Impacting Student Outcomes Through

Architecture and Design

Provider 40107819

Sean Tracy/Barry Sallas/Steve Pryor

1LU Hour HSW Credit(s) earned on completion of this course will be reported to AIA CES for AIA members. Certificates of Completion for both AIA members and non-AIA members are available upon request.

This course is registered with AIA CES for continuing professional education. As such, it does not include content that may be deemed or construed to be an approval or endorsement by the AIA of any material of construction or any method or manner of handling, using, distributing, or dealing in any material or product. _______________________________________

Questions related to specific materials, methods, and services will be addressed at the conclusion of this presentation.

Course

Description

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Copyright Materials

As school districts continue to implement and incorporate

active and socially positive teaching strategies, in many

cases this must be done using buildings that were not

originally designed with these concepts in mind. In

addition, there is a reluctance to “dive head first” into a

completely new paradigm of building design when many

still recall the unsuccessful open classroom concepts of

the 1960s and 1970s, and the renovations of these

spaces into more conventional classroom configurations.

As a result, facilities constructed in the last 20 years are

not significantly different from those built 75 years ago.

The purpose of this presentation is to show how schools

can “test the waters” and modify existing facilities to

provide adaptable, multiple use configurations and

incorporate new pedagogies.

Course

Description

The content assists architects and designers to

communicate effectively with school personnel about

learning concepts, learning modalities and engagement

space. An examination of the modern learner will

highlight the benefits active learning spaces have on

cognitive learning. Attendees will be challenged to

recognize how students learn and how student centered

pedagogy has positive and measurable social impacts to

better prepare students for life after formal education.

Looking at the dynamics of active learning, attendees will

see the relationship the environment and design has on

overall student engagement. This course will also

identify helpful concepts that aid in the design of the

educational space to achieve positive and measurable

student outcomes.

• Explore and understand how previous attempts at alternate learning environments were unsuccessful and how we arrived at our current destination.

• Understand how learning modalities and teaching strategies play a key role in designing the educational environment to allow for better teaching environments, social integration and improved student welfare

• Identify key spaces of active and collaborative learning within the school facility and the measurable impact they have on student outcomes

• Learn how architecture and furniture can modify existing facilities to support current and future learning concepts without requiring the complete rebuild of schools

At the end of the this course,

participants will:

Learning

Objectives

THE CHANGED LEARNING

ENVIRONMENT

1950 Classroom

Open Classroom of the 1960’-70’s

Today’s Past

The Next Step

The Collaborative Commons Space The Active Learning Classroom

Design Considerations

for Change Transitional for Active Learning

Encompasses Multiple Spaces

Technology Integrated

Enables Teaching Methods

Recognizes Multi Modal

Learning

The Next Step

TheLearning Environment LEARNING OBECTIVES AND GOALS FOR SUCCESSFUL OUTCOMES ARE IMPACTED BY DESIGN

Learning Streets

Smal

l Lea

rnin

g C

om

mu

nit

ies

Multiple Intelligences

Academy Structures Teaching Across The Curriculum

Flexible Pedagogies

Edu

cati

on

Inn

ova

tio

n

Common Core Standards Project Based Learning

Inquiry Based Learning

Learning Studios

Lear

nin

g C

om

mo

ns

Davinci Studios Collaboratoriums

Synergy Labs

Discovery Center Genius Bars

Wonderment Centers

Aca

dem

ic M

od

alit

ies

Bio

Gar

den

Lib

rary

2.0

Future-proofing

Sage On The Stage, Guide On The Side

Stu

den

t C

ente

red

Self

-dir

ecte

d L

earn

ing

Baseline for Stepping Up Learning Mastering Information versus

Regurgitation creating

evaluating

analyzing

applying

understanding

remembering

Higher Order Thinking Skills

Lower Order Thinking Skills

VAK Learning Styles Traditional

Auditory Visual Kinesthetic

SENSE IN DESIGN

VAK Learning Styles Traditional

Visual

Kinesthetic

Auditory

30% 65%

5%

UAB School of Medicine

Study of Learner Types (2005)

VARK Learning Style Inventory

• The addition of text based input and

output

• Identifies students that learn from

writing down

• Recognizes the motor skill association

of writing and memory

• VARK evaluates our percentage

propensity for each mode of learning

Flemming/Mills

VISUAL

AUDITORY

READING/WRITING

KINESTHETIC

Impact on

Comprehension

Impact on

Comprehension

Practical Application of Modalities for Learning

1) Each student learns differently from one another

2) There is not a singular modal approach that is a cure all for learning

3) No one teaching method will effectively reach all students

4) You cannot address all student learning styles all of the time

5) VAK/VARK awareness can have an impact on learning styles and environment (morgan/barker University of South Alabama)

Learning Profile of

Today’s Learners

• Connectedness (CDC)

• Comfortable in real and virtual

spaces

• Prefer interactive and social

activities where they have a

voice

• Good with self-directed tasks

• Like instant access to information

• Quickly adapt to emerging

technologies

• 4’C Goals

The 4 C’s of

Education

Collaboration Communication

Creativity Critical Thinking

= Impacted By Design

Dynamics of the Active

Learning Classroom

Teacher Position in the Classroom

Impacts On-task Behavior

A Correct Learning Environment

Enables Transition and Connection

When it comes to student

performance on reading and

math tests, a teacher is

estimated to have two to three

times the impact of any other

school factor, including services,

facilities and even leadership.

Dynamics of the Active

Learning Classroom

Impact Zone/T-Zone

STEP STUDENT-TEACHER-ENGAGEMENT-POSITIONING

STEP STUDENT-TEACHER-ENGAGEMENT-POSITIONING

Teaching Strategies for Engaged

Learning & Student Connectedness

Ice Breakers Scenarios / Case Studies

Shared Brainstorming

Think / Pair / Share

Reciprocal Questioning

3 - 2 - 1 Format Write / Pair/ Share

Numbered Heads Together Note Check

Student Summaries

Roundtable

Background Knowledge Probe

Question and Answer Pairs Corners

Generating Questions

One Minute Paper

Problem-Based Learning Jigsaw Teamwork

Focused Listing

Ten-Two Strategy

Rotating Chair Discussions

Two Column Method Peer Survey

Phillips 66

Think / Pair / Share

THINK:

Teacher provokes students with

questions or observation.

Students take a minute to think

on their own.

Teaching Strategies

for Engaged Learning

Teaching Strategies

for Engaged Learning

Think / Pair / Share

PAIR:

Using designated partners or

deskmate students pair up to talk

about the answer each came up

with.

Teaching Strategies

for Engaged Learning

Think / Pair / Share

SHARE:

After students talk in pairs, the

students share answers with the

rest of class.

Teaching Strategies for

Engaged Learning

Jigsaw Teamwork

“Use effective classroom management and teaching methods to foster a

positive learning environment”

“Research has shown that students who feel more connected to school are

more likely to have positive health and education outcomes.”

School Connectedness

During the past 90 years, more than 600 studies have been conducted

by a wide variety of researchers in different decades with different age

subjects, in different subject areas, and in different environments. We

know far more about the efficacy of cooperative learning than we know

about lecturing… or almost any other facet of education.

Johnson, D. W., Johnson, R. T., and Smith, K. (1991). Cooperative learning:

Increasing college faculty instructional productivity: Ashe-eric high education

research reports

The Impact of the Teaching Method

Peer Learning and Instructor Role -UC San Diego Study

- Course fail rates are reduced 25-81% — with an average (by course) reduction of 61%.

-The change in fail rate of four instructors who had taught the course using standard instruction (lecture) before adopting Peer Learning was measured. In this within-instructor study, fail rates are reduced by 40-87% with an average (by instructor) reduction of 66%.

--It is not simply that instructors who adopt Peer Learning are “better” than others who teach that course

Leo Porter, Cynthia-Bailey Lee, Beth Simon (computer science)

Key Spaces for Active and Collaborative Learning

Classroom Media Center Lab/Maker Space Social Spaces

&

Learning Commons

Classroom

• Pedagogy first, student centered,

allowing for active and

collaborative learning

• Permits transition from lecture

style to learner-led and Teacher

guided lessons

• Utilizes analog and digital visual

presentation

• Technology friendly and adaptable

• Inclusive of manipulatives in study

• Collaborative, Peer and Flipped

appropriate

Media Center

• Recognizes socialization of the

library environment while still

allowing for self-study

• Less emphasis on printed matter

storage

• Combines fixed and portable

technology

• Inclusive of group learning spaces

• Easily reconfigurable through use

of mobile furniture options

• Future proofed

• The place students go to create

knowledge, not just find it

Lab / Maker Spaces

• Seamlessly integrates hands on

learning with digital learning

• Instructor presentation area still

available

• Students given group work and

break away spaces

• Mechanical considerations are

no longer room centered, but

still within easy access

• STEM friendly

Social Spaces

&

Learning Commons

• Recognition that learning

happens outside the classroom

and traditional spaces like the

library.

• Encourages spontaneous

interactions.

• Allows access points to

technology.

• Informal learning and

information sharing tends to

take place in these areas.

Changing Student Outcomes By Changing The Learning Environments

Modify

Adapt

Rearrange

The Courtyard

Combined

The Courtyard

Combined

The Commons and the Corridor

The Commons and the Corridor

Summary

1. Social lessons learned from historical attempts at alternative learning environments help us build upon a more solid course of design for the future.

2. Learning modalities and teaching strategies play a key role in designing the educational environment to allow for better teaching environments, social integration and improved student welfare

3. Key active and collaborative learning spaces within the school facility have a measurable impact on student outcomes and address societal change

4. Architecture and furniture can modify existing facilities to support current and future learning concepts without requiring the complete rebuild of schools. At the same time it creates a safe platform for the growth and welfare of our students.

Resources for Effective

Learning Environments

This concludes The American Institute of Architects

Continuing Education Systems Course