cefpi 2005 trading spaces
DESCRIPTION
Educational Conference Presentation - San Antonio, TXTRANSCRIPT
CEFPI - October 1, 2005
T R A D I N G S P A C E S :
transforming classrooms into
spectacular learning environments
CEFPI - October 1, 2005
trading spaces:session abstract
Transforming Existing Classrooms into Spectacular Learning Environments
National studies show that over 90% of classroom teachers believe that classroom design influences students’ learning. If you suspect your school facility could better serve its students, you’re probably right. Many of the design elements cited by teachers as having strong impact on students’ performance can be improved with only a fraction of the cost of new construction or even major renovations.
If you’re planning a new school or major renovation, why wait until the new school is built to provide better classrooms for your students? Today’s students deserve quality learning environments as much as those who will benefit from the new or newly renovated school. In this session, you will learn the top design elements of effective environments for learning. You will learn how to assess current facilities for educational adequacy and how to apply simple strategies to improve those elements in any classroom, regardless of its current condition.
Participants can expect to learn:• Simple Strategies for Enhancing Existing School Facilities• Simple Strategies for Enhancing Classroom Atmosphere• Simple Strategies for Incorporating Technology in Existing Facilities
CEFPI - October 1, 2005
trading spaces:introduction
Amy Yurko, AIA
BrainSpaces – Ed Specs, Programming, Planning & Design
Renée Thomas, RA, IESNA
RTL Design – Environmental Design Strategies
Craig Mason, AIA
DLR Group – Full-service A/E for School Facilities
John Burk, PhD
Burk Consulting – Communications & Technology Consulting
CEFPI - October 1, 2005
trading spaces:agenda
the big ideaLearning
Atmosphere
Technology
Strategies
Examples
Discussion
CEFPI - October 1, 2005
trading spaces:the big idea
CEFPI - October 1, 2005
trading spaces:the big idea
before after
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com
CEFPI - October 1, 2005
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com
before
after
trading spaces:the big idea
CEFPI - October 1, 2005
trading spaces:the big idea
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com
before
after
CEFPI - October 1, 2005
trading spaces:the big idea
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com
after
before
CEFPI - October 1, 2005
trading spaces:the big idea
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com
before
after
CEFPI - October 1, 2005
trading spaces:the big idea
Thornebrooke Elementary School’s teachers lounge boasts an institutional feel prior to its PTA-sponsored makeover by several savvy parents.
beforeIn honor of Teacher Appreciation Week, the teachers lounge at Thornebrook Elementary School is transformed into a cozy retreat that exudes an ambience of tranquility.
after
CEFPI - October 1, 2005
trading spaces:the big idea
CEFPI - October 1, 2005
• • • •
trading spaces:the big idea
CEFPI - October 1, 2005
learning trends:
“For students to thrive, they need a learning environment that engages and challenges them to reach their individual potential.”
SOURCE –
The Secretary's School Initiative: Student Engagement and Options, www.ed.gov/about/offices/list/ovae/pi/hsinit/options
• • • •
CEFPI - October 1, 2005
learning trends:Studies support the idea that learning is facilitated through hands-on & experiential projects.
…of what they:
70%
See, Hear & Experience
50%
See & Hear
10%
Read
20%
Hear
30%
See
90%
See, Hear, Experience & Teach
On average, students retain ...
CEFPI - October 1, 2005
learning trends:
The National Educational Technology Standards (NETS) Project is an International Society for Technology in Education (ISTE) initiative
Student-centered learning
Multi-sensory stimulation
Multi-path progression
Multimedia
Collaborative work
Student-centered learning
Information exchange
Active/exploratory
Inquiry-based learning
Proactive/planned action
Authentic, real-world context
New Directions for LearningTraditional Learning
Teacher-centered instruction
Single sense stimulation
Single path progression
Single media
Isolated work
Information delivery
Passive learning
Factual, knowledge-based
Literal thinking
Reactive response
Isolated, artificial context
CEFPI - October 1, 2005
classroom acoustics:ANSI-ASA S12.60 2002
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger
CEFPI - October 1, 2005
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger
classroom acoustics:Sources of Noise
CEFPI - October 1, 2005
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger
classroom acoustics:acoustical inter-reflectance
CEFPI - October 1, 2005
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger
classroom acoustics:speech intelligibility
CEFPI - October 1, 2005
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger
classroom acoustics:speech intelligibility
CEFPI - October 1, 2005
© 2002 Daylighting Collaborative
Cool Daylighting –
Is an integrated approach that uses natural light to reduce the need for electric lighting, while also reducing solar heat gain and glare.
daylighting the classroom:“cool daylighting”
CEFPI - October 1, 2005
© 2002 Daylighting Collaborative
Window Placement:
Too much light directly in the field of view is uncomfortable. Ideal window design uses a clerestory to let in light high (where it can bounce off the ceiling) plus lower view windows to provide a view to the outdoors. The amount of glass increases with height, bringing more usable light into the room while reducing glare.
daylighting the classroom:“cool daylighting”
CEFPI - October 1, 2005
© 2002 Daylighting Collaborative
Brightness Control:
The sun, clouds, sky, and reflected light can overwhelm the eyes. These bright sources must be controlled through the use of overhangs, exterior/interior light shelves, exterior vertical fins and interior window blinds. This is especially important for view windows.
daylighting the classroom:“cool daylighting”
CEFPI - October 1, 2005
© 2002 Daylighting Collaborative
Limiting Light Transmission:
Even when direct light is controlled, the sky can supply an overwhelming amount of light. This results in glare – one of the chief reasons daylighting fails. To control glare, darker glass or tinted films are specified. Visible light transmittance is limited to 0.38 – 0.60 for clerestories and 0.18 – 0.25 for view windows (depending on design conditions).
daylighting the classroom:“cool daylighting”
CEFPI - October 1, 2005
© 2002 Daylighting Collaborative
Uniform Light Distribution:
Direct-indirect lighting – This type of fluorescent lighting provides direct downlighting and indirect light bounced off the ceiling plane.
Daylighting sensors – Sensors in the ceiling detect luminance levels and turn off lights as needed to keep light levels constant and uniform.
Wall Treatments – Lighter colored paints are used for the ceiling and for the wall near the ceiling. Darker paints may be used below. This helps to create a bright “canopy” of light out of the field of view.
daylighting the classroom:“cool daylighting” strategies
CEFPI - October 1, 2005
educational atmosphere:studies show environmental impacts on learning
• • • •
classroom lighting - low/poor lighting can cause:
- eye strain, increased blinking & headaches- decreased depth perception- muscular tension (neck, shoulders, etc)- fatigue, disinterest
- too much lighting can cause:- eye strain , increased blinking & headaches- decreased depth perception- glare on instructional instruments (screens, boards,
etc)- pull-away effect, from tasks & people- decreased attention span
CEFPI - October 1, 2005
transformation strategies:strategies for effective classroom lighting
• • • •
- indirect overhead lighting:- use ceiling surface of 90% reflectivity- optimal ceiling height = 10’- zoned controls for flexibility
- task lighting:- articulated if possible- incandescent lamps
- wall & floor surfaces:- high contrast- visual interest
- daylighting:- use “cool daylighting” strategies- shades to control glare
CEFPI - October 1, 2005SOURCE: Peter Exley: www.architectureisfun.com
transformation strategies:color & light
CEFPI - October 1, 2005
daylighting the classroom:exterior solar controls
Image courtesy of the Freidmutter Group, AIA – Las Vegas, Nevada
CEFPI - October 1, 2005
Images courtesy of the Heschong Mahone Group
daylighting the classroom:skylighting
CEFPI - October 1, 2005
daylighting the classroom:side-lighting
CEFPI - October 1, 2005
educational technology:news flash!
Source: RedEye Daily Newspaper, Chicago, October 29, 2005
• • • •
…a Japanese company has developed a chip which allows broadband access through standard electrical wiring & outlets…
CEFPI - October 1, 2005
Campus Shared Resources
WWW
Campus WAN
Building Shared Resources
Networked Laser Printers (High speed)
File Servers
Fax Machine
Networked Flatbed Scanner
U.P.S.
UPS
BuildingLAN
Copy machine
High Speed Copierw/Print Server
frameworksMultimedia PC
Faculty Work Station for Data, Audio & Video Control
ClassroomLAN
Digital ProjectorDigital Phonew/Intercom
wireless voice/sound amplification
system
SmartBoard
Student Laptops with wireless LAN
access
Multimedia PC
Hardwired Student Workstations
(w/ power outlets)
Laser printerPrinter
Digital Camera & Digital Camcorder
Classroom
educational technology:typical classroom framework
CEFPI - October 1, 2005Source: VECTA
furniture solutions:the right furniture can maximize a small space
CEFPI - October 1, 2005Source: VECTA
furniture solutions:the right furniture can maximize a small space
CEFPI - October 1, 2005
transformation strategies:in the classroom (35’ x 22’ = 770sf)
PROJECT: Mellon Middle School, Burt-Hill Architects
Plastic Laminate Chase to Provide Access to Data Infrastructure
Telephone and Data Jacks
Single Hung Windows with Blinds
Storage Shelving Under Windows
29” x 42” Flat Files
Teacher Cabinet
Tall Storage Cabinet
ADA Sink w/ Bubbler
Collaborative Learning Center
Media Wall
Group and Individual Learning Stations
Unit Vent
Teacher Workstation
LCD
Projection ScreenTackboard and Markerboard
Media Cabinet w/ TV Monitor Above
TB
TB
TB
TBTBTBTBTB
CEFPI - October 1, 2005PROJECT: Mellon Middle School, Burt-Hill Architects
transformation strategies:in the classroom
CEFPI - October 1, 2005School for the Physical City, New York, Rothzeid Kaiserman Thomson & Bee
transformation strategies:thematic learning
CEFPI - October 1, 2005
transformations:
John Stanford Center, DLR Group
before
after
CEFPI - October 1, 2005
transformations:
Hazen High School, DLR Group
before
after
CEFPI - October 1, 2005
transformations:
Hazen High School, DLR Group
before
after
CEFPI - October 1, 2005
transformations:
before
Cleveland High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Cleveland High School Study, DLR Group
after
CEFPI - October 1, 2005
transformations:
before
Cleveland High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Cleveland High School Study, DLR Group
after
CEFPI - October 1, 2005
transformations:
before
Cleveland High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Cleveland High School Study, DLR Group
after
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Garfield High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Timberline High School Study, DLR Group
CEFPI - October 1, 2005
transformations:
Hazen High School, DLR Group
before
after
CEFPI - October 1, 2005Timberline High School Study, DLR Group
T R A D I N G S P A C E S :
transforming classrooms into
spectacular learning environments
www.brainspaces.com/cefpi