ed spec 2020 final

DESIGNINGCLASSROOMS

FOR THECENTURY

ST21

ED-SPEC 2020DESIGN TRENDS ENVIRONMENT SKI

LLS TEA

CHER

CLAS

SROO

M TO

OLS P

EDAG

OGY LE

ARNING RESEARCH STUDENT EDUCATION

BYMELISSA AVELAR JESUS DIAZ KITTY SLAUGHTERWITH GUIDANCE FROM KEVIN KEMNER

SCHOOL OF ARCHITECTUREEDUCATION FACILITIES RESEARCH & DESIGN

RESEARCH AND ILLUSTRATIONS PRODUCED BY:MELISSA AVELARJESUS DIAZ KITTY SLAUGHTERUNDER THE GUIDANCE OF PROFESSOR KEVIN KEMNERARCHITECTURE RESEARCH STUDIO AAE 789 FALL 2014

DESIGNINGCLASSROOMS FOR THECENTURY

S T21

ED-SPEC 2020

TABLE OF CONTENTS

21ST CENTURY EDUCATION

EMERGING PEDAGOGIES

SURVEY QUESTIONS

PART I PART 2 PART 3

KEY

INTO & GOAL

TEACHER RESPONSES

21ST CENTURY STUDENT

TRADITIONAL CLASSROOM

21ST CENTURY SKILLS

LEARNING BY DOING

21ST CENTURY TEACHER

ONLINE --> CLASSROOM

SUMMARY

INTO THE REAL WORLD

ITS ALL FUN & GAMES

BIG PICTURE LEARNING

6

10

65

12

24

14

26

16

38

18

48

54

60

-Benjamin Franklin

T E L L me and I F O R G E T . T E A C H me and I REMEMBER. INVOLVE me and I LEARN.

K E YBLUE Represents all things related to pedagogy and method. If the idea is related to teaching and a teacher's pedagogy, then it shall be blue. The teacher, being the elicitor of the pedagogy, is therefore also represented in a blue. Blue is also used for tables as organization can be seen as an aspect of pedagogy and the abundance of seating expected for students as well. Not only that, but blue is also used in representing pedagogy in the environment by utilizing call outs and signifying that connection with lines.

GREEN Represents location or place. If there a classroom that is located outside of an additional classroom, there is movement much as if activities that are held outside of the traditional classroom setting. Curved arrows are used to represent that movement and the connections between the spaces. Whether that is shifting from one classroom to the next or an additional space, green is for all things location and movement.

B L U E GREEN

7ORANGE Represents tools. Tools include any tangible devices that can be utilized in assisting the pedagogy. Tools can also be represented as objects that can be given or received for students as well as grades are tools in managing assessment.

GRAY Represents the student. Since the student is one of the most important parts of education, the student is emphasized as such.

ORANGE GRAY

PART I: 21ST CENTURY EDUCATION

CURRICULUM tells you WHAT to TEACH, but doesnt tell you HOW you have to MAKE the SHIFT to the 21ST CENTURY LEARNING ENVIRONMENT.

-Stacy Behmer

10

INTRODUCTION

MELISSA AVELAR

Melissa is from Fresno, California. She has lived in Las Vegas, Nevada for the past twenty-one years. She is a Master of Architecture student at the University of Nevada, Las Vegas in the Education Facilities Research & Design concentration. She graduated from UNLV in 2011 with a Bachelor of Science in Architecture and a minor in Business Administration. Her research interest include how pedagogy shapes the physical classroom.

JESUSDIAZ

Jesus was born and raised in Las Vegas, Nevada. He is a Master of Architecture student at the University of Nevada, Las Vegas in the Education Facilities Research & Design concentration. He graduated from UNLV in 2013 with a Bachelor of Science in Architecture. Fall 2008, he graduated from the College of Southern Nevada with an Associate's of Art degree. His research interests include social spaces in educational environments and collaboration spaces.

KITTY SLAUGHTER

Kitty is from Charleston, South Carolina. She is a Master of Architecture student at the University of Nevada, Las Vegas in the Education Facilities Research & Design concentration. Graduated from UNLV in 2013 with a Bachelor of Science in Architecture. Her research interest include Inclusive educational studies for students with both physical and mental learning disabilities. Such students include students in the juvenile system.

During the Fall of 2014 Architectural Research Studio (AAE 789) with professor Kevin Kemner at the University of Nevada, Las Vegas. An inquiry began looking at new trends in education with a focus on spatial conditions within the classroom. To better understand each trend, we (Melissa Avelar, Jesus Diaz and Kitty Slaughter) have all investigated what do these new trends mean when planning a learning environment that caters to each pedagogy. This includes understanding who the 21st century student is, what are the 21st century skill's that the student needs to learn and who is the 21st century teacher is. Each author, under the guidance of Kevin Kemner, has done extensive research on the new teaching practices through survey's with teachers from various schools and the UNLV's College of Education Professor's, through library research, internet research using educational websites, journal articles and other various reports. After researching, the authors complied an Ed-Spec that categorizes each learning trend, illustrating the pedagogy and the ideas for spatial implications that will impact the surrounding environment.

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To inform educators, administrators, and designers on the possible conditions of the physical learning environment in the next 10 years. In addition, with new teaching methods and technological advances, the current space may not be suitable in the next decade. Current research has proposed many solutions, however our endeavor is looking at mitigating those solutions into a collaborative design guide, that focuses on the physical environment aiding new teaching methods.

GOAL

TEACHER ARCHITECT ADMINISTRATOR

DESIGNINGCLASSROOMS FOR THECENTURY

21S T

ED-SPEC 2020

12

Who is the new student? If we are to look at education in the next decade, we first must consider who the person is that is currently going into education. That would mean starting from kindergartners today at about age 5 to students still affected by change currently at about age 13. This is not to say older students are not important, but the new student for the next decade is the one who will be affected in the next decade when trying to predict education trends. This student, as are many today, is a millennial who has grown up with technology their entire life with access to information now even at the tips of their fingers. With a more independent and tech dependent attitude, to understand the new student means knowing how to adapt a trend to their skills and making sure they can be provided with the 21st century skills that they require.

21ST AT HOMEPlaying Games

3/4 of kids have access to mobile devices

63%

are born with computersare born with access to wifi

Kids ages 8-10spend 7.5 hours per day with technology

Reading30%

which they check every 10 minutes

6 times an hour

79%

75%

THECENTURYSTUDENT

13

AT SCHOOL

WritingResearch

NotesPresenting

48%

63%

of tablet owners use E-textbooksof non-owners have used them at least once

E-textbooks are primarily used by students for....

82%81%

79%65%

The item most important to students is their laptop

How to use a mouseKeys on a Keyboard How to type nameBasic internet browser functionsDigital terms as iPad, Printer, Keyboard, and Mouse

UNDER 5

4/10 kids have used a mobile device by age 28/10 kids use internet at least once a week

1/41/2

by age 3by age 5

Before kindergarten, most kids know...

2004

THEN & NOW

75 hours a week52 hours a week to

54% of schools have laptops94% of schools have a classroom with internet98% of schools have classrooms with internet90% of students have access to mobile technology

Media exposure per week from the 1970s to 1990s A brief timeline on classroom media history...

2005

2012

2014

14

THE 21ST CENTURY SKILLS21st century skills refer to a broad set of knowledge, skills, work habits, and characteristics that are believed (by educators, school reformers, college professors, employers, and others) to be critical for success in todays collegiate programs, contemporary careers and workplaces (21st Century, 2014). Some of these skills include the 3 rs of education which include: reading, writing and arithmetic. These skills serve as an umbrella for other subjects and core content. The 4 cs of education, which are critical thinking & problem solving, communication, collaboration, and creativity & innovation are also vital for success in college, career and life (Our Mission, n.d.). Other critical 21st century skills include: agility & adaptability, access & analyzing information, curiosity & imagination, technology literacy and leadership (Wagner, 2011).

Based on PISA (Programme for International Student Assessment) results from 2012, the U.S. ranks 17th in reading, 20th in science and 27th in mathematics (Programme For International, 2012). U.S. News & World Report stated that the top 5 soft skills every college student needs are collaboration, problem solving, leadership, time management and communication (Holmes, 2014). Additionally, Forbes listed the top 10 skills that would get you hired (based on the 10 most in-demand jobs that require a bachelors degree) include: critical thinking, complex problem solving, judgment & decision making, active listening, computers & electronics, mathematics, operations & system analysis, monitoring, programming and sales & marketing (Casserly, 2012). These indicators stress the need for 21st skills to be emphasized in education.

21ST CENTURY CRITICAL SKILLS

CRITICAL THINKING & PROBLEM SOLVING

1. EFFECTIVE COMMUNICATION(Written & Oral)

2. COLLABORATION3.

CREATIVITY &INNOVATION

4. AGILITY & ADAPTABILITY

5. ACCESS & ANALYZING INFORMATION

6.

CURIOSITY &IMAGINATION

7. TECHNOLOGY LITERACY

8. LEADERSHIP9.

15

TOP 5 SOFT SKILLS EVERY COLLEGE STUDENT NEEDS (HOLMES, 2014) TOP 10 SKILLS THAT WILL GET YOU HIRED ACCORDING TO FORBESBASED ON THE 10 MOST IN-DEMAND JOBS THAT REQUIRE A BACHELORS DEGREE (CASSERLY, 2012)

PROBLEM SOLVING

OPERATIONS & SYSTEMS ANALYSIS MONITORING

LEADERSHIPCOLLABORATION

COLLABORATION TIME MANAGEMENT

1.CRITICAL THINKING1. COMPLEX PROBLEM SOLVING 2.

JUDGEMENT & DECISION MAKING3. ACTIVE LISTENING4.

COMPUTERS & ELECTRONICS5. MATHEMATICS6.

7. 8.

PROGRAMMING9. SALES & MARKETING10.

2.5.

3.4.

9/10

9/10

8/10

5/10

3/10

9/10

9/10

6/10

5/10

2/10

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THE 21STCENTURY TEACHERIt is projected by the year 2017 that there will be a total of 4.2 million teachers in the U.S. with an additional 464,000 new teachers by 2017 (Hussar,2008). Over 200,000 new teachers begin each year. Of those new teachers, 65% are recent college students and 35% are career switchers (Ingersoll, R.,&Merrill,L.(n.d.). The Partnership for 21st century skills (P21) and the American Association of Colleges of Teacher Education (AACTE) have put together a document that details what educators need to know and do. This document provides 9 essential educator attributes that will guide new or current educators on how to implement 21st century skills into their curriculum. (21 st Century Knowledge, 2010)

Bridge technology with pedagogy

9 ESSENTIAL EDUCATOR ATTRIBUTES(21 st Century Knowledge, 2010)

1.

Mold teaching with 21st century knowledge and skills

2.

3.Project-Based learning

17

Child and adolescent development

4.

Wide range of assessment strategies

5.

Collaborate/Mentor

6/7.

Many types of learning methods to reach each student

8.

Life-long learning9.

18

SUMMARYAfter looking at the 21st century student, skills, and teacher, it become apparent that there is a need for change in how classrooms are structured. Considering the advancing technology, the instant information students are capable of receiving, and teachers who need to be able to provide those skills, it would be hard to imagine how that would apply to all fields of study without some sort of adaptation. Students are growing up with technology as apart of their life, their future jobs are using technology, and teachers are not always able to have a classroom that is capable of keeping up with the constant changes. From here, we will examine the multiple changes and trends currently in education and how those will affect the spatial implications of the classroom. We will examine the pedagogy, how that applies to the students, the teachers, and how that will ultimately change the space. These models are not set in stone as the ultimate solution, however they contain important information of what kinds of space and equipment may be required in a 21st century classroom.

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This is what LEARNING is. You suddenly UNDERSTAND something youve UNDERSTOOD all your life, but in a NEW way.

-Dorris Lessing

PART II: EMERGING PEDAGOGIES

EDUCATION i s a SOCIAL PROCESS; education is GROWTH; education is not preparation for life but LIFE ITSELF.

-John Dewey

TRADITIONAL CLASSROOM

The principle GOAL of education in the schools should be CREATING MEN and WOMEN who are capable of doing NEW things, NOT simply REPEATING what other generations have done.

-Jean Piaget

TRADITIONALThe traditional classroom is in a rank and file organization with all desks facing the front or the instructor. This organization is typically used for classes that are primarily lecture based. The teacher is usually positioned at the front of the classroom with a white board and the teachers desk near by. Furthermore, in the traditional model the instructors are seen as the knowledge or content providers while the students are receivers. The classroom area is 960 square feet and often has very few daylight openings if any. The classroom teacher to student ratio is desired to be between 1:16 to 1:24 but it is not common for classrooms to exceed those numbers, especially in public schools.

BANKING METHOD

ROTE LEARNING

ONE-WAY TEACHING METHODS

A,B,C,D...

A,B,C,D...A,B,C,D...A,B,C,D...

COMMON CORE TESTING

STANDARIZED TESTS

25

RANK & FILE SEATINGUsed for one-way Teaching

LEARNING BY

DOING

Give the pupils SOMETHING to DO, not something to learn; and the DOING is of such a nature as to DEMAND THINKING; Learning naturally results.

-John Dewey

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PROJECT BASEDLEARNINGProject-Based Learning (PBL) is any programmatic or instructional approach that utilizes multifaceted projects as a central organization strategy for educating students. Students are typically assigned a project or series of projects that requirethem to use research, writing, interviewing, collaborating or public speaking skills to compose various work products that may include papers, scientific studies, public policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances (Project-Based Learning, 2013). An open-ended real world problem or challenge drives the project and a tangible product, performance or event is created (Larmer, 2014). Through project development, students integrate many subjects and skills into a multidisciplinary learning experience. Projects may take several weeks, months or semesters (Project-Based Learning, 2013).

THE 8 ESSENTIALS OF PROJECT-BASED LEARNING INCLUDE:Significant Content to students lives.

A Need to Know feeling given by project.

A Driving Question to focus student effort.

Student Voice & Choice in communicating learned content and skills.

21st Century Competencies that include research, critical thinking, collaboration and creativity/innovation.

In-Depth Inquiry that lead students to research, discover, test and draw new conclusions.

Critique & Revision to emphasize trial and error and recalculating in the process.

Public Audience Presentation to add value to the work produced (Larmer & Mergendoller, 2012).

1.2.3.4.

5.

6.

7.

8.

8 ESSENTIALS OF PROJECT BASED LEARNING

SIGNIFICANT CONTENT1.

DRIVING QUESTION3.

CRITIQUE & REVISION7. PUBLIC PRESENTATION

8.

21st CENTURY COMPETENCIES

5.

NEWCONCLUSION

IN-DEPTH INQUIRY

6.

STUDENT VOICE & CHOICE

4.

NEED TO KNOW2.

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Traditional Tools

Digital Fabrication Tools

Student Collaboration with traditional and digital tool use

Presentation AreaPin-up Space/ Idea Forum

Software Application Space

Storage

Device Charging StationMobile Computer Lab

Discussion Area

Partner Tables

FABLAB

30

DESIGN-BASED LEARNINGDesign-Based Learning focuses on design and creativity. The students create physical objects that reflect themes, concepts and standards. The steps to this process is to plan, experiment, discover, interpret, discriminate, revise and then justify their learning. Visual learning, spatial and holistic thinking are all at the center of this educational trend along with needing to work simultaneously in different media. (About Design-Based Learning, 2009)

PLAN ACTION ON PLAN

TEST SOLUTIONDISCOVER

REVISE SOLUTION PRESENT SOLUTION

31

PLAN SPACE

ACTION / TEST SPACE

MOVEMENT BETWEEN SPA

CES

32

STEMSTEM stands for science, technology, engineering, and math. In education today, STEM fields are considered some of the most important yet most difficult fields to understand. In order to get students interested in STEM, a model was created that would engage students into the world of innovation. STEM is using each of these fields as a way of utilizing applied knowledge and transferring knowledge by means of creating a project that is based on a real-world problem. Students have sought to understand continent formation, create robots, build rockets, make bricks, create bridges, and more through design challenges that require the student to engage in a research based setting. This type of work can be done using a combination of traditional tools for a full hands-on experience and newer technology as 3D printers, laser cutters, or CNC machines. STEM celebrates failures as a means of achieving success. It's another way of learning by doing (Honey & Kanter, 2013).

ENGAGEDFully involved with emotional variances

1.

DRIVEN TO LEARNTry multiple times and accept failure to innovate

2.

USING APPLIED KNOWLEDGETransfer and apply knowledge learned for new knowledge

3.

HELP & ACCEPT HELPAssisting others and taking suggestions

4.

@$#%

33

CLASSROOM SPACE

LAB SPACE

Study Area Outdoor Area

34

STUDIO-BASEDLEARNINGStudents in studio-based learning environments take on a design project that undergoes constant design change, discussion, and progression. Students study under a master of that particular subject who acts as a tutor by offering insight to projects, provides challenges, and gives feedback or critiques to students based on their progress and work. Students will often interact with one another as well for design ideas, for peer-to-peer critiques, and as a means of acquiring knowledge (Bray, 2012)(Harp & Peterson, 2008). The design challenge most relates to a real-world problem where each student provides their individual solution. Project work is encouraged inside of the studio (Brown, 2014). Studio based-learning can be related to STEM as well as project-based learning.

DESIGN CHALLENGE1.

CREATE EXCITEMENT2.

MULTIPLE SOLUTIONS3.

REFINE4.

FINAL PROJECT5.

FINAL PRESENTATION

REDFINE

35

PROJECT DEVELOPMENT IN CLASSROOM

Pin-up Space/ Idea Forum

Student Collaboration with the teacher as a mentor

Large Tables

Storage

36

MAKER EDUCATIONMaker education is pedagogical method that creates more opportunities to develop confidence, creativity and interest in science, technology, engineering, math, art and learning as a whole through making things and presenting them (Mission, n.d.). Tinkering is a significant aspect in this education trend. Tinkering refers to learning through experimenting in a trial and error manner which is part of the invention and design process of learning (Davis, 2014). Many trials are often produced in order for a project to be well developed.

Maker education is usually framed with an open-ended real world problem or challenge to encourage creativity and collaboration in problem solving. In order for students to build their solutions, they need to learn and apply multiple subject content in the design process. The use of digital fabricating, physical computing, 3D software modeling and programming are often incorporated and are encouraged in maker education (Martinez & Stager, 2013). This type of education integrates low-cost digital workshops equipped with laser-cutters, routers, 3D scanners, 3D milling machines and programming tools to assist students in constructing their projects (FabLab, n.d.). Students work on their projects utilizing digital tools, research resources and traditional tools needed to create innovative solutions. Tools and technology are seen as essential elements for solving difficult problems.

Maker education also emphasizes the significance of aesthetics, personalizing and ownership in students learning, allowing them to maximize their intellectual processes (Martinez & Stager, n.d.). This pedagogy method can be integrated with others and fits well in project based learning and STEM.

3 MAKING CONSIDERATIONS

Computer Controlled Fabrication

Physical Computing: Digital & Physical World Connection

3. Programming

TINKERING- LEARNING THROUGH TRIAL & ERROR

Trial & Error Recalculating Final Project Presentation

1. 2.

37

Collaboration & Hands-on Making

Digital FabricationSoftware Application Station

CNC MachineLaser Cutter

Traditional Tools

FABLAB

Table Saw

Band Saw

Final Presentation

ON-LINE

CLASSROOM

TECHNOLOGY is just a TOOL. In terms of getting the kids working together and motivating them, the TEACHER is most IMPORTANT..

-Bill Gates

40

ONLINE CONTENT DELIVERYSTUDENT CONTROL OVER TIME, PLACE, PATH OR PACE

LIBRARY CAFE HOME

BLENDED LEARNINGBlended Learning refers to any time a student learns content, at least partially at an educational facility and through online delivery with the student control over time, place, path or pace (Blended Learning Infographic, 2011). Blended courses have between 30 and 79 percent of content delivered online (Glazer, 2012). Typically, older students have more online content delivery while younger student have more face-to-face instruction.

This type of instructional model allows the teachers to spend more time engaging students in interactive experiences while students can have access to multimedia-rich content anywhere there is internet access at any time (21st Century Education, n.d.). For this model to be successful, instructors need to be well trained, committed to blended education and students must be provided with clear understanding of what is expected of them (21st Century Education, n.d.). Collaboration amongst teachers can further assist in the success of blended learning. More technological savvy teachers can assist less experienced instructors to effectively determine when and how online or digital content delivery is appropriate.

In blended learning, students are often involved in different activities during class. While a teacher is engaging a group of students, other students may be working in a group or individually on an assignment. Both digital and traditional tools are utilized such as pencils, paper, calculators, laptops, tablets, phones and digital software (Henderson et al., 2014). Online content delivery may include video-recorded lectures, live video, text chats, apps, online programs and other digitally embedded learning activities (Blended Learning, 2013). It all depends on the subject being taught and what is appropriate.

41

Student Collaboration

Teacher & Student Collaboration

Individual Student Work

BLENDED LEARNING CLASSROOM

30% to

79%%

Blended courses typically have

Online content delivery

42

Flipped Classroom is where the students are given a tutorial video or powerpoint presentation (created by their teacher) that illustrates main concepts of the subject, which are to be viewed at home. During class is when the students apply the concepts from the night before into a project of their choice. The teacher is able to ask questions to an individual/group of students, to better understand where the student is struggling. This concept is very valuable to students who are have been absent or ones who transfer into the school/class during the school year, they are able to view the tutorials to catch up with the rest of the class. This type of teaching has individualized learning for students, gives them the ability move at their own pace. (Hertz, M. (2012)

FLIPPED CLASSROOM

SCHOOL TIMETeacher(s) use class time to assess each student

INDIVIDUAL PARTNERS GROUPS

43

ASSESSMENT SPACE

Main conceptsat home

ASSESSMENT SPACE

44

Team-Based Learning is a structured form of small-group learning, that consist of students preparing at home before attending class. They apply what they learned at home during class time. The students are strategically divided into teams of 5-7 students. (Brame, C. (n.d.)During the first part of the class, the students participate in a Readiness Assurance Process (students complete individual test). Once the individual test is completed, the students get together with their team to complete their group test. The individual and group scores are used to grade each student. The next step is to have students have an opportunity to appeal questions that they got incorrect. This process encourages students to evaluate their understanding and defend their personal answers. At the end of the class, the teacher gives a lecture that focuses on the major concept(s) that most of the students struggled with during both test. (Brame, C. (n.d.)

TEAM-BASEDLEARNING

TEAM ASSESSMENTS FOCUSED LESSONINDIVIDUALASSESSMENTS

45

TEAM ASSESSMENT SPACE

INDIVIDUAL ASSESSMENT SPACE Focused Lesson

Main conceptsat home

46

Just in time teaching is a loop between web-based learning and in class learning. The students are to prepare before class, reading or completing other posted web assignments. The students answers are delivered to the instructor to adapt the lesson as needed. The classroom becomes an interactive environment that emphasizes active learning and cooperative problem solving. (Brame, C. (n.d.)A few Just in Time Teaching exercises are short warm-ups. Which get students thinking about the main concept that will be delivered during class. Puzzles are used at the end of a session, to provide closure to a topic that has been taught in class. GoodFors are essays that help students connect classroom content to the real world. (Brame, C. (n.d.)

JUST IN TIME TEACHING

PREPARE AT HOMEWeb assignment

ASSESSMENT SCORES Delivered to teacher

TEACHER PRESENTS Focused lesson

47

FOCUSED LESSON

Prepare at home

INTO THE REAL WORLD

You must be the CHANGE you WISH to see in the WORLD.

-Mahatma Gandhi

50

AQ

WORK-BASEDLEARNINGWork-based learning are activities that collaboratively engage employers and schools in providing structured learning experiences for students. This helps students develop broad, transferable skills for post secondary education and the workplace. It also provides students the opportunity to apply knowledge and skills learned in the classroom to real world situations (Work-Based Learning, 2014). These real world situations allow students to make connections between content learned in the classroom and the work environment (What is Work-Based, n.d.). Under the guidance of adult mentors, students learn to work in teams, solve problems, and meet employers expectations (Work-Based Learning, n.d.). This is typically done through internships, job shadowing, andcooperative education.

Internships acquire students to take responsible roles as a worker in a company or organization and reflect on the experience. Job shadowing is when students are immersed in work environments, where they can get firsthand information on careers and job skills. Students typically visit a variety of work places where they observe and ask questions of individual workers. Cooperative education provides on-the-job training for students through a cooperative agreement between the school, the employer, the parents/guardians, and the student. All three career experiences are supplemented with classroom exercises. (Work-Based Learning, 2013). Class content is often tested in labs then applied in the work environment. Work experience then gets taken back to the classroom for reflection and developing connections with course content.

WORKPLACE

Real World Experience

Employer Engagement

Application of Content

Applying learned skills & content in the real world

51

APPLICATION LAB

CLASSROOM

Testing classroom content in the applications lab

Reflecting & sharing work experience in the classroom

AQ

JOB SHADOWING

INTERNSHIP

COOPERATIVE LEARNING

Presenting Work Experience

Student Discussion

52

SERVICE LEARNING PROCESS

5. DEMONSTRATE & ASSESS

2. PREPARATION & PLANNING

4. REFLECTION

3. ACTION

SERVICE LEARNINGService Learning is a pedagogical method that enables students to apply course concepts to real world experiences that meet a community need and to reflect upon all aspects of the program (Community Based Learning, n.d.). It differs from volunteer work by requiring structured and guided classroom learning (Service Learning, n.d.). Students often work with disadvantaged and under-served individuals and groups (Community Based Learning, n.d.). Service learning integrates meaningful community service with instruction and reflection to enhance the learning experience, teach communal responsibility and strengthen communities (Bandy, n.d.). These experiences help add meaning to learning while improving the quality of life in the community.

1. INVESTIGATION

Investigation: identify and research a community need, assets and partners to work with.

Preparation and Planning: acquire background information, skills, strategies, roles, collaboration with community partner and plan to accomplish the goal.

Action: implement the skills, knowledge and plan in the service project that has valuable, positive effects in the community. Reflection: reflect on how your service and learning relate to you, your community and your future. Think deeply about issues, attitudes, feedback, improvements and connections made.

Demonstrate and Assess: share publicly what you have accomplished and learned in the process for evaluation of course expectations (Duffy, n.d.; Fisher, n.d.; Kaye, 2010; The Five Components, n.d.).

1.

2.

3.

4.

5.

FINAL PRESENTATION

THE 5 STAGES OF SERVICE LEARNING

53

MULTIFACETED LEARNING

COMMUNITY ACTION PLACE

CLASSROOM

Student Collaboration

Student Investigation

Content and plan are acquired first for community application.

Community Member Assistance

Experience gained is brought back for in class reflection.

CLASSROOM CONTENT DELIVERY

ONLINE CONTENT DELIVERY

30%

79%

FINAL PRESENTATION

NEWCONCLUSION

ITS ALL FUN AND GAMES

In every JOB that must be done, there is an ELEMENT of FUN. You find the fun, and - SNAP - the jobs a GAME!

-P. L. Travers

GAMIFICATIONGamification is the use of game theory as a means of educating or acquiring skills. gamification is not the same as game-based as gamification can go unnoticed as a game while still using game theory. Game theory entails starting with a teaching goal in mind, proposing a challenge to reach that goal, provide skills along the way through cascade theory, and then reward that challenge when the goal is completed (Kiang, 2014)(Teachthoughtstaff, 2014).

KNOWLEDGE ACQUIREDWhat to

SKILLSLEARNEDHow to

DESIREwant to

HABIT

Desire comes from reward

FORMING HABIT

CHALLENGETurn chemical A blue

ACTIONUnderstand chemical reactions

A+

REWARDRewards are not limited to one option

THE HABIT LOOP

1.

2.

3.

CASCADE INFORMATION THEORY

SKILL LEVEL

SKILL LEVEL

SKILL LEVEL

ASSESSMENT

1

2

3

57

INDIVIDUAL VS TEAMCan be used in traditional classrooms or problem-based teams or as individuals

Structure building outside of classroom

58

GAME-BASED LEARNINGGame-based learning utilizes games to define learning outcomes. These games are used as tools to address subject matter and otherwise apply it to a real-world application, or in an application to understand real-world problems. Game-based learning can be done through a multitude of platforms including games that individuals can play, games down in teams, games played competitively against one another, or games played with use of technology as laptops, tablets, or even cellphones. Games can even be played at home as a means of homework or reinforcing skill-development. Game-based learning does not have to be strictly with technology or type of video game, it just utilizes games including puzzle games, time-based games, strategy games, adventure games, or role playing games. Game-based is more apparent than gamification and more actual games are used in game-based learning (Teachthoughtstaff, 2014).

ADVENTURE

VIDEOGAME

BOARD

PUZZLE

TIME

INTERNET

@!#*& $%@*!

VS

COMPUTER

PAIRS

TEAM

INDIVIDUAL

VS VS

WAYS TO PLAY

TYPES OF GAMES

59

From home to school back to home

INDIVIDUALTEAMPAIRSCOMPUTER

B I GPICTURELEARNING

Im not just going to school JUST for the ACADEMICS - I wanted to share IDEAS. To be around people who are PASSIONATE about LEARNING.

-Emma Watson

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Student's are taught by a team of teacher's with theme instruction.

Students work within their school community, create a close bond with one another

SMALLLEARNING COMMUNITIES Small learning communities are a school within a school. This concept of teaching, focuses on the learner and learning with an emphasis on active and collaborative nature of teachers' and students' work. This curriculum and instruction emphasizes collaboration among all members of the community. The larger school is broken up into multiple communities with up to 180 students. In each community, students are taught by a team of teachers with theme instruction. A community bond is created by improving the quality of teacher-student interaction and other school personnel (reducing the number of students that an adult or group of adults is responsible for). Another key aspect is that the curriculum is flexible enough to accommodate many teaching strategies with the way students learn. As the students progress through the program, they are more likely to create a bond with one another. Each community has a designated space for teacher collaboration with a resource library, internet connection and brainstorm area. (Oxley, D. (2005)

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ONE SCHOOLMany individual communities

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PROFICIENCY BASED LEARNINGProficiency based learning revolves around the idea that students demonstrate proficiency in the common core standards to show that they have learned the skills necessary to move forward. If they do not meet the requirements at the end of an assessment, they are given additional training. They are expected to demonstrate knowledge of the required skill as opposed to passing a standardized test in order to ensure a more equal level of learning for all students (What is Proficiency Based Learning?, 2014). Most proficiency based learning is not grade based but rather meets the standard, almost meets the standard, doesn't meet the standard, or exceeds the standard. Proficiency based-learning is less about a pedagogy as it is a method of assessment that utilizes various educational trends to aid students in learning (Goldsberry, 2012).

UTILIZING COMMON COREFollowing a common core curriculum with different methods

1.

PLANNINGPreparing to find out the most suitable way to acquire knowledge per student

2.

APPLIED KNOWLEDGEExploring and progressing knowledge advancement in all fields

3.

DEMONSTRATE KNOWLEDGEThrough effort and success to present and reflect

4.

GRADE FOR PROFICIENCYExceed, above, meets, or below versus grading

5.

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WORK-BASED

FLIPPED

STEMSERVICE-BASED

PROJECT-BASED

GAME-BASEDCLASSROOM DEPENDANT ON STUDENT

PART III: SURVEY QUESTIONS

- Henry Ford

Coming together is a BEGINNING. Keeping together is PROCESS. Working together is a SUCCESS.

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JORIBECKProfessor of Teacher EducationDepartment of Teaching & LearningUniversity of Nevada, Las Vegas

Currently do physical learning environment support the school curriculum? Why or why not?

The answer to this depends on (a) the content area and (b) the school. Different content areas require different physical settings; for example, my science teacher colleagues need specific classrooms in which to conduct labs. Affordances such as these are provided to a greater or lesser degree depending on the school and district. I have seen wildly disparate resources allocated even within the same district; for example, a school in a wealthy area was piloting brand new desks and chairs that allowed student movement (super innovative, first time I had seen anything like it). Yet within the same district in a less affluent school students were in a very small room that was very warm because the heater was broken. This was also a class for English Language Learners, and resources were generally scarce for this teacher and her students. To me, physical learning environments tend to be more supportive of the curriculum in schools with more resources--but that is my perspective.

What kind of space do teachers need when collaborating?

Teachers need both space and technology. They need to be able to use Internet search engines, and other web resources such as Brain Pop and Teachertube. They also need physical space to meet with colleagues and brainstorm. Usually, ample desk space is best for collaborative planning. White boards and SMART Boards would also facilitate this work.

Where should the collaborated space lo-cated within the school?

Planning space should be close to teachers since time during the school day is at a premium. Teachers cannot afford to spend 10 minutes walking across the school or campus. Planning space should be adjacent to teachers' classrooms. For example, middle school teachers often work in teams and share the same students. Their classrooms and planning space should be close together to facilitate collaboration.Do you communicate/ get inspired with other educators across the country?

I primarily use Twitter for professional networking purposes. I often connect with other education scholars through shared interests often identified by common hashtags. For example, I derive support for my writing through tweeting using the hashtag AcWri. Other scholars will favorite or retweet my tweets and I do the same for them. I also connect with teachers and teacher educators through conferences. The National Board for Professional Teaching Standards holds a fantastic conference at which both scholars and teachers present and connect.

To a degree, this is also context specific. There is a big push in science for inquiry learning, but this method is not as effective in an English-Language Arts classroom. There is also some urgency to nurture 21st century skills in students such as the ability to collaborate and think critically. I see these becoming more important as jobs and the work force change and career paths become more difficult to predict.

What teaching methods can you see being implemented across a wide range of schools in the future? Why?

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KRISTEN BROHMSTEM CoordinatorAlpine ElementaryLongmont, Colorado

Does your current physical learning environment support the school's curriculum? Why or why not?

We are an IB School, which means we use inquiry based learning model. In addition, we have a STEM focus, also inquiry based. While we do have a STEM Lab, it really isn't adequate to meet the needs of our school. We have space, but nothing that was specifically designed to meet our unique school needs. However, we make do very well.

What kind of space do teachers need when collaborating on lesson plans? What does your current space look like? What would you change or what would you consider the ideal solution?

large spaces to collaborate with lots of vertical writing space. Portable walls, dividers or whiteboards that are easy to store and easy to move would be ideal. However, with large class sizes, we don't have space for that. Lot's of windows are helpful for natural light but take up vertical space. One thing I would love is windows with internal shades. We can close the shades on floor to ceiling windows and voila- dry erase board!

What curriculum and teaching methods can you see being implemented across a wide range of schools in the future? Why?

More inquiry based learning that incorporates 21st century skills- because this develops the skills employers are looking for in the 21st century work force.

How often do teachers learn about new technology? How likely is your school to adopt new technology? What would be some roadblocks you might encounter?

We are pretty good with technology. We have the Race to the Top Grant at our school, plus our district is working hard to be cutting edge with tech. Training hasn't caught up with the needs. Younger teachers who have grown up with tech can learn new technologies faster and easier. It's a new way of learning that older teachers haven't done. It's almostlike a new learning style has emerged.

Currently what technology does your school use? How do you see technology impacting curriculum in the future?

We use instructional technology to allow students to produce, create and learn in ways they couldn't ever do before. We have iPads (1:3 ratio), chromebooks (1:6 ratio) and a new lab that fits one class at a time. All teachers have an iPad and a chromebook. We utilize google drive with staff and students. Most of our parent communications are digital

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FAWNCANADYProject FacilitatorClark County School District Las Vegas, Nevada

How often do teachers learn about new technology?

This depends on sites. There is an Instructional Tech department at CCSD, but it's up to the teacher to watch Wednesday webinars or attend the weekend miniconferences. They do a great job of introducing new technologies at these events. CUE NV also provides opportunities. There are tech coaches, but I think they have a caseload of several schools, which most likely inhibits their ability to work with individual teachers on a regular basis. This would help immensely with teachers reluctant to take the time to learn how to effectively integrate new technologies into their curriculum. A lot also depends on the administration and now much they support the use of technology. Supportive admin will provide professional development for their staff and spend budget on tech... others do not. I wish we had more built-in time outside of the instructional day for this kind of stuff. Further, I think that for many, this requires a real shift in thinking. I would like to know how to help teachers take risks. Lastly, I think the testing push hampers willingness to make small bets on alternative ways to teach the content.

How do you see technology having an impact on curriculum in the future?

I worry about the curve... we're so slow to implement. We need teachers to move from learning from technology to learning through technology (was that James Gee? I think I got that from someone else :). We need to close the gap between the way we live and learn in life and school. Informal learning through technology is good, but we need to support our students in pushing their learning (they don't know what they don't know and studies show that instructors are important in helping students learn and reflect on learning). Is there a future without technology in the classroom? Just saying.What technologies are the most

important for learning? What would be the ideal learning environment look like for a technology-based curriculum?

the kids together for targeted, direct instruction relevant to all, but then students would disburse (in the library and adjacent computer lab, small meeting rooms, tables, etc.) to work as they necessary. We would meet with small groups, they met with each other, or they would divide and conquer on individual computers. Learning spaces should be flexible, but also functional for whole group learning experiences.

No? Traditional approaches to teaching and learning inhibit learning in more social, critical ways through technology. Right now, I see a lot of teachers using technology to supplement the learning, when we really need to understand on a more fundamental level how technology is changing the way we think, engage, and learn. New media literacy and critical literacy really depends on total immersion... technology as part of everything we do and not just part of projects or a way to present information. A learning environment would provide space for individual work, collaborative work, spaces for group thinks (white boards, long tables, or space for people to brainstorm and make thinking visible, as well as for small group instruction with teachers and/or mentors), and whole group instruction. When I taught in PBL, we would have all of

Depends! Im interested in technologies that push students to produce content that enhances inter-textuality, their ability to analyze and create content that draws on multimodal expression. Social media will be important because of the trends in our culture- the ability to share knowledge, collaborate, and learn in informal environments. This is also important for civic engagement. I also think we should work on bringing coding and design into the curriculum. Students will miss opportunities, to be sure, but they also should know how things work. I also think that we tend to focus on one type of tech device when we use them in different ways. An iPad with airport and the ability to share with students and engage with apps or a laptop for working on research, writing, and engaging in collaborative work on Google Docs. It would be nice for students to have access to the type of device that facilitates whatever learning or tasks they are engaged in...

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FARAHDILBERDirector, Program StrategyRocketship Education San Jose, California

Does your current physical learning environment support the school's curriculum? Why or why not?

Yes. We run a blended learning model so have a dedicated Learning Lab space for all students. The Learning Lab is a mix of a computer lab, tutoring center and independent reading center. Then we have traditional classrooms. These two zones suit our school's blended learning curriculum. The biggest challenge we have is space. Land is quite expensive in California and so our schools are on small lots. Ideally our classrooms, Learning Lab and playground areas would each be larger to enable more flexibility with the curriculum (e.g. we could turn the independent reading center into a reading cafe with couches and bean bags for kids to use).

What kind of space do teachers need when collaborating on lesson plans?

Our teachers typically meet in the staff room (which doubles as the copy room and staff kitchen) or in a classroom. The staff room is not ideal since it's often loud because other adults are warming their meals and talking while another group of teachers are planning together. Classrooms aren't ideal because the furniture is not made for adult bodies. This is particularly true in lower elementary grades. Ideally, there would be a separate adult collaboration room which could be used for meetings and planning. It could have a library of professional books and a copy of the curriculum for teachers to reference in their planning. It should also have a whiteboard for brainstorming.

What teaching methods can you see being implemented across a wide range of schools?

There are a few big shifts underway. First, the use of technology and 1:1 computers in secondary classrooms. This means the classroom set up and furniture will need to be able to support many devices (e.g. desks with power outlets in them so there aren't power cords all around for kids to trip on). Second, schools are moving towards personalized learning, that is, mastery-based progressions (i.e. each student works at his or her own pace through a customized playlist of instructional activities with teachers serving as coaches and facilitators). Classroom furniture will need to be more modular as kids will go from working in teams, to workingsolo, to facing the teacher at the front.

How often do teachers learn about new technology? How likely is your school to adopt new technology? What would be some roadblocks you might encounter?

We have 3 weeks of summer training for teachers and once weekly training for 3 hours/week after that. We also have quarterly full day trainings and a full week in October for additional training. Of the nearly 300 hours of training we provide each year, about 15 hours is devoted to new technology for teachers. For our Learning Lab staff, about 150 hours is devoted to new technology. We constantly adopt new technology whether it's new devices or new applications. This year we launched a new tech integration initiative to enhance the use of technology in classrooms. Roadblocks include power management (keeping everything charged), bandwidth (we have the maximum allowed by our internet service provider and still struggle to have strong signals and quick load times), maintenance and secure storage of devices.

Currently what technology does your school use?

We use a combination of desktop computers and Chromebooks in our Learning Labs. Our classroom teachers have 10 Chromebooks each, a document camera and projector and most also have iPads. For some students in special education, we have special assistive technology such as devices to make print larger for students with visual impairments. We also have 1:1 iPads for our special education students. These iPads are loaded with special software these students use. There's a huge trends towards more computers in classrooms, particularly because the new Common Core assessments are computer adaptive tests. I think we'll see schools use computers for a wider range of purposes (to teach coding, to publish writing, to take tests, for students to learn through independent studies, etc)

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HOWARD GORDONProfessorDepartment of Teaching & LearningUniversity of Nevada, Las Vegas


Yes. In our department we have update equipment and educational resources to accomplish selective objectives and goals of the curriculum.

What kind of space do teachers need when collaborating on lesson plans? What would you consider the ideal solution?

My subject area is career rand technical education, thus most of our students have access to tables when collaborating, rather than desks. The ideal situation is to have teaches work by standing, this could be accomplish by designing high rising tables. Too much sitting can lead to obesity.

What curriculum and teaching methods can you see being implemented across a wide range of schools in the future?

In my field, it would be performance /problem-based teaching method. Why? This method is practical and realistic in solving problems and also enhances rigor.

Do you communicate/ get inspired with other educators across the country (blog/social media/conferences)? How and how often?

My involvement is primarily through national conferences, webnairs, conferences call. This is done very often, about four national conferences per year.

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MARILYN MCKINNEYProfessor of Literacy EducationDepartment of Teaching & LearningUniversity of Nevada, Las Vegas

How often do teachers learn about new technology?

They learn through classes and professional development. Obviously, this differs by person and school and administrators. Some schools are well-equipped; others have few resources and the digital gap continues to get larger as a result. So they might have a staff development day at their school with someone sharing a tool or idea -- or this could happen in grade level meetings at the elementary school or discipline specific meetings. They may also learn through interactions with their colleagues or with students. There may be a special initiative (e.g., iPad initiatives, SmartBoards) where there is training and they receive support and supplies. Obstacles include time (HUGE ISSUE -- right now their use of technology seems to be inputting grades into a new system that doesn't work all that well, at least not consistently). So time to learn, practice, figure out how to incorporate into their classes. Lack of computers and other digital tools at the school sites and/or at students' homes. Some schools have 1 lab and they have to sign up -- I've heard some can only get in once a week or less. Often there are a few computers in classrooms or laptop carts or iPads in the classrooms which is helpful and helps teachers more effectively integrate technology in a natural way. Firewalls and lack of internet capability are also obstacles.

How do you see technology impacting curriculum in the future?

What technologies are the most important for student learning?

Right now, smart boards (or equivalent) and other tools that provide opportunities so that students can collaborate both F2F and online to solve problems, prototype, test. Hand-held devices that allow them to be in the field (e.g., science or data collection for a sociology/community project), video production technologies. All of these have possibilities for use by very young children through high school.

Not really. Classrooms need to be wired (?) to allow internet access. Stations of computers and other technologies should be ubiquitous throughout schools. Fewer labs with little access. Tech support is totally necessary -- when it's always breaking and there is little technical, let alone pedagogical support, teachers have little incentive to learn and encourage kids to learn.

I think it will be huge. Textbooks as we know them will probably disappear. Kids will be communicating with students from all over the world, chatting with experts, hopefully be involved in project-based learning. There may not be keyboards, multi-media and multi-modal forms for learning and sharing learning will be the norm.

Do the current learning environments function well with the technology used within schools? What would be the ideal learning environment look like for a technology based curriculum?

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VERN STEPHENSD e p a r t m e n t o f S o c i a l S t u d i e sM o j a v e H i g h S c h o o lLas Vegas, Nevada

Currently do physical learning environments support the school curriculum? Why or why not?

No, they do not. Classrooms are too small to accommodate a variety of scheduling variations such as block schedules. Classroom space does not allow for growing student populations; the size of classroom is fixed, the number of students isn't. The average classroom in a high school comfortably fits 30 students while the average class size is closer to 35-40 students per classroom. Classrooms are built to accommodate standard student desks, not tables or a combination of various seating types. There is no storage space in a classroom. Bringing in lockers, bookcases, tables, etc, all reduce floor space that could be used for students. The end result are overcrowded classrooms that makes movement and assisting students more challenging. Lighting is harsh and cannot be adjusted. There is a serious dirth of windows for natural light. I understand fully safety and security concerns especially on ground floor classrooms, but some natural light in upper floors would enhance the learning environment by making the room seem less sterile and clinical. Exterior landscaping, including quad areas should include trees and bushes. Reduce the number of grilled gates and steel doors; they promote a prison mentality. School should be a place where students and teachers want to go to, not a place where faculty and students feel they've been sentenced to. Earth tone colors on exteriors and neutral shades indoors. The school should be a centerpiece of the community it is located in; something for parents and residents to be proud of.


A mini-library type room with tables, chairs, adjustable lighting, some built in bookcases, Wi-Fi, plenty of electrical outlets for laptops, microwaves, coffee makers, refrigerator, etc, whiteboards, and don't forget the sink and some cabinet space. This space usually doubles as a departmentlounge and collaboration area.

Where should the collaborated space(s) be located within the school (adjacencies)?

This is tough as it depends on the grade levels being taught. In high schools it would best be centrally located within a specific discipline wing, i.e. math department, English department, science department, etc.

What curriculum and teaching methods can you see being implemented across a wide range of schools in the future? Why?

A huge increase in the use of technology, much of which isn't available yet. The direction is toward blended learning, the integration of traditional teaching and technology. A growing use of student owned technology devices in the classroom. Technology in schools needs to be installed that can support those devices. Expect to see iPads, or similar devices used in every classroom, SmartBoards or a similar item, a rapidly increasing use of social mediain the classroom, ebooks, etc. Every room should have ceiling mounted projector that can be swiveled for use in any part of the room.

Do you communicate/ get inspired with other educators across the country (blog/social media/conferences)? How and how often?

Personally, I hate meetings and most conferences! Teachers are really split on this issue. In my experience younger teachers (age 35 and below) are more apt to blog and use social media while those of us who are older prefer to communicate 1on-1 or in small groups usually face-to-face. I believe we have better social skills as we grew up having to interact with people instead of devices. That being said, as the teaching demographic becomes younger as older teachers retire the shift will be toward increased useof social media. Another factor in this trend is cost. It costs virtually nothing to participate in a blog or teleconference versus paying travel costs, lodging, and per-diem for trips.

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The physical learning environment does not support the school curriculum! Current curriculum stresses the importance of problem solving and collaboration. Classrooms need to be designed as laboratories to support such goals.

Teachers' desks should be housed in a separate room so that when teachers collaborate they have all of their current materials available. There needs to be technology that allows for connection among all collaborators, a digital display board and Internet access.

Curriculum and methods should be developed for students and teachers working in teams with Internet access, group areas and individual stations when students or teachers wish to work individually on a part of a project.



What curriculum and teaching methods can you see being implemented across a wide range of schools in the future?

LINDAQUINN Professor and Associate Dean for Academic and Professional ProgramsDepartment of Teaching & LearningUniversity of Nevada, Las Vegas

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THE END

ACKNOWLEDGEMENTSOur Professor in the School of Architecture, Kevin Kemner for being our mentor and aiding us in putting this book together, coordinating with us, and dealing with our struggles.

Professor of Graphic Design, Sang Duck-Seo for assisting us with graphic clarity and graphic communication in our book and allowing us to reach out to the art department of UNLV.

Graduate Coordinator at the School of Architecture, Glenn NP Nowak for offering advice regarding our content from a perspective not in the education concentration.

Doctor in the Department of Education at UNLV, Christine Clark for her contributions to our understanding of the field of education and for providing resources on topics previously unknown to us.

Graphic Designer, Landis Shook for taking the time to come in and assist with graphic design ideas and settling graphic consistency

To each of our individual Survey Respondents, and their insights to their schools and departments, assistance to understanding learning trends, and providing details on their experiences and what they would like to see improved.

And finally...

To the UNLV School of Architecture, UNLV Department of Education, and the UNLV Art Department for allowing us this opportunity to research and explore new learning trends by providing us the space, professors, and materials to do so.

ed spec 2020 final

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