space (Woodman, 2011).

is for students to use questioning as a critical thinking tool. The use of ICT is integral to problem-solving and deeper understanding. Teachers assist students to be reflective learners; they prompt students to go further in their exploration.

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

ORGANISATIONAL STRUCTURES, PRACTICES AND RESOURCES CURRICULUM AND ASSESSMENT

curate and create (DET, 2015). All curriculum is interactive; available online to staff, students and

Curriculum will be available online on the virtual classroom for students to access at school and at home.

parents. Portable 1:1 networked devices create a learning environment that can work seamlessly from home or

Curriculum developed from the AusVELs central concepts, essential understandings and skills will be made

from school. ‘Learning in a 1-to-1 environment is active and student centred and opens up new possibilities’

explicit to the students through the lesson’s learning intention and learning outcome. Learners will be given a

(DET, 2014).

clear idea of what success looks like using exemplers. This instruction may be delivered by the teacher in the

Students can use ICT for Inquiry in collaborative projects and to participate in online communities with other

whole group setting but more often will be more specifically tailored to the small group or the individual learner.

students from sister schools as well as with students from their own school in their own or other year levels.

Students can use cloud based platforms such as Glogster Edu to develop multimedia posters. Specifically,

The inquiry will be student driven and pose relevant problems that exist in the social, contextual and cultural

students can use the experiment template to document the progress of their plants.

environment. The method of delivery constructive and collaborative dependant on the students zone of

The open learning space is equipped with three interactive whiteboards with projectors at intervals from the

proximal development (ZPD). Challenging, higher order, questions will be framed using Bloom’s Taxonomy

ceiling so that other surfaces and portable whiteboards can be used as screens. There are also projectors in each

(knowledge, comprehension, application, analysis, evaluation and synthesis) (NMR, 2012 p.18). The space will

of the upstairs learning spaces and the rooftop garden. These can be used for explicit whole group instruction

provide opportunity for interesting authentic inquiry in collaboration with experts to address real world issues.

and for small group interactive Inquiry.

For example a unit on ‘water ways’ could involve each student learning issues surrounding excess urban

The 1:1 Laptop program is student centred and enables individuals to actively work independently in pursuit of

stormwater runoff, research how green roofs assist with this, select a plant and monitor how it performs in the

their own interest or be connected with other learners, their teacher or other experts in real world contexts. The

experimental green roof with adjoining science facilities. This would be taught in collaboration with the University

device can be used for research, note taking, drafting and publishing work.

of Melbourne’s Burnley green roof department.

A class set of DSLR cameras are available for students to document the progress of their Inquiry and to record their creativity in words and pictures, in stills and on film - to augment the writing process (in the humble Word

Evidence based feedback will be frequent and address Hattie’s principles of ‘feed up’, ‘feed back’ and ‘feed

or hipster Pages).

forward’ for the task, the process, self regulation and level (NMR, 2012 p.21). The teacher can give immediate

A colour printer and photocopier to create materials, an electric sharpener to maintain the pencils for writing.

verbal feedback during the monitoring of Inquiry by asking students questions to establish what learning has

A stove and refrigerator to cook and store the produce from the rooftop kitchen garden.

occurred and use this information to plan for subsequent learning activities. Students working together can

An electric kettle and sandwich press to nourish the soul.

form peer assessments and help each other to learn concepts.

USE OF TIME

Feedback will be based on a clear set of criteria made explicit in a rubric that is unpacked at the beginning of

There is no fixed allocated time other that the timetabled specialist sessions. Time allocation is negotiated

the project. The descriptive written comments should be based on patterns evident in the work and suggest

between teachers and students according to learning needs. Teachers plan, according to evidenced base student

a few strategies for improvement: ‘what Hattie has posited as the central question of all feedback: ‘Where to

learning needs, to assume various roles such as: roaming, targeting, introducing new concepts, observing and

next?’ ‘ (Andersson & Maglitto, 2015).

conferencing. Target groups are formed by teachers to address specific needs evidenced by them through an ongoing assessment process. Twenty minute target sessions run concurrently with the inquiry throughout

ICT

the day. Whole group sessions, to introduce new ideas or reflect on learning, happen twice daily. The learning

The learning space has been equipped with a state of the art information technology infrastructure.

environment should resemble organic purpose flow of movement where students group and regroup according

The curriculum is rich in ICT and students can connect to the virtual classroom and use technology to collaborate,

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the task with which they are involved.

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

SITE LOCATION:

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

site CONTEXT: 



SITE: Located in metropolitan St Kilda East, our chosen learning environment is St Mary’s Primary School’s current year 6 building. The building is a double story brick construction with deep expressed structural beams and significant fenestartion to the north and west.

SOCIAL CONTEXT: St Mary’s School is a Foundation to Year 6 Catholic Primary School. In 2014 there were 276 students enrolled (150 girls and 126 boys) from 210 families who live within the local parishes of East St Kilda, St Kilda, Prahran and Balaclava. Greek is the predominant language of the seventeen nationalities represented in the 18 per cent of language backgrounds other than English (LBOTE).

The parent community composition is 58 per cent in the top quarter of the socio-economic scale and 29 and 8 percent in the middle bands and only 4 per cent at the bottom (MySchool, 2014). 

The children are grouped horizontally, according to age, with two groupings at each year level except for the open Community Centre. Foundation to Year 4 are located on the main campus and Years 5 and 6 on the opposite side



learning space at Year 4 and at Year 6 where the 25 students are in the ‘contemporary learning area’ converted Parish 

of Westbury Street.





St Mary’s is working toward an outward facing community with greater connections with Christian Brothers College (CBC) and Presentation College Windsor (PCW).

BOUNDARY CONDITIONS: The school is bounded by the noisy and busy Princes Highway to the north, Sandringham train line to the west and residential areas to the east and south.

ORIENTATION: The site is oriented east to west and consists of a long rectangular brick building with two lower level additions to the 

south. There is a fenced in landscaped area to the west which slopes away from the building containing two large trees, a gum and a pine.

PHYSICAL CONTEXT: A school carpark surrounds the southern and western boundaries of the site with tennis courts beyond to the west.

To the north, three repurposed historic church buildings form part of the St Mary’s built environment. The eastern facade of the site is built right up against a relatively contemporary two storey school building. The school grounds 

are highly vegetated with numerous neatly maintained trees and hedges.

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



Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

eXISTING CONDITIONS:

PITCHED ROOF

UPPER LEVEL LEARNING SPACE LAYOUT

EXISTING STRUCTURAL BEAMS

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

BUILDING EVALUATION: LEGEND

36 900

Collaborative learning space

8 600

Individual learning spaces ARTROOM

CLASSROOM 3

CLASSROOM 2

Multi purpose room Circulation Storage

FIRST FLOOR 1:200

Bathrooms and Utilities

17 200

KITCHEN MUSIC ROOM & YOGA SPACE

STORE MAIN CLASSROOM F

GROUND FLOOR 1:200

M

SCALE 1:200

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

EXISTING CONDITIONS: 1

WEST ELEVATION 1:200 1. Limited connection to the outdoors. Visual connection blocked by shading devices and physical access is through two narrow doors.

2

2. East elevation allows natural light through strategic high windows as the neighbouring two storey structure is built to the boundary.

3. Main entry to the building is not inviting or clearly identifiable. No sense of arrival or threshold.

4. Inaccessable outdoor space

EAST ELEVATION 1:200

4 3 SOUTH ELEVATION 1:200

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NORTH ELEVATION 1:200

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Large open space for

atmosphere and provide the opportunity

whole group activities.

to hang art work.

Long

recatangular learning space for 50 students with no

accoustic, visual or atmospheric separation for the two groups

Child bag storage located at the opposite

No smaller spaces to provide a sense of

end of the building from the entrance.

relief and a student’s sclae environment.

to be engaged in different activities simultaneously.

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NEGATIVES

High ceilings create a pleasant spacious

POSITIVES

BUILDING EVALUATION: MAIN TEACHING SPACE

Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Two large trees provide shade and interest

Outdoor area located directly

in the outdoor area.

outside the main learning space.

NEGATIVES

POSITIVES

BUILDING EVALUATION: OUTDOOR AREA

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Prescriptive furniture arrangement

High metal fence with barbed wire

limiting the amount of students that

surrounding

can actively use the outdoor space.

atmosphere.

creates

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prison

like

Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

High clerestory windows

support a lofty open space and allow

let in lots of natural light.

for extra loading above.

Vast amounts of glazing along the western elevation cause sun

Narrow corridors purely for circulation and a

No disabled access

glare in the afternoon and over heating issues during summer.

network of badly organise storage rooms create

to the upper storey

Black internal blinds and children’s drawings are used as

seldom used areas for junk to accumulate.

screening devices.

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NEGATIVES

Deep load bearing structural beams

POSITIVES

BUILDING EVALUATION: STRUCTURE, CIRCULATION & STORAGE

Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

THE INDUSTRIAL MODEL: WHAT NEXT?

COLLABORATIVE DESIGN DEVELOPMENT PROCESS

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

LEARNING ENVIRONMENT EVALUATION:

S c a tt e r e d u p

The learning environment is composed primarily of a large 17 m x 8 m open space on the ground floor. This area

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is required to hold 50 year 6 students (two groups) in a collaborative shared learning space. It is currently the

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most unpopular space to teach in in the school. The main issue cited is acoustic difficulty. The upper floor of the

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building is comprised of smaller learning areas for the year 5 students who are still taught in divided class groups.

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2. Providing vertical louvres to shade the western facade.

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Five key areas of improvement have been identified:

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> No disabled access to the upper storey > Circulation through the space is not logical. Must enter through a multipurpose room to get to the main building. > Limited connection to the outdoors as windows are blocked by shading devices and access is through two narrow doors.

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> High ceilings coupled with natural light create a pleasant airy atmosphere. > Access to an outdoor learning area through two double doors to the west.

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> Large expressed structural beams.

Cons > Main entry to the building is not inviting or clearly identifiable. No sense of arrival or threshold. > Large glazed area to the west allows unwanted afternoon sun to heat the building excessively in the afternoon and cause irritation and headaches.

The building is currently addressing this with black blinds blocking the view from the upper clerestory windows. Paintings and artwork are attached to lower level windows to double as display and shading.

Unfortunately this directly blocks all views to the outdoors.

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Pros > High levels of natural ambient light.

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experiential atmospere of the space could be improved (Cleveland & Fisher, 2014).

an d

learning culture we also assessed the building with the Informal Social Rating Scale to get an idea of how the

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physicality of how the buiding was peforming. As our vision was to create an experiential, social adn collaborative

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was not responding to it’s location very well. The School Building Rating Scale was a means to assess the

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lots of natural light, good structural bones and proximitity to two large trees in an outdoor area but the building

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building rating scale. We felt these were an appropriate combination because the site had great potential, with

e o ut d o o r cir

The building was initially evaluated using a combination of the Informal Social Rating Scale and the School

4. Taking advantage of the structural beams to modify the upper storey layout and install a green roof for scientific, environmental and social benefit.

5. Acousitc improvements and the provision of multiple collaborative learning settings

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Learning environment design:

The new learning space has floor to ceiling glass walls which are shaded by staggered vertical louvres of varying

On approach the angled louvres gradually reveal the entry to the space, creating a welcoming threshold and sense

thickness and depths. The placement of the louvres responds to the path of the sun and creates a dynamic series

of arrival. The three main circulation paths; stairs to the second level, ramp through the ground floor area, and

of differently sized, shaped and programmed spaces.

disabled lift, are clearly visible creating a clear sense of how to journey through the space and an active, exciting atmosphere.

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Learning environment design: KEY 6 7 3 2

3

8

15

4

A

14

3

3

5

1 9

3

3

A

3

4

4

13 16

14 2

14 13

2

2

1

4 12 14

1

Group delivery area for direct instruction

2

Individual or small group focus area for

3

Creating area for groups of 2-5

4

Communicating or sharing area for groups of 8-10

5

Bag storage shelves located under stair

6

Day bed waiting area in entry

7

Parent waiting bench with visual connection to bag storage area

8

Outdoor contoured deck for flexible outdoor learning and lunch break

9

Indoor/ outdoor conference table

10

Kitchen

11

Storage

12

Laptop charging locker station

13

Book shelves

14

whiteboard/ projector screen

15

Vertical garden wall

16

Outdoor climbing frame

10

11

GROUND FLOOR PLAN

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SCALE 1:200

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Learning environment design: KEY 8 9

3

4 2

1

3 3 8 8 A

A

10

1

Group delivery area for direct instruction

2

Individual or small group focus area for

3

Creating area for groups of 2-5

4

Communicating or sharing area for groups of 8-10

5

Media room/ theatre space

6

Wet area for science experiments and art projects

7

Tree house platform with wide ballustrade standing desk

8

Green roof beds

9

North facing courtyard

10

Vegetable garden

11

Ramp down to ground level

8 2

7

8

3 11

5 8

8 8

FIRST FLOOR PLAN

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SCALE 1:200

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Learning environment design: KEY 1

Group delivery area for direct instruction

2

Whiteboard

3

Creating area for groups of 2-5

4

Contoured outdoor deck

5

Rain water harvesting under ramp for irrigation

6

Wet area for science experiments and art projects

7

Tree house platform with wide ballustrade standing desk

8

Green roof beds

9

Vegetable garden

10

Ramp down to ground level

6 9

8

8

7 10

3

2

2

1

4

3

5

SECTION A - A 1:100

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Mary Guebala • Pamela Newton-Brown • Patrick Bullen • Imogen Siberry

Learning environment design:

Western light is diffused and channeled through the vertical louvres and coupled with the existing high ceilings to

within certain areas of the vertical partitions. Out door learning/activity spaces hug the western glazed facade;

create a well lit airy atmosphere perfect for learning. Various, ever shifting views to the outdoors are revelaed as

such as a climbing frame, benches, tables and a table that breaches the indoor outdoor threshold blur the lines

you move through the space creating a sense of exploration and discovery. Each small area created by the louvres

between the internal/external boundary.

suggests a different social intereaction ofr activity. Books, plants and whiteboards fit for purpose are contained

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Learning environment design:

The significant existing trees provided the foundation for the countoured outdoor decking area. The staggered

and writing. Towards the lower end, the countoured deck plateaus out allowing people to sprawl under the

change in level of the deck allows the outdoor space to be used in a variety of different ways, it suggests sitting

shade of the fir. Students are encouraged to engagre and interact with the trees in a physical way which is more

in a group or as part of an audience, movement as a shallow stair and as an informal writing surface for working

stimulating than simply looking. This connection to nature encourages a sense of stewardship and care for the

outdoors. The levels slope up towards the gum tree and climax in a ladder leading up to a tree platform surrounding

natural environment that stems from enjoyment.

the trunk at the same height as the first floor. Ballustrades are deepened to provide standing desks for sketching

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Learning environment design:

On the upper level nature is celebrated and a deeper connection to the outdoor environment is established. An

autonomy and responsiblity through invertigating, intereacting with and caring for the green roof. A long internal

experimental green roof creates a landmark gathering place for the school and wider community. It provides

strip of sinks and science equipment backs the green roof providing easy access for scientific and artistic pursuits.

opportunities for collaboration with experts in environemental design, horticulture, and science to explore ways

To the south, there is a tiered media room for delivering concepts and videos.

of maximising the performance of green roofs for enviromental and social benefit. Students obtain a semse of

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Learning environment design:

The learning space bulges in the middle to create a circular area for group delivery. The teacher’s desk is centrally

building calls out to be sat on, climbed up, settled into, moved through, peered into and lounged in, creating an

located allowing them to roam and provide guidance to the different learning stations. Students have a sense

environment of active engagement and experiential learning which instills the learner with a sense of ownership

of control over their environment creating a democratic atmosphere of learning. The space provides a vairty

and enjoyment in the space.

of different options for each of the desired learning settings and allows for the fluid formation of groups. The

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improved student learning

The new learning environment overcomes many of the challenges facing the original building.

The entry threshold to the north has been redesigned to create a clear, welcoming first point of interaction to the building for the learners, staff and wider community. This was created through gradually widening the spacing of a vertaical louvre system integrated with a glazed facade to gradual reveal the entrance. The journey through the space is made clear through glimpses gained of circulation paths on approaching the building.

The vertical louvres double as western facade shading devices and vertical partitions, creating different nooks and areas for varied social learing encounters. Spaces are provided for direct delivery, applying knowledge in individual or small groups, creating in groups of 2 - 3, and sharing in larger groups.

The connection to the outdoors has been priortised with many enticing design elements such as the tiered ground level deck, the gum tree platform, indoor/ outdoor desks and the experimental green roof on the upper level. These provide stimulus and triggers for enquiry units that emphasise hands on learning, engaging the broader community.

The smaller break away spaces will provide acousticl and visual shelter allowing learners to focus on the activity at hand while still feeling connected to the outdoors and the atmoshpere of communal learning going on around them.

Most importantly the space instills the learner with a sense of autonomy and control over their environment and ultimately the learning which occurs there. It does that by fostering a sense of ownership and belonging within each individual student. For the building to work the student has been given a level of responsibility, the foundation of which should be built up within the pedagogy of the preceding years. Once a learner is initiated into this space they are trusted to be self motivated learners with a duty of care to maintain the environment around them. The intrinsic human comfort of having many diffferent nooks and crannies to explore provides the learner with the opportunity to select an environment that suits their learning style best.

The limitation of this model is that it makes the task of supervising such a space very challenging. The space is designed to increase resilience in students and allow them to take risks, it is designed for them to make mistakes, fail, and learn from these experiences. Thus ensuring that the learner will be prepared for the ever changing nature of the world beyond school life.

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IMPROVED STUDENT LEARNING: NEW LEARNING CULTURE

PROFESSIONAL LEARNING PROGRAM FOR TRANSITION INTO THE SPACE

The new learning culture will be one of collaboration, broader community engagement, connection to nature, risk

1. Clearly outline student’s responsibilities and instill a sense of autonomy for their learning and the care of

taking and personal automnomy. Students should feel they have reached a new stage of life in which they are no

the new environment. A culture of showing respect to gain respect should be encouraged.

2. Establish a language which names each of the spaces and make sure everyone is referring to them

longer children, but emerging young adults. As such they are given priveledges in the form of a dynamic experiential

correctly - signs indincating spacescan be used until the language becomes natural

building to explore and manipulate. Alongside these priveledges come three levels of responsibility; responsibility for

3. Use the direct delivery area to explain a ‘circuit’ of activities that will properly illustrate the social interactions

yourself, for others and for the environment you all share. The new learning culture will be positive, ‘prioritise high

you are expected to have in each space.

expectations and authentic relationships’ and emphasise enquiry focused teaching underpinned by the students’

curiosity (NMR, 2012 p.3). The unit and/or lesson’s learning intention and learning outcome will be made explicit

Eg. Go up to the couches on the split level in groups of three and create a role play about

to the students and ‘by keeping the learning outcome in view, through the lesson’s narrative, ... students feel more

courage. Go to the individual desk area and solve these maths equations. etc...

4. Engage contacts provided to give lectures and run sessions on horticulural green roof plant based

secure about the purpose of their learning’ (NMR, 2012 p.14). Students have a clear understanding of what they

activities.

are working towards and are more likely to proceed with confidence. Students are active and resourceful in pursuit

5. Outline student responsibilities in terms of laptop ownership and being a digital citizen.

of knowledge. They become critical thinkers and problem solvers; they have to ‘think, be flexible, change and use

6. Establish a warning system of privldges to be witheld if responsibilities are not upheld.

a variety of tools to solve new problems’ (Parker in Wagner, 2008).

7. Allow students to enjoy the space and the experiential learning opportunities it provides.

Students are responsible for passing on their knowledge and stewardship of the building to following years

Green roofs are objects of interest which draw a crowd, creating a unique gathering space for the school and

groups. There is ‘“overwhelming evidence” to support the idea that knowledge of teaching is acquired

broader community to enjoy. This space could be used for events such as graduation and for increasing the

through personal experience of teaching.’ (Munby, Russell, and Martin (2001) in Berry, 2007 p. 13) They

communities awareness in what goes on at the school.

should be encouraged to share their knowledge with other students and act as teachers for mutual benefit.

Teachers should be open to learning from students (as the students from each other). It would not be

By utilising the upper level green roof, teachers, students and external experts have the opportunity to experiment,

unusual for a student to be an expert on a computer program that others in the group have little knowledge

learn and make mistakes together in the form of research. Thus, estabishing an environment that teaches resilience.

of. This is also be true of the rooftop garden where members of the community may be called upon for their

Students will feel proud and important that the work they are doing is forming the basis of real world scientific discovery.

expertise.

The teachers’ expectations are the same for all students. ‘To establish and maintain authentic relationships, and to communicate high expectations … [teachers need to] ensure low and high expectation students are treated in the

Teachers must use evidence from their practice to collaborate and develop effective strategies specific

same way’ (NMR, 2012 p.6). Students in this learning environment can feel ‘more secure about their learning and so

to the learning spaces. Teachers should collect as much data as possible of student learning generated

are more willing to take risks’ and be curious about the world (NMR, 2012 p.3). This student centred, experiential

from professional reading, observation, questioning, student work, and demographic information including gender, race, religion, cultural, ethnic and socioeconomic background. They then evaluate this data with

approach should lead to improved learning outcomes for the students.

a view to inform planning, modification and fine-tuning of teaching practices to improve student learning.

Wagner, T (2008) argues that, ‘Even our ‘best’ schools are failing to prepare students for 21st -century careers and

Intervention is conducted. More data is collected for critical reflection and then fine-tuned according to

citizenship.’ The new learning environment aims to combat this through a learning culture of student autonomy and

the observations. Teachers need to get on with their ‘messy and complex’ work (Berry, 2007 p.20). Then

democracy in which experience, resilience and collaboration are prioritised.

they need time allocated to reflection to take the self-study ‘beyond the level of the personal into the public domain to make what is learnt available to others’ (Berry, 2007 p.11).

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REFERENCE LIST: Smith, M.K. (2002). ‘Jerome S. Bruner and the process of education’, The Encyclopaedia of

Informal Education. Retrieved October 3, 2015 from Infed YMCA George Williams College.

Andersson, L. & Maglitto, M, (2015) ’What if we only gave feedback that made a difference to

students’ learning’ Paradigm Lost Idiom, 51, (2). Retrieved September 26, 2015 from http://www.vate.org.au/IDIOM/.

So, H-J. & Kim, B. (2009). ‘Learning about Problem Based Learning: Student Teachers

IntegratingTechnology, Pedagogy and Content Knowledge’. Australian Journal of

Educational Technology 25 (1) pp. 101-116. Retrieved October 4, 2015, fromEducation

Resources Education Centre (ERIC) Institute of Education Sciences

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). My School.

Retrieved September 22, 2015 from http://www.myschool.edu.au/SchoolProfile/Index/86969/StMarysSchool/45645/2014.

Berry, A. (2007) ‘Teacher Educators Studying their Work’ , in J. Loughran (Ed.), Tensions in

teaching about teaching: understanding practice as a teacher educator (pp. 6-20).

Dordrecht, The Netherlands: Springer.

Wagner, T (2008). ‘Rigor Redefined’ Expecting Excellence: Educational Leadership, 66 (2), 20-25.

Warde, W. F. (1960). ‘John Dewey’s Theories of Education’. International Socialist Review, Vol. 21,

No. 1, Winter 1960. Transcription/Editing: 2005 by Daniel Gaido. Retrieved October 3, 2015

from George Novak Internet Archive 2005.

Bodrova, E. (2003). ‘Vygotsky and Montessori: One Dream, Two Visions’. Montessori Life, 15 (1),

Winter 2003 Retrieved October 3, 2015 from Questia online library.

Woodman, K. (2011). Week Two A: Space and Place Extract from Re-Placing Flexibility 2011

[Text for the audio of the Space and Place Powerpoint]. Retrieved from EDUC90728_2015_

SM2, Melbourne Graduate School of Education, LMS: https://app.lms.unimelb.edu.au/

Cleveland, B., & Fisher, K. (2014). The evaluation of physical learning environments: a critical review

of the literature. Learning Environ Res, 23(1), 18.

Department of Education and Children’s Services. (2010). South Australian Teaching For Effective

Learning Framework Guide. SA: Government of South Australia.

Education and Training. (2014). 1 to 1 Learning. Retrieved September 21, 2015, from http://www.education.vic.gov.au/school/teachers/support/Pages/onetoone.aspx Education and Training. (2015). Teaching with Digital Technologies. Retrieved September 28, 2015 from http://www.education.vic.gov.au/school/teachers/support/Pages/elearningcurriculum.aspx Fisher, K. (2005). Proposed Planning Principles Linking Pedagogy and Space. Department of

Education and Training (Victoria), Victoria (viewed 1 October 2015, https:// www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf Lutz, S. & Huitt, W. (2004). ‘Connecting cognitive development and constructivism: Implications

from theory for instruction and assessment’. Constructivism in the Human Sciences, 9(1), 67-90.

Northern Metropolitan Region (NMR). (2012). Curiosity and Powerful Learning Northern

Metropolitan Region School Improvement Strategy. Victoria: Department of Education and

Early Childhood Development.

Savery, J. R. & Duffy, T. M. (2001). Problem Based Learning: An instructional model and its

constructivist framework. The Centre for Research on Learning and Technology (CRLT)

Technical Report No. 16-01. Indiana University, Viewed October 4, 2015 wordpress.uark.edu

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APPENDIX

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GROUND FLOOR PLAN

A

N

SCALE 1:100

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FIRST FLOOR PLAN

A

A

SCALE 1:100

N EDUC90728 GROUP 7

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