Rethinking the Learning Environment in Saudi Arabia

Rethinking the

LEARNING ENVIRONMENT A New Design Model of Elementary Schools

‫مــدرســة‬

Madrasa

in Saudi Arabia

“Learning is not the product of teaching.

Learning is the product of the activity of learners.�

- John Holt

Mohammad Alrajhi | Chair: Marc J Neveu | Spring 2020 | MArch Independent Project

to my mother

- Fawziah, my emotional supporter...

to my wife

- Maram, my active listener...

to my professor - Marc, my inspiring mentor...

Thank you all for walking beside me through the last two years.

The current learning environment in Saudi public schools has been only promoting a teacher-centered approach to learning since 1925, with no consideration of the theories behind how kids of different ages learn variously.

Rethinking the learning environment in Saudi Arabia, highlighting a new design model of elementary schools, has led to the notion that the design of a flexible space that encourages and nurtures learning can develop the full individual.

This type of learning environment can meet diverse needs and desires to stimulate curiosity in the kids to learn through several scenarios.

This project integrates novel concepts that transform schools to be a vibrant center of the community, assure abundance in ways of learning, provide equal daylight, and design multi-age learning methodology.

The architectural features used in the project create a language between shapes, colors, light, and shadow that boost kids’ interest to move passionately in between the school zones.

“If a child can’t learn the way we teach, maybe we should teach the way they learn.”

- Ignacio Estrada

PEDAGOGY ped·​a ·​g o·​g y | \ ’pe-də- ’gō-jē “The art, science, or profession of teaching.”

“Pedagogy is the study of the theory and practice of education. It is concerned with the underlying values and principles that influence our approaches to learning, teaching, and assessment.”

History In Greek agogos means “leader”, a paidagogos was a slave who led boys to school and back, but also taught them manners and tutored them after school. In time, pedagogue came to mean simply “teacher.”

An illustration of ancient Greek education - unknown

There are different theories related to learning that can be represented by various pedagogical approaches in a learning environment. This project will emphasize two main theories that drive how the learning environment is formed, and provide two renowned schools related to kids education.

Learning Theory • Behaviorism • Constructivism Pedagogic Approach • Passive learning - teacher-centered • Active learning - student-centered A Greek school in ancient Athens - Peter Connolly

BEHAVIORISM “Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities.” The goal of behaviorism is the prediction and control of behavior.

History The roots of the Behaviorism theory go back to Ivan Petrovich Pavlov, a Russian physiologist, who discovered a major type of learning called Classical Conditioning. Pavlov accidentally discovered this type when he was experimenting on his dog ‘Circa’ in 1905. After that, the behaviorist movement began in 1913 when John Watson wrote an article entitled ‘Psychology as the behaviorist views it.’

One of the main assumptions Watson had was that behavior is the result of stimulus-response. This approach is represented in education as a system of rewards and punishments.

Key theorists • Ivan Pavlov, B. F. Skinner, Edward Thorndike, and John Watson.

Corresponding teaching approaches • Provide immediate feedback during quizzes and answer questions as they arise.

• Give praise for correct answers so behaviors are gradually shaped towards desired outcomes.

Ivan Pavlov’s experiment on classical conditioning.

Stimuli

Response

Consequences John Watson’s demonstration of classical conditioning.

CONSTRUCTIVISM “Constructivism is a reaction to behaviorism and programmed instruction. Under constructivism, learning becomes an active process of knowledge construction rather than acquisition.

Learners bring previous experiences and cultural factors into the learning experience.”

History The roots of the Constructivism theory go back to the Socrates’s dialogues with his pupils, when he asked questions to his students to realize the weakness in their thinking. At the beginning of the 20 st century, Jean Piaget and John Dewey developed theories of childhood development and education that led to the evolution of constructivism. Later on, Lev Vygotsky, Jerome Bruner, and Maria Montessori added new perspectives to constructivist learning theory and practice.

Socrates uses his death as a f inal lesson for his pupils. (painted by Jacques-Louis David).

Key theorists • John Dewey, Jean Piaget, Lev Vygotsky, Jerome Bruner, Maria Montessori.

Corresponding teaching approaches • Students do not process or transfer what they receive passively.

• Provide tasks that allow them to reflect/analyze on information.

• Students must compare and contrast old and new information to build new connections.

On the left: Jean Piaget, on the right: John Dewey.

PASSIVE LEARNING

Instructor

“Passive learning is a method of learning or instruction where students receive information f rom the instructor and internalize it through some form of memorization. In this methodology, The responsibility for learning is with the instructor.”

Application The passive learning approach is applied when the learning environment designed to be teacher-centered. This process of learning is based on knowledge, rather than the experience of the learner. The passive learning environment is considered one-way direction that inhibits engagement and collaboration.

ACTIVE LEARNING

Instructor

“Active learning is any approach whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of content.

Cooperative learning, problem-based learning, enquiry-based learning and the use of case methods and simulations are some approaches that promote active learning.”

Application The active learning approach is applied when the learning environment designed to be student-centered. This process of learning is based on the learner’s engagement and experience, rather than the content or knowledge. The active learning environment is considered a mutual direction that promotes engagement and collaboration.

Content

Student

MONTESSORI SCHOOLS The Montessori methodology began in Italy in 1907. The founder Maria Montessori was a physician who wanted to see a style of schooling that involved the whole child. The Early Childhood Research and Practice Journal (ECRP) reports that Montessori schools usually group children in multi-age classrooms to encourage peer relationships and learning between ages.

Maria Montessori is sitting between children to have an active conversation on their work.

The Learning Environment The classroom environment is intended to be serene and carefully prepared for sensory experiences (interactions with smells, sights, sounds and textures). Typical classrooms have more than one teacher, who observe and direct learning unobtrusively, moving students to more independent learning as they grow. In Montessori’s philosophy, a child goes through three main stages: an absorbent mind during the infancy (birth-6 years), a reasoning mind during the childhood (6-12 years), and a humanistic mind during the adolescence (12-18 years).

The learning environment in the Kijani Montessori School, Uganda.

REGGIO EMILIA SCHOOLS The Reggio Emilia methodology also began in Italy, but about f ifty years after the start of Montessori. The name “Reggio” comes f rom the hometown of founder Loris Malaguzzi, where the entire town was involved in the education model.

Loris’s philosophy is based on that the environment is the third teacher of children. He says, “There are three teachers of children: adults, other children, and their physical environment.”

Loris Malaguzzi observes a child’s creativity in a classroom using the Reggio Emilia approach.

The Learning Environment Similar to Montessori, Reggio classroom environments are calm, beautiful and open. They also foster multi-age relationships with classmates and believe in an endless diversity of learning styles and expressions, according to ECRP. “Reggio-inspired schools recognize that children learn and acquire knowledge through different means and methods,” explains Kellee Nelson, director of Westwood Early Childhood Center.

Despite these similarities, Reggio schools are not as formal as many of the other European education styles. There aren’t any formally def ined methods, leaving it up to the teacher and child to establish a learning pattern together.

The learning environment in the Teton Science School, Jackson Campus, Wyoming.

The Architecture of Ideal Learning Environments The Edutopia Organization talked to some of the leading architects in the U.S. about f ive key principles in K–12 school design. The interview included Fanning Howey, Corgan, Perkins+Will, and Huckabee. These f irms have built or renovated thousands of schools throughout the country and around the globe.

Five Key Principles in K–12 School Design: • Technology Integration Accessible networks everywhere reduce dependence on teachers, promote peer education, and expands outside the boundaries of the class.

The design of the British International School of Houston highlights the aspect of transparency.

• Safety and Security More open design can discover and reduces dangerous behaviors that threaten students’ safety f rom happening.

• Transparency Opening the horizon between adjacent places makes learning communal, encourages cooperation, and creates a public forum for celebrating and observing student work.

• Multi-purpose Space Every inch of the school should be scoured for its ability to contribute to learning: Corridors are being widened to become extensions of the classroom, stairs are turning into seating space, and walls are also used as surfaces for writing and visual display.

• Outdoor Learning Many studies and research claim that learning in the outdoor space is important as it promotes creativity and reduces stress.

An outdoor classroom used as a multi-purpose space at Annie Purl Elementary School, Georgetown, Texas.

Transformation in Teaching Methods On Saturday, November 22, 2014, Joe Ruhl presented a lecture titled “Teaching Methods for Inspiring the Students of the Future” at TEDxLafayette conference. He received his bachelors and masters degrees at Purdue University and he has been sharing the joys of biology with kids for 37 years. Ruhl says when he shifted his classroom f rom teacher-centered into student-centered, “this open up opportunities to not merely teach, but to coach, to mentor, to nurture and inspire.”

The National Education Association identif ied four Cs of the essential 21st-century skills that kids should learn: • Collaboration • Communication • Critical Thinking • Creativity

Joe Ruhl is sharing his experience in transforming his class into a student-centered approach.

When Joe Ruhl converted his style of teaching, he added two more Cs: • Choice • Caring The concept behind choice as a principle must affect how we should design a learning environment today. Flexibility should play an important role in designing schools to provide more options. Another signif icant consideration is to transform caring as a principle into a strategy of design, where the product of the learning environment can build strong bonds between students together and their teachers.

The learning environment in Joe Ruhl’s class where students are working on different activities.

“Education in Saudi Arabia is the cornerstone through which we can achieve our nation’s aspirations towards progress and advancement in sciences and knowledge.”

- King Salman bin Abdulaziz

THE KINGDOM OF SAUDI ARABIA Location: Southwest Asia Population: 34,000,000 people Language: Arabic Religion: Islam Government: Monarchy The Capital: Riyadh Education in Saudi Arabia “The objective of education is to build a proper and integrated understanding of Islam, to implant and propagate the creed of Islam. To inculcate in students the values, teachings, and ideals of Islam. To support the students to acquire various knowledge and skills. To nurture a constructive attitude and behavior. To develop the society in the domains of economy, culture, and maintain societal development. To qualify the individual as a benef icial member of his/her society.”

Statistics: +26,000 Public Schools +500,000 Teachers +6,000,000 Student System: • Nationalized system managed by the Ministry of Education • K 1, 2, 3, 4, 5, 6 7, 8, 9 10, 11, 12 Kindergarten 3-5 years

Elementary School 6-12 years

Middle School 13-15 years

High School 16-18 years

First Teacher of Muslims Community: 500-600 AD When we go back to the beginning of the Islamic religion, we will f ind a very important connection between Islam and education.

Prophet Muhammad -peace be upon him- has spent signif icant efforts on spreading knowledge in different ways.

Some articles and research papers discuss the prophetic teaching methodology that has represented different models of how a student can learn actively: • Teaching good actions and great manners through practice.

• Caring for individual differences in learners.

• Teaching through dialogue and inquiry.

• Teaching by comparison and providing proverbs.

• Teaching by drawing on the ground and dirt.

• His answers are more than what he was asked about, which opened dialogues.

• Showing the object he is teaching visually.

These various ways of teaching should reflect on how flexible the learning environment can transform. As a conservative Muslim community who tries hard to follow the role model of prophet Muhammad -peace be upon him-, we should seek the opportunity of teaching kids in ways that promote engagement and apply active learning through diverse scenarios.

A Calligraphy work in Arabic says, “Muhammad is the prophet of God”.

SAUDI PUBLIC SCHOOLS: 1950-2020 AD Education in Saudi Arabia has been one of the most priorities that the government has ensured to improve since the education system established in 1925. Since the 1930s, the rapid growth of the economy due to the oil industry has been pushing the government to produce massive numbers of schools to spread education opportunities among the country.

In the 1950s, signif icant decisions were implemented to allow girls to study after nearly thirty years of boys’ education establishment.

The education of both boys and girls in Saudi Arabia has been similar, but in terms of school buildings, they are strictly separated.

Since the 1970s, the learning environment has been placed in different types of buildings. However, the methodology of learning in all public schools has remained the same with no improvements.

The learning environment in Saudi public schools in the 1950s and 1960s.

Tremendous studies show that students achieve better outcomes if they study through an active-learning methodology. Education in Saudi public schools is based on teacher-centered classrooms that promote a passive way of learning. The Ministry of Education in Saudi Arabia has spent considerable efforts in developing the educational environment, but only through technology. These days, any student f rom any region has full electronic access to the contents of all subjects they are studying. Literally, students can reach their schools’ resources f rom their phones.

On the other hand, public schools are still designed the way they have been thought about since the 1950s. Unfortunately, the two images on the side reflect how, in 70 years, the methodology of teaching and learning has never evolved to provide active learning environments designed based on students.

The current learning environment in Saudi public schools in 2020.

The CURRENT SAUDI PUBLIC SCHOOL MODEL In November 27, 2011, a royal decree was issued to transfer the services of the Ministry Warrant of Buildings to the Tatweer Buildings Company (TBC). The expectations behind this movement to rethink the learning environment were ambitious, especially when you read what TBC says in their website: “Since its establishment, the company has sought to contribute to the development of the educational environment, adding a quantum leap in the level of education projects in the Kingdom, in respect of its world-wide designs... that provide the f inest methods of education... The company’s activities include designing, constructing, executing and supervising the educational buildings and supporting facilities.”

Three years later, TBC has built the f irst public school building in Riyadh. Unfortunately, the design methodology related to the learning environment has remained the same since the establishment of the Saudi education in the 1920s. The current public school model clearly supports teacher-centered environment that promotes passive learning.

The f irst Saudi public school built following the current design model.

NOTES : 1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS. 2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED. 3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED. 4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE. 5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL.

School’s Specif ications that used as a model in this project:

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

• Land Area: 14,000 m2 (150,695 SF) • School Area: 5,427 m2 (58,415 SF) • Size: Three Floors

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School’s Spaces: • • • • • • • •

Classes with a maximum capacity of 25 students Administration Library General Science, and Computer and Languages Labs Art Education Room Learning Resources Center Restrooms Sports Facility & Playground

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Project Manager

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

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ARGUMENTS • Education and Basic Needs A Children’s Rights Organization cites that learning cannot begin until the f ive basic needs of Maslow’s hierarchy are met. This research can argue that the learning environment of the current school model in Saudi Arabia does not encourage students to be conf ident or creative which results in a lack of meeting self-esteem and self-actualization needs.

• Fixed Design Model of Schools Currently, there is one or two school design model used throughout Riyadh city. The building is represented as a box that has four similar faces reacting the same to the environment f rom each direction.

Unfortunately, the school building is being oriented regarding the entrance direction with no responses to either the building is facing North or South in another location. Moreover, this type of school is being used for all educational levels (elementary, middle, high) despite kids of different ages in processing the knowledge they learn. This research can argue that the design language used for Saudi public schools does not work eff iciently within the context.

• Passive Learning Environment Studies show that the learning environment affects student learning outcomes. The PISA 2018 results show that the Saudi students’ mean reading, math, and science scores are low. In response to that, the Ministry of Education in Saudi Arabia has return standardized exams back to be part of the elementary education. This research can argue that because of the poor quality of the learning environment in Saudi public schools, students’ learning outcomes are signif icantly impacted. School design in Saudi Arabia lacks important aspects that may influence students’ learning processes negatively.

Six Saudi public schools located in Riyadh on four different sites show how buildings oriented with no environmental considerations.

A passive learning environment in the classrooms of the current Saudi public schools.

“Given a rich environment, learning becomes like the air – it’s in and around us.”

- Sandra Dodd

SAUDI PUBLIC SCHOOL MODEL: ASSESSMENT The current Saudi public school model is being utilized by all different levels of education, whether it is an elementary, middle, or high school.

There is obvious neglect by the decision-makers of how the learning

1st 2nd 3rd 4th 5th 6th

Islamic Education

1st 2nd 3rd 4th 5th 6th

Arabic Language

process varies from a seven-year kid to another kid in the 12th grade.

This situation leads to not design the learning environment based on suitable users and programs. More importantly, we can assess the current model through some principles followed when designing K-12 schools. Since this thesis will emphasize the learning environment in Saudi education, taking into consideration that school design variously relies on students’ ages and different curricula, the next sections are going to analyze and criticize the elementary school model in Saudi

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Arabia. •

Mathematics

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Sciences

ELEMENTARY SCHOOL: CURRICULUM AND LEARNING SPACE Education in Saudi Arabia is nationalized, where all public schools follow the same curriculum provided by the Ministry of Education. If we investigate the current study plan in elementary schools, it is noticeable that Islamic education and Arabic language dominate the large portion

1st 2nd 3rd 4th 5th 6th

of knowledge. The Islamic education subjects cover 29%, the Arabic

Social & Civics Education

1st 2nd 3rd 4th 5th 6th

English Language

language subjects are about 28%, while Mathematics holds only 15% of the elementary school curriculum. On the other hand, Sciences, Physical education, Art education, English language, and Social and Civics education are counted each for less than 10%. This arrangement raises a very important question that examines how this curriculum is currently transformed into a space of learning.

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Art Education

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Physical Education

NOTES : 1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS. 2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED. 3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED. 4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE. 5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL. 6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

The main notion of this current school model has been used since the first school built in Saudi Arabia in 1940 even though the curriculum has been evolving

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dramatically. The courtyard design strategy is a common and conventional

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architectural concept in Saudi Arabia because it is deemed most compatible

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with the hot and dry climate environment. However, there are many elements that positively contribute to the learning environment have been ignored.

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Project Manager

The current school building model contains traditional classrooms, administration,

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

library, science classrooms, computer and language labs, art rooms, learning

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

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E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

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resources center, and toilets. There is also a separate sports-facility building and

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a playground that students use for soccer games and training. The double-

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The architectural plans of the school show that traditional classrooms are about 60% of the building’s spaces, regardless of the courtyard. All these classrooms are designed to function as one way of learning methodology. Students learn in

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these spaces passively through the main player of this environment: the teacher.

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

Moreover, the other subject-related classrooms are only occupied when the

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

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E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

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teacher needs them. Thus, students utilize traditional classrooms to learn all the

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different subjects they have in their curriculum.

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their elementary level, and how methods of teaching and learning vary between these subjects, the current Saudi public school model does not support the

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uniqueness of every class and how it should interact with the curriculum of the elementary school.

Project Manager

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

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68 NOTES : 1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS. 2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED. 3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED. 4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE. 5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL. 6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

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no consideration of how different the relationship between the activities

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PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

NOTES :

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E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

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courtyard from a space to another one. They enter the school building through a double-height entrance that exposes all kinds of rooms with

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The pattern of movement inside the school follows the design strategy used for the building where students and teachers move around the square

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of each space. Vertical circulation elements are placed on the corners where they become blind spots that help to spread dangerous acts among students, especially when two staircases are totally isolated by solid walls.

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relationship between corridors and classrooms. In the current situation, the hallways do not differentiate between a classroom, library, or manager

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office. More importantly, there is no definite transition from these corridors to the several spaces of the school.

Project Manager

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

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E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

DRAWING TITLE

1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS.

FIRST FLOOR FURNITURE FLOOR PLAN

2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED. 3. DIMENSIONS PROJ.NO 16001-1FINISHES

FIRST FLOOR FURNITURE FLOOR PLAN

1 ID-201

SCALE 1 : 100

DODATE NOT INCLUDE RENDER OR PLASTER STAGE MARCH 2016 INDICATED. TENDER PACKAGE UNLESS OTHERWISE

DRAWN DESIGNTO 4. CONTRACTOR

CHECKED APPROVED INFORM THE SITE ENGINEER OF ANY HAMZA S HMA DISCREPANCY Tamer Wael ONZ.SITE.

SCALE

DRAWING NO.

REVISION

5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL. 1:100

ID-201

0

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0

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5.0

SCALE 1 : 100

METERS

By

REV. DATE

700 620

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

REVISION DESCRIPTION

KEY PLAN:

N

Project Manager

3330

3000

CLIENT

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

800

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

PROJ.NO

SECOND FLOOR FURNITURE FLOOR PLAN SCALE 1 : 100

HMA SCALE

STAGE

DATE

MARCH 2016

16001-1 DRAWN

1 ID-202

DESIGN

TENDER PACKAGE

CHECKED

Tamer Z. DRAWING NO.

1:100

Wael

APPROVED HAMZA S REVISION

ID-202

0

CORRIDOR-CLASSROOM SECTION

5650

SECOND FLOOR PLAN

1150 500 1250

DRAWING TITLE

SECOND FLOOR FURNITURE FLOOR PLAN (BOYS)

•

CLASSROOMS Classrooms in the current Saudi public school model are designed traditionally. The conventional arrangement of the classroom layout, known as desks in rows, only promotes one way of learning. This type of environment highlights a hierarchy in pedagogy that emphasizes teachers, rather than students. It is obvious that these types of classrooms follow the pedagogical approach: I talk or demonstrate; you listen or observe. Many studies show that when students learn through a passive method, they tend to be not fully involved in the learning process. Therefore, students’ achievements decrease when classrooms are designed for a teachercentered approach.

Another negative aspect caused by a passive-learning environment is that it does not support equity in learning.

Undoubtedly, there are significant differences between sitting in the front of the classroom or being in the back far

CLASSROOM LAYOUT

from the only actor in this environment: the teacher. This situation may create challenges and obstacles when hearing or seeing information for the students in the last row.

Collaboration is a crucial skill of 21st-century life for kids. It is almost impossible to build this skill through a passivelearning methodology. Active learning is a key that allows us to rethink how to teach and learn for a better outcome.

CLASSROOM SECTION

•

FURNITURE Furniture plays an essential role in the learning environment.

It can define how the interaction is designed between students and teachers. Designing a piece of furniture can transform the learning style in many ways. Flexibility should be a significant feature of furniture to facilitate the learning process, whether it is based on individuals, peers, or big groups. Flexible furniture is crucial to help teachers implement various methods of teaching. The current furniture used in the classrooms of the current Saudi public school model is arranged as desks in rows. It only promotes passive learning

ALUM. FRAME GLASS WINDOW

that relies on a teacher-centered design.

•

DAYLIGHT Studies show that increasing daylight in classrooms has been a lead to improve test scores and cut down on absenteeism.

CLASSROOM LAYOUT

Natural Daylight can increase concentration and learning and have an uplifting effect on feelings of well-being health.

However, school designers should study how daylight is distributed equally among students during the learning process. Unfortunately, the current Saudi public school model does not address daylight aspects appropriately because school buildings in different sites are being oriented according to street access, regardless of sun direction and façades solutions.

CLASSROOM SECTION A A-905

TYPICAL LOCKER DETAIL SCALE 1 : 25

ANTITHESIS

Instructor

The current learning environment in Saudi public schools only promotes a teacher-centered approach to learning, with no consideration of the theories behind how kids of different ages learn variously.

THESIS

Instructor

The design of a flexible space that encourages and nurtures learning can develop the full individual. This type of learning environment can meet diverse needs and desires to stimulate curiosity in the kids to learn through several scenarios.

Content

Student

SCHOOL

1- CURRENT DESIGN STRATEGY

2- STRIPS DESIGN STRATEGY

This strategy is designed to create a closed courtyard to keep students totally shaded with no reasonable relationship between different activities and spaces.

The strips design strategy can create a direct language between the indoor and outdoor spaces of the school. This relationship can offer different ways and opportunities of learning.

NOTES :

NOTES :

1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS.

1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS.

2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED.

2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED.

3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED.

3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED.

4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE.

4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE.

5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL.

5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL.

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

1.0

0

2.0

10.0

5.0

SCALE 1 : 100

1.0

0

2.0

10.0

5.0

SCALE 1 : 100

METERS

By

REV. DATE

REVISION DESCRIPTION

METERS

By

REV. DATE

KEY PLAN:

REVISION DESCRIPTION

KEY PLAN:

N

N

CLIENT

CLIENT

Project Manager

Project Manager

PROJECT

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS

CONSULTANT

CONSULTANT

OTAISHAN CONSULTING ENGINEERS

OTAISHAN CONSULTING ENGINEERS

P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

DRAWING TITLE

3- HUB DESIGN STRATEGY 1

ID-200

GROUND FLOOR FURNITURE FLOOR PLAN

SCALE 1 : 100

DATE

PROJ.NO DESIGN

HMA

TENDER PACKAGE

CHECKED

Tamer Z.

SCALE

GROUND FLOOR FURNITURE FLOOR PLAN

STAGE

MARCH 2016

16001-1 DRAWN

APPROVED

Wael

DRAWING NO.

HAMZA S REVISION

ID-200

1:100

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

DRAWING TITLE

GROUND FLOOR FURNITURE FLOOR PLAN

0

Designing a hub used as a library or cafeteria with outdoor seating areas and surrounded classrooms will provide openness through the school. This feature increases students’ feelings of safety, security, and belonging.

4- CANYON DESIGN STRATEGY 1

ID-200

GROUND FLOOR FURNITURE FLOOR PLAN

SCALE 1 : 100

DATE

PROJ.NO

STAGE

MARCH 2016

16001-1 DRAWN

DESIGN

HMA

TENDER PACKAGE

CHECKED

Tamer Z.

SCALE

APPROVED

Wael

DRAWING NO.

HAMZA S REVISION

ID-200

1:100

0

In a canyon design, the open space in the middle can create a transition between two different functions.

It is also a good climate-responsive design in hot weather.

NOTES :

NOTES :

1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS.

1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS.

2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED.

2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED.

3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED.

3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED.

4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE.

4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE.

5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL.

5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL.

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

1.0

0

2.0

10.0

5.0

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1.0

0

2.0

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METERS

By

REV. DATE

REVISION DESCRIPTION

KEY PLAN:

METERS

By

REV. DATE

REVISION DESCRIPTION

KEY PLAN:

N

N

CLIENT

CLIENT

Project Manager

Project Manager

PROJECT

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS

CONSULTANT

CONSULTANT

OTAISHAN CONSULTING ENGINEERS

OTAISHAN CONSULTING ENGINEERS

P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

DRAWING TITLE

DATE

PROJ.NO

GROUND FLOOR FURNITURE FLOOR PLAN SCALE 1 : 100

HMA SCALE

DESIGN

Wael

HAMZA S

0

1 ID-200

GROUND FLOOR FURNITURE FLOOR PLAN SCALE 1 : 100

HMA SCALE

STAGE

MARCH 2016

16001-1 DRAWN

APPROVED REVISION

ID-200

DATE

PROJ.NO

TENDER PACKAGE

CHECKED

Tamer Z. DRAWING NO.

1:100

GROUND FLOOR FURNITURE FLOOR PLAN

STAGE

MARCH 2016

16001-1 DRAWN

1 ID-200

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

DRAWING TITLE

GROUND FLOOR FURNITURE FLOOR PLAN

DESIGN

TENDER PACKAGE

CHECKED

Tamer Z. DRAWING NO.

1:100

Wael

APPROVED HAMZA S REVISION

ID-200

0

CLASSROOM

1- CURRENT DESIGN STRATEGY

2- STUDIO DESIGN STRATEGY

Repeated individual classrooms limit providing different learning experiences to the students.

Besides, monotony can negatively impact the cognitive development of the kids.

Learning in a studio classroom reduces lectures and increases working in groups. It can also offer projectbased activities that foster intellectual development.

NOTES : 1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS. 2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED. 3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED. 4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE. 5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL. 6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

1.0

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METERS

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REVISION DESCRIPTION

3- MULTI-PURPOSE DESIGN STRATEGY

4- INDOOR & OUTDOOR DESIGN STRATEGY

Designing a classroom that serves multi-purposes, f rom lectures to groups and individuals, will ensure a variety of learning methodologies. This strategy is reasonably related to different subjects the students are learning.

N To promote creativity and reduce stress, the space of learning should reach beyond the boundaries of the classroom. Outdoor learning helps student to achieve better.

KEY PLAN:

CLIENT

NOTES : 1. ALL DIMENSIONS ARE IN MILLIMETERS UNLESS OTHERWISE NOTED, LEVELS ARE IN METERS. 2. THE DRAWING SHALL NOT BE SCALED. ONLY WRITTEN DIMENSIONS SHALL BE USED.

Project Manager

3. DIMENSIONS DO NOT INCLUDE RENDER OR PLASTER FINISHES UNLESS OTHERWISE INDICATED.

4. CONTRACTOR TO INFORM THE SITE ENGINEER OF ANY DISCREPANCY ON SITE. 5. CONTRACTOR SHALL SUBMIT SHOP DRAWINGS FOR PROJECT ENGINEER'S APPROVAL. 6. THIS DRAWING SHALL BE READ IN CONJUNCTION WITH OTHER RELEVANT ARCHITECTURAL, STRUCTURAL, MECHANICAL AND ELECTRICAL DRAWINGS AND RELEVANT SECTIONS OF THE SPECIFICATIONS.

PROJECT

PROTOTYPE SCHOOL BUILDING REDESIGN TYPE ( 26-28 ) - BOYS CONSULTANT

OTAISHAN CONSULTING ENGINEERS P.O. Box 62696. Riyadh 11595 Kingdom Of Saudi Arabia

Tel. : +966 (1) 46521341 Fax : +966 (1) 46571413

E-mail : oce@otaishan.com.sa Web site : www.otaishan.com.sa

DRAWING TITLE

1.0

0

GROUND FLOOR 10.0 2.0 5.0 FURNITURE FLOOR PLANMETERS

SCALE 1 : 100

DATE

PROJ.NO

1 ID-200

GROUND FLOOR FURNITURE FLOOR PLAN SCALE 1 : 100

HMA

REV. DATE SCALE

1:100

STAGE

MARCH 2016

16001-1 DRAWN

DESIGN

TENDER PACKAGE

CHECKED

Tamer Z.

1

By DRAWING NO.

ID-200

APPROVED

HAMZA S GROUND FLOOR FURNITURE FLOOR PLAN REVISION

Wael

REVISION DESCRIPTION

SCALE 1 : 100

ID-200

0

KEY PLAN:

N

CLIENT

FURNITURE

1- CURRENT DESIGN STRATEGY

2- CLUSTER DESIGN STRATEGY

The current furniture style used in classrooms is demonstrated as desks in rows. This strategy only promotes passive learning through a teachercentered design.

This strategy is important for assigning groups who have similar interests or skills. It is also the f irst step towards active learning methodology that encourages collaboration and teamwork effort.

3- FLEXIBLE DESIGN STRATEGY

4- DISCUSSION DESIGN STRATEGY

Designing a piece of furniture can transform the learning style in many ways. Flexible furniture is crucial to help teachers implement various methods of teaching.

Sitting at a round table supports equal opportunities between students to interact and discuss. It also decentralizes the teaching and learning process, which creates different dialogues not only based on the content.

This project integrates novel concepts that transform schools to be a vibrant center of the community, assure abundance in ways of learning, provide equal daylight, and design multi-age learning methodology.

1. School as a Vibrant Center Schools in Saudi Arabia are distributed throughout the centers of neighborhoods. These centers usually include mosques, schools, commercial stores, and sometimes community centers. This project is providing a new design methodology that can transform the school building to serve the community in a more convenient way during evening times.

CURRENT SITUATION

PROPOSED SITUATION

School hours: 7:00 AM - 1:00 PM

School hours: 7:00 AM - 1:00 PM

School Shut-down: 1:00 PM - 7:00 AM

Community Center: 4:00 PM - 8:00 PM

2. Abundance in Ways of Learning The current classrooms used in the current design model of Saudi public schools are maximally accommodating 25 students. The learning environment in these classrooms is obviously neglecting students, and the importance of how they learn. The design methodology in this project is proposing more ways of learning through various stations in one classroom.

CURRENT LEARNING ENVIRONMENT

Classroom Size: 24 Students

PROPOSED LEARNING ENVIRONMENT

Classroom Size: 24 Students + different scenarios

3. Equal Daylight The traditional desks-in-rows layout used in the current classrooms has negatively impacted the amount of daylight the students receive while they are studying. Some students have become closer to the source of daylight than others, which leads to inequality.

The proposed learning environment is presenting an opportunity to attain equal daylight among students through the concept of rotation between the learning stations.

7:00 AM

7:10 AM

7:20 AM

7:30 AM

4. Multi-age Learning Integration The current education system in Saudi Arabia does not support any aspect that integrates kids of different ages in the same learning process. This project is proposing a concept inspired by Montessori schools designed to accommodate kids of 1st to 3rd grade in one classroom, and 4th to 6th grade in another one. The proposed model requires units of three classes beside each other, where each space has one grade and designed flexibly to transform into a bigger classroom of three integrated grades.

SEPARATE LEARNING ENVIRONMENT

FLEXIBLE LEARNING ENVIRONMENT

One Classroom of Three Different Grades

Three Classrooms divided separately

1st Grade

2nd Grade

1-3 Grades

3rd Grade

“When the atmosphere encourages learning, the learning is inevitable.�

- Elizabeth Foss

Classroom Model Diagram The design philosophy implemented in this project initially focuses on how an individual classroom is going to be designed according to the furniture used in the learning process and the units that support the proposed methodology of the multi-age integrated learning. The proposed unit contains four main elements: corridor, classroom, balcony, and service zone (bathroom and storage). The idea of orientation that responds to the circumstances around is highlighted in these units. Corridors are always oriented toward the school’s campus for safety aspects, while classrooms and balconies should face north for environmental reasons. The importance of nature for kids has been reflected in how trees are visually connected to the classrooms and balconies from outside.

Campus

Corridor

Balcony

Balcony Classroom Classroom Services Services

Corridor

Campus

Classrooms Model Plan

Classrooms facing the campus from North

Classrooms facing the campus from South

Campus

1

2

2

3 3

4 4

4

4

1

1. Corridor 2. Balcony 3. Classroom 4. Storage / Bathroom

Campus

The Current Typical School Site The current design model of Saudi public schools started in Riyadh, where most lands there follow rectangular shapes. A typical land of a school was chosen to experiment with the proposed design for the new model of elementary schools in Saudi Arabia. Building regulations in Saudi Arabia require a setback of 20% of the street width. Even though solid walls must be built on the property lines to function as a school’s fences, the regulators recently modified the aspect of solid walls into optional transparent barriers only for schools of boys.

100 m

140 m

School Design Diagram - Users

Elementary School: Girls from 4th to 6th grade Early Childhood Program: Boys & Girls from 1st to 3rd grade Elementary School: Boys from 4th to 6th grade

School Design Diagram - Program

Administration Zone Public Zone Semi-Public Zone Private Zone

School Plan - Ground Floor

16

12

4

3

12

10

5

6

14

11

7

15

8

13 9

2

15 2

14

9 3

4

5

6

7

10

8

13

11

1

12

12

12

16

1. Parking 2. Entry 3. Lobby 4. Administration 5. High-tech Space

6. Woodshop Space

7. Exhibit

8. Drawing Space

9. Music Space 10. Library 11. Cafeteria 12. Classrooms 13. Outdoor Theater

14. Gymnasium

15. Lockers and Showers

16. Mechanics Room

School Plan - First Floor

1

1. Classrooms

1

1

School Design Diagram - Interior

Entrance

Axis

Connection

Classrooms

Buffer Zone

Library

Outdoor Theater

Outdoor Seating Area

Sport

A Frame of Music

Relief Space

Nature

References - Abu Ghadah, Abdulfattah. The Messenger - The Teacher And His Methods In Teaching. 1st ed., Dar Al Bashaer, 1996.

- Al-Sagheer, Talal Ali, and Mohamed Radwan Matraji. Models Of The Messenger’s Methods In Raising Companions, Their Importance, And How To Employ Them In Our Schools. 1st ed., University Of Tripoli.

- Edutopia (https://www.edutopia.org/article/architecture-ideal-learning-environments) - Elrayies, Ghada. (2017). Flipped Learning as a Paradigm Shift in Architectural Education. International Education Studies. 10. 93-108. 10.5539/ies.v10n1p93. (https://www.researchgate.net/publication/311918122_Flipped_Learning_as_a_Paradigm_Shift_in_ Architectural_ Education) - Investing In Children Organization (http://investinginchildren.on.ca/) - Merriam Webster Dictionary (https://www.merriam-webster.com/dictionary/pedagogy) - Michel, Norbert & Cater, John & Varela, Otmar. (2009). Active versus passive teaching styles: An empirical study of student learning outcomes. Human Resource Development Quarterly. 20. 397-418. 10.1002/hrdq.20025. (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.71&rep=rep1&type=pdf) - Rasmussen College Blog (https://www.rasmussen.edu/degrees/education/blog/montessori-schools-versus-reggioemilia-schools/) - Simply Psychology (https://www.simplypsychology.org/behaviorism.html) - The Information Literacy Group (https://infolit.org.uk/teaching/developing-your-teaching/pedagogic-theory) - TEDx TALK, (November 22, 2014), Teaching Methods for Inspiring the Students of the Future, Joe Ruhl, TEDxLafayette - The Ministry of Education in Saudi Arabia (https://www.moe.gov.sa/en/) - The Tatweer Buildings Company (https://tbc.sa/en/) - The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010.

- University of Toronto, Libraries (https://guides.library.utoronto.ca/c.php?g=448614&p=3062884)

Mohammad Alrajhi | Spring 2020