Linking pedagogy and_space

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DEECD victoria handbook by Dr Ken Fisher

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Linking pedagogy and_space

  1. 1. prop o s e d pl a n n i n g p rinciples... Department of Education and Training [Victoria] [16 March 2005] linking pedagogy and space Dr Kenn Fisher Director, Learning Futures Rubida Research Pty Ltd Knowledge&Skills Building a Future 0.00
  2. 2. storthe scope ofa rstoryboardu ttheiplanning and design principles in this document y b o the d o for l n e... outlines [16 March 2005] 1.00 2.00 3.00 4.00 curriculum context pedagogy + space planning principles suite of spatial concepts teaching and learning principles linking principles to place the ‘learning hub’ case study 01 australian maths + science school [sa] DE+T essential learning strands linking pedagogical activities to cluster models case study 02 and domains spatial settings mawson lakes school [sa] key pedagogical approaches learning settings clusters and affinities prep - 6 case study 03 7-9 canning vale high school [wa] 10 - 12 learning setting principles: cluster options prep - 6 case study 04 7-9 reece high school [tas] 01 individual settings 10 - 12 02 group settings case study 05 copperfield school [vic] 03 activity rich settings 04 informal learning settings case study 06 the big rug school [uk] 05 staff settings case study 07 tight urban site . school design [uk] case study 08 ‘zoo school’ [minnesota] 0.01
  3. 3. [16 March 2005]curriculum context proposed planning principles DE+T [vic toria] 1.00
  4. 4. teachcurrentg aprinciples fore a r n i ng principles i n DE+T n d l Victorian schools... summary of [source: Dr Kenn Fisher] educational principles Learning for all core principles p-12 Pursuit of excellence Learning environment supportive & Engagement and effort productive Respect for evidence Learning environment promotes independence & self motivation Openness of mind essential learning standards Students’ needs, backgrounds, Live in complex, rapidly changing, perspectives & interests reflected in rich in ICT world learning program Demands higher order knowledge & Students challenged & supported understanding to develop deep levels of thinking & application sustainable Global Understand interaction of social, economic & environmental systems Assessment practices an integral part of teaching & learning innovative Skills to solve new problems, Learning connects strongly with different approaches and new communities & practice beyond the solutions classroom building stronger communities Build common purposes & values -mutual responsibility & trust in diverse sociocultural community 1.01
  5. 5. DE+ T e strategiesnt i alVictoria includening s atrands and the strands and domains. s s e by DE+T in l e ar the attributes of successful learner and domains... current educational [source: Department of Education + Training]The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making a t t r i b ut e s o f a s u c c e s sful learner [P - 12] strands and domains - Social skills - Links school & home physical, personal and social - Curiosity / encouragement greater interest in learning - Basic numeracy & literacy - simple technical & coordination learning skills health and physical education interpersonal development delivering - Organise ideas & use language with peers personal learning junior school - Master basic literacy, numeracy skills civics and citizenship - Awareness of other groups, cultures, times applying discipline-based learning - Persistent & prolific in certain skills - Participate in discussion about ideas & beliefs - express the arts informed opinions english languages other than english creating - More complex thinkers - apply problem solving strategies the humanities [economics, - Participate in / lead small group activity geography & history] - Learn more deeply through more extended projects mathematics science communicating - Individual sense of identity - consider more complex ideas - Interest in learning more independent / congruent with mi ddle sc hool personal goals interdisciplinary learning - Participate in a variety of physical activities communication decision making - Understand effects of risk taking design, creativity and technology information and communications - See themselves as young adults - independent thinkers, use technology formal methods of enquiry - Seek to apply learning to the world outside school thinking - Set personal health & fitness goals, undertake activities to achieve them authentic authentic, integrated, problem - Personalised learning and the application of specialised 11 - 12 and resource based learning behaviour - Pathways into further learning and/or employment 1.02
  6. 6. ke y ofp e d awill be usedic a l toa ppr oaches forms. These pedagogies will target and support g o g according subject matter and essential learning... a range pedagogies [source: Dr Kenn Fisher]improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators project-based explicit research-based instruction integrated resource-based t e ac h e rs a s f a c i l i t a t o r s tea c h e r s a s f a ci lit at ors curriculum student skills [thematic] - writing - reading - talking team-collaborative - presenting self directed - making [individual reflective] student competencies - critical thinking field-based - communicating (multi modes) students as - self organising researchers - collaborating constructivist discipline individual speciality learning contracts others 1.03
  7. 7. [16 March 2005]pedagogy and space proposed planning principles DE+T [vic toria] 2.00
  8. 8. linki nactivities require specificp l e qualitieso beplace principle requires specific pedagogical approaches to support that principle, g p r i n c i spatial s t to effective. Each... pedagogical [source: Department of Education + Training]and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design principle pedagogical approach pedagogical imp l i c a t i o n s f o r b u i l d i n g d e s i g n activity The learning environment is Learner centred pedagogies Design reflects community diversity, respects and supportive and productive with multiple learning settings deliver in g values different cultures collocated Students have access to teachers The learning environment Peer to peer learning, Breakout spaces are provided to allow individual promotes independence, integrated problem- and student work interdependence and self resource- based applying Furniture is suitable for cooperative learning motivation Students are challenged Integrated, problem and Access to ICT, multi-media supports authentic and supported to develop resource based learning learning deep levels of thinking and application creating Students’ needs, backgrounds, Theory linked to practice, Quiet spaces perspectives and interests problems integrate both Multi-purpose rooms that enable students to work are reflected in the learning aspects, resources used on different subjects over longer periods of time, program continually and creatively, encourage integrated curriculum integrated curriculum delivery communi cating Teacher spaces that encourage cross-disciplinary teams of teachers working with groups of students Assessment practices are an Continuous assessment, Spaces for student-teacher conferencing integral part of teaching and utilising a pedagogy of Intranet facilities enable ongoing monitoring of learning assessment student progress by students and parents decision making Learning connects strongly Project and resource-based Buildings and facilities that bring the community into with communities and practice learning on practical problems the school beyond the classroom ICT facilities that support curriculum links to professional and community practice 2.01
  9. 9. l inking pedagogical types.... categoric pedagogical practices have associated space activities to spatial settings [source: Scott-Webber] pedagogical activity pedagogical attribute process ste ps behaviou r a l p r e m i s e spatial icon Formal presentations Prepare & generate Bring information before delivering Instructor controls presentation the public presentation Deliver to an audience Instructor lead Focus on presentation Assess understanding Knowledge is in one Passive learning source Controlled observation Knowledge transferred via Learner-centered applying One-to –one demonstration Apprentice model Master & apprentice Practice by recipient alternative control Understanding achieved Informal Active learning Multiple disciplines Research Innovation or knowledge creating Leaderless Recognise need moved from abstract to a Egalitarian Divergent thinking product Distributed attention Incubate Privacy Interpret into product / Casual innovation Active learning Knowledge is dispersed Organise information Share information communicating Impromptu delivery Deliver Provide quick exchange Casual Receive & interpret Active learning Confirm Knowledge is dispersed Review data Make decisions decision making Information is shared Generate strategy Leader sets final direction Plan Situation is protected Implement one course of Semi-formal to Formal action 2.02 Passive / active learning
  10. 10. learning settings... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to [source: Dr Kenn Fisher]allow students to move around the various learning environments to suit the particular learning task colloboration group presentation teacher incubator learning space meeting space resources, supply + store individual pod [place to think] student home base specialised focus lab project space + outdoor display breakout wet areas learning space space 2.03
  11. 11. learning setting principlesresearch/ they are essentiallysettings learning... describes types of spaces and spatial qualities that support individuals and - 01 individual for self-directed student home base individual pod [place to think] space space Space for an individual to personalise and in which Quiet Spaces for individuals or small groups. to work and study. Gathering place for learners and teachers. pedagogy pedagogy Provides quiet place for work, study, reflection, or Provides sense of ownership and teaches rest. responsibility for one’s own learning. Provides a common space to start a learning size activity, seek assistance and resources, share 10 sqm. ideas, and hold group discussions. size 1-2 sqm. 2.04
  12. 12. learn in g setti n g pri nciples - 0 2 gro upfurniture sogs the spatial organisation is s ettin... describes types of spaces and spatial qualities that support groups. these should have movable thatlearner-controlled. These are for small group collaborative and cooperative learning activities group learning space collaboration incubator space space Individual or team spaces for staff that has adjacent Idea generation space, team meeting space, material preparation area and meeting space. access to technology and other resources and display space for models and ideas. pedagogy Encourages team teaching, mentoring of pedagogy other faculty, integrated planning, and informal Support creativity, idea generation, teamwork and discussions. prototyping of concepts. Encourages involvement of local employers in the size development of projects. 20-25 sqm. size 20 sqm. 2.05
  13. 13. le arn in g se spatial qualitiesprinciples essentially for largersgroups gs ttin g that support groups. these are - 0 2 gr ou p et tin... describes types of spaces and where presentations andexhibitions will occur presentation space display space space space Places for individuals or teams to demonstrate and White boards, black boards, tack surfaces, and perform. show cases. Place furnishings to display work in progress or completed projects. Can overlap with pedagogy circulation. Gives opportunity to practice, share acquired skills and knowledge with learners, staff and the public pedagogy and receive feedback. Provides places to show ideas, work-in-progress and finished products. size Supports and shares learning process by 40-50 sqm, generally dividable. showcasing concept development, learning activities, development process and finished products and services. size 20 sqm. 2.06
  14. 14. learning setting principles - 0will be technologically enhanced and contain a range of... describes types of spaces and spatial qualities that support activity. these spaces 3 activity rich settingsservices and other resources according to the studio space type project space + wet areas specialised focus laboratory space space Space that provides a variety of work surfaces, Areas to support learning activities requiring cabinets for supplies, storage areas for projects in specialised equipment or furnishings [eg. Science, development stage, access to tools and technology. technology, art, music, dance, fabrication, Specialised lighting, and other infrastructure such as troubleshooting]. sinks and disposal. pedagogy pedagogy Provides space and infrastructure to develop and Provides space to produce information, services or practice specialised skills. products. Brings relevancy of work, family and community to Encourages critical thinking, problem solving, and the learning process. team work. size size 80-100 sqm. 40-50 sqm, generally dividable. 2.07
  15. 15. learning setting principles problem-based learninglearning settingsactivities... describes types of spaces and spatial qualities that support informal learning. - 04 informal and collaborative and teamwill occur in non timetabled spaces scattered across the campus in corridors, verandahs, cafeteria and library outdoor learning ‘breakout’ spaces space space Outdoor areas of any scale that are semi-defined by Lounge areas, small study rooms, widened corridor landscape, building edge or lightweight cover, with spaces that allow gathering away from formal provision for seating. learning activities. pedagogy pedagogy Provides informal outdoor area for socialising, Provides psychological and physiological relief from private study, reflection or discussion. Can be used formal environments. Allows for individual reflection, for structured small group activities. informal discussion or social activity for small groups. size varied. size 15-20 sqm. 2.08
  16. 16. l ea rn in g se spatial qualitiesp rinciples - 05 places should not be isolated from students – an adult... describes types of spaces and ttin g that support activity these spaces and s taff settingslearning approach supports staff taking ‘time out’ teacher meeting resources, supply + store space space Individual or team spaces for staff that has adjacent Space within or adjacent to the learning activities material preparation area and meeting space. spaces to provide resources, store supplies for classroom projects, tools, learning products and pedagogy materials. Encourages team teaching, mentoring of other faculty members, integrated planning, and informal pedagogy discussions. Provides ready access to needed supplies, tools and storage for learning projects. size 20-25sqm. size 20-30 sqm. 2.09
  17. 17. [16 March 2005]planning principles proposed planning principles DE+T [vic toria] 3.00
  18. 18. the learninga r n aren g hsou bindividuals and groups have easy access to a range of pedagogical settings ‘ l e settings i clustered that ’... multiple [source: Department of Education + Training] multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning studios teacher distributed professional multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media preparation resources development multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media library centres + multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning commons multi- multi-media multi-media development learning hub + flexible learning media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media cluster linked to multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media centre subjects multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media clustered clustered student learning laboratory multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- ‘shopfronts’ services media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- 3.01 media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media
  19. 19. clust e r m o of clustering groups are suggested clusters may be based on syndicate group, or home group, of ‘family’ sized dels... potential alternative models [source: Department of Education + Training]groupings home base home base 5 student 5 student 20 students 20 students workstations workstations ‘family’ ‘family’ centre centre home base home base 5 student 5 student 20 students 20 students workstations workstations usual home group arrangement team based arrangement personal space personal personal space space shared space personal space personal space shared space personal shared space space personal space 3.02 learner determined arrangement
  20. 20. cl u s t e r s a n d a ffi n it i e s [ p r ep - 6 ]... various learning settings are clustered around common space and these are in ‘family’ groups or clusters store technology technology store area area porch or porch or verandah verandah work area floor sitting area floor sitting area work area shared project wet open specialist open project wet area resources teaching space resources area seats and desks seats and desks courtyard / outdoor common courtyard / outdoor learning learning hub learning seats and desks seats and desks project wet open open project wet library area resources multi-media resources area computers project area porch or porch or floor sitting area floor sitting area verandah verandah work area work area technology technology store store area area 3.03
  21. 21. clust e r s a n d to accessi sharedtlearning studios [ 7-9 ] a f f n i i es... clustered learning settings are able shared breakout shared breakout home group home group reading home group home groupcourtyard courtyardoroutdoor learning learning or outdoorlearning common common learning resources home group home group home group home group shared breakout learning studio shared breakout multi-media science + technology performing arts shared breakout shared breakout art + design home group home group home group home groupcourtyard interview courtyardor oroutdoor learning learning outdoorlearning common common learning home group home group home group home group shared breakout shared breakout 3.04
  22. 22. clust eare s a n d a to f i n i t i es provide 10-12 ] of learning possibilities r arranged to conform f VCE requirements and [ three distinct clusters... these clusters instructional learning interview external distance seminar learning meeting centre video practice based learning conference lecture + instructional project areas learning studio student multi-media science + technology social hub performing arts art + design resources self-directed + informal learning workstations cafe learning support lounge / helpdesk reading area 3.05
  23. 23. clust e roptionsp tclustered learning settingsp rep-6] o for i o n s [... various potential learning cluster linear cloister building design partnership cottrell + vermeulen Using a block stacked, hexagonal formal module, these Flexible classroom spaces spawn from an adaptable classbase spaces can enclose centrally located share size central linear circulation space. Providing increased resources, for instance, group social/play space or ict teaching flexibility within the classroom space [with facilities without creating ‘unusable’ corner spaces. necessary support facilities] and non-programmed Each space can be thought as if it were composed of a teaching within cloister space, further learning can be series of trapezoidal activity forms to increase flexibility programmed through the moveable partitions between within the classbase. classbases. 3.06
  24. 24. clust e roptionsp tclustered learning settings7- 9] o for i o n s [... various potential learning cluster learning cluster mace wilkinson eyre Flexible learning clusters, each capable of further Centrally located resource pods comprise the central division or combination, provide further potential space within a large scale learning pod. Traditional expansion to this model as demonstrated above. Social classbases are integrated within a flexible learning or collective resource spaces separate learning spaces space and pedagogy. from spiratic activity of circulation cloisters. 3.07
  25. 25. clust e roptionsp tclustered learning settings1 0-12 ] o for i o n s [... various potential learning cluster learning atrium woods bagot alsop Providing specialist learning and pedagogy, these Centrally located social/resource pods comprise the spaces emphasize how individual, group and flexible central space within a large central atrium space. learning spaces can be combined. Central ‘informal’ Traditional classbases form learning wings to vibrant spaces progress through to task oriented resource hub spaces for ict or resources. The diversity of such rich learning environments. spaces integrated within the tower proposal develops notions of community and living towards a micro-village learning environment. 3.08
  26. 26. [10 February 2005]case studies proposed planning principles DE+T [vic toria] 4.00
  27. 27. case s t uCommons, Learning Learning d y 0 1 . a u s t ralian maths + science school [sa] Studios and Other Facilities. theme 1 theme 2 theme 3 theme 4 theme 5 context of the project in educational philosophy specific proposed key planning + design evaluation of strengths & relation to state, school orthe school is the break A key feature of pedagogical activities features weaknesses discipline trends inthe traditional concepts of away from teaching and learning classrooms and laboratories. These have been replaced by such concepts Conceived as a focus driven science Challenge pre-conceptions of Interdisciplinary approach to ASMS is designed as a single, two Strengths: as”learning commons” and mathematics teaching and mathematics school, within the science and “learning curriculum design, teaching and level building, composed of learning studios”. campus of Flinders University. through four principles; learning, supporting an ‘inquiry’ commons and learning studio Close collaboration with institutional “A passion for learning creates approach and ‘constructivist’ spaces, able to adapt to groups of staff and resources Interdependent upon industry and inspiration” learning. varying size and configuration. business partnerships andare designed to be student The spaces capitalises “Choice is an essential part of Advancement of student centred, upon centred,torather than learning” relationships other teacher centred, and Inquiry approach to Learning Classrooms and centrally located flexible learning ideology educational institutional facilities. “Learning is social and collaborative” common spaces to each floor, open will foster collaborativeknowledge is connected” “All syndicate and Encouraging and developing to outdoor [learning, recreational and Integration of advanced ICT project based learning. Fostering professional relationships higher order thinking skills and social] environments. infrastructure within curriculum with the Schools of Education and Encouraging learning and problem metacognitive processes http://www.cybertext.net.au/tct2002/disc_papers/learning/need_mather.htm Science and Engineering at Flinders solving within individual and group Incorporates a range of Close links with industry and other University, the professional teachershave histhrough collaborative Each student will contexts, or her own Learning centred curriculum, environmentally sustainable features, institutions associations and the curriculum working relationships and flexible informed through; fertile questions, consistent with modern ‘moral, “home-base” work station located in one policy directorate with the SA teaching and learning groups. wonderings, problems, issues, ethical and environmental issues… Working to challenge and renew http://www.cybertext.net.au/tct2002/tour/aus_sc_maths.htm of the learning commons. Students may government Department of Education emotions, in collaboration with associated with ‘new sciences’’ approach to traditional school http://www.cybertext.net.au/tct2002/keynote/lake.htm and Children’s Services. flexibly organise their “homeofbases”learning Development individual to teaching and learning methodologies disciplines http://www.aspa.asn.au/Confs/Aspa2004/asms.htm plans, containing multiple entry ranging from studentallocated for visiting teachers Zones are to instructor School physically open for twelve meet social or studypoints and pathways, fostered Use of ‘best available resources’, group needs. to collaborate and observe the school’s centred. hour days throughout the year, Weaknesses: http://www.asms.sa.edu.au/student_life/ Students will move around and student interest, particularly ICT by teacher the school, focussing toward longer learning producing understanding. Use of ICT resources approachessessions. innovative to embody ‘a to science and the University campus and the local http://www.woodsbagot.com.au/ Curriculum development within a maths teaching, learning and research. student centred learning at anyplace, http://www.asms.sa.edu.au/ seriescommunity, spending significant amounts of “BIG IDEAS” rather than ‘repackage knowledge to create Australian Science and anytime philosophy’, promoting Mathematics School traditional time in each, but new understandings to meet the of subjects: learning in always able to independent learning and individual Flinders University,South Australia A Day In The Life of Australian Science and the workplace, community and the complexities of the modern world’ learning styles. Mathematics School identify with their “home base” in the Flinders University,South Australia university. Learning Commons, Learning ASMS Students Studios and Other Facilities.eak school. Interdisclipinary life and learning, Focus toward development of generic A key feature of the school is the break f away from the traditional concepts ofhave classrooms and laboratories. These have been replaced by such conceptsg promoting the collaboration of skills and attributes and how to apply as”learning commons” and “learning studios”. theoretical, conceptual and practical these to specific subjects and the The spaces are designed to be student centred, rather than teacher centred, and understanding of major concepts start with a literature A typical day might will foster collaborative syndicate and Eight specialist learning studios cater fornt project based learning. and knowledge from various fields of Each student will have his or her own and big ideas.with students from local high forum 4.01 “home-base” work station located in oned study. of the learning commons. Students may the eight learning areas in the South flexibly organise their “home bases” to Zones are allocated for visiting teachers meet social or study group needs. to collaborate and observe the school’s Students will move around the school, innovative approaches to science andn schools. Then, with students from more the University campus and the local maths teaching, learning and research. community, spending significant amounts Australian Curriculum, Standards and one of time in each, but always able to A Day In The Life of Main Entry to the Science and Mathematics School identify with their “home base” in themay school. ASMS Students to distant high schools, the ASMS students Zones are allocated for visiting teachers A typical day might start with a literature Introduction Eight specialist learning studios cater for Accountability Framework; the studios forum with students from local high to collaborate and observe the school’s the eight learning areas in the South schools. Then, with students from more The South Australian Department of The ASMS vision is to prepare studentsol, innovative approaches to science and Australian Curriculum, Standards and distant high schools, the ASMS students Education,Training and Employment, in to shape our world, our future, our global Accountability Framework; the studios community and our environment through might join a video conference class on association with Flinders University, have will take a group of students working on
  28. 28. case s t u d y 0 1 . a u s t ralian maths + science s cho olcons t r u c t e d : c o m p l e t e d 2003loca t i o n : b e d f o r d park, flinders universityarch i t e c t : w o o d s b agot architects focus labs = meeting = learningpopu l a t i o n : 4 5 0 s t u d ents, staff n/a specialised focus labs staff meeting common =build i n g a re a : 1 8 . 4m 2 p er student - 8300 m 2 total group learningbuild i n g c o s t : $ 1 6 8 6 / m 2 - $ 14.0mil total project costyear l e v e l s : 10, 11, 12 computer labs, formal presentation, + quiet or specialist meeting spaces project space + wet areas areas for for various concentrated study sized groupscentral atrium = + breakout space fo c u s l a b s collaboration incubator presentation store teacher + prep learning l ear ni ng multi-modal learning display space seminar common f o c us l a b s common setting conducive store to group work, project discussions teacher meeting t e a ch er i nfo rmal and collaborative + prep prep meet in g meeting individual pod central atrium p resent at io n opportunity for informal meeting, discussion or display of 4.02 project work ground floor plan
  29. 29. case s t u d y 0 2 . m a w son lakes school [sa]theme 1 theme 2 theme 3 theme 4 theme 5context of the project in educational philosophy specific proposed key planning + design evaluation of strengths &relation to state, school or pedagogical activities features weaknessesdiscipline trends in teachingand learningUtilising a variety of on site “learn for a full life” Individually and flexibly planned, Four main single storey flexible Strengths:neighbourhood learning centres or facilitated and managed learning learning spaces [family units]hubs that are technologically linked “learn how to learn” program. accessible from a covered spine to - Connection to outdoor spacesto maximise student learning. the west and abutting the eastern - Visible ESD design elements “develop higher order thinking skills” Access to a range of collaborative street boundary - Emphasis on life-long learningComplementing the services of and supportive processes to - Connection to other institutions andDETE [e.g. School of the Future, “ develop the confidence and support their learning and facilitate Varying bays and windows … wider communityOpen Access College, the Australian skills to use advanced learning the development of their social, are primarily places of retreat and - IT and wireless networks http://www.architecture.com.au/awards_search?option=showaward&entryno=20045012Science and Mathematics School, technologies” emotional, physical, cognitive and small groupings to students within, - Individual identity for ‘family units’etc] and the directions of State creative needs [i.e. development of providing them with unique windowsGovernment [e.g. economic “develop an enterprising learning the whole student] to the world for outlook and display Weaknesses:development, export of education community culture”services and products] Be amplified, extended and Solar and Thermal ventilation Create a community where learning transformed through the use of chimneys express the importance ofExpanding its curriculum offerings is available for everyone, at any time, learning technologies. sensitive environmental design. Architecture Australia November/December 2004 p76-77through national and international and in any place.links utilising online technologies. Have online access to a wide Each unit has its own directly Optimal use of advanced information range of national and international accessible courtyard which in turn http://www.mawsonlakes.sa.edu.au/index.htmlUse of advanced ICT and communication technologies. educational opportunities. links to the open space going down to the creek Mawson Lakes School Vision, 2000Creating a Sustainable and Energy Contribute to the economic Be a part of a community in whichEfficient Environment sustainability of Mawson Lakes and learning becomes an integral part of Various landscape zones encourage become a catalyst and a conduit for everyday activity different types of playDeveloping a greater understanding the creation of a community, whichof Aboriginal Heritage and Culture continuously seeks to improve itself Be able to learn independently, The students… emphasised theof the Kaurna Plains People the and the lifestyle of its members. interdependently and collaboratively importance of natural ventilation,traditional owners of the land in a local, national and international accessibility to outdoors, context as appropriate. environmental concerns and the need for different types of play spaces. 4.03
  30. 30. case s t u d y 0 2 . m a w son lakes schoolcons t r u c t e d : 2 0 0 2loca t i o n : m a w s o n lakes, south australia courtyard = staff areas =arch i t e c t : m g t c a n b erra + russell & yelland outdoor room collaboration incubatorpopu l a t i o n : 3 6 0 s t u d ents, 28 staffbuild i n g a re a : 6 . 7 m 2 p e r student - 2350 m 2 totalbuild i n g c o s t : $ 2 0 2 1 / m 2 - $ 4.75mil totalyear l e v e l s : p r e - s c h o ol – yr 7 outdoor rooms for + group gathering, resources, supply + store informal learning and socialising family group = collaboration zones kiosk administration and resources project space + wet areas hardplay covered walkway + focus zones = group learning specialised focus labs courtyard courtyard family family family family group group group group + student home base computer labs + courtyard c o u r tyard quiet specialist areas for concentrated study floor planmulti-modal learningsettings with flexible partitions and integral wet areas 4.04 cross section
  31. 31. case s t u d y 0 3 . c a n ning vale high school [ wa]theme 1 theme 2 theme 3 theme 4 theme 5context of the project in educational philosophy specific proposed key planning + design evaluation of strengths &relation to state, school or pedagogical activities features weaknessesdiscipline trends in teachingand learningImplementation of bold shared vision Empowering children to view the Learning will be personalised for Collaborative design/planning strengths:statement: ‘putting children first’ world critically, to think and act every student, designed to nurture process and community consultation independently, cooperatively and mind, body spirit. resultant in the organic development Integrated and responsive design andCollaborative community design responsibly. of the brief. strategic educational development ofgeneration process that involved the Development of a curriculum project.formulation of ten key principles for Develops and offers an environment framework to supplement prescribed Development of a range ofthe schools planning process. structure on a shared philosophy curriculum and syllabus by idiosyncratic design elements to Use of urban or masterplanning of fundamental values, beliefs and identifying common learning encourage “unprogrammed” learning design guidelines to formulate a http://www.designshare.com/portfolio/project/details.asp?projid=219&projview=projnarrDevelopment of a ‘town centre’ curriculum engendering young outcomes for students. opportunities, and cross-curricular school design.model of schooling: commons block adolescents to explore themselves collaboration.and periphery within the school and their place within the world. Learning will be authentic with a Development of inclusive learningbecome the school heart. significant project-based orientation School architecture to allow end user outcomes and objectives which Flexible learning spaces provide and workplace relationship bent. various modes of customisation of implement guidance for the referred maximum scope for flexible learning learning spaces. It should not limit curriculum framework. http://www.cvc.wa.edu.au/middleschool/program/learning2.asp styles. Combining teams of teachers and users, rather empower and stimulate students within a learning cluster the learning process. Implementation of cluster or The learning centre will provide a enables curriculum deliver to neighbourhood based flexible new centre of community. be learner centred and focussed Seamless transitions between learning models with additional towards the interests and concerns of indoor and outdoor space that reflect informal learning settings. participants. the preservation and focus of the environment within the school. Teaching programs that respond to local needs and circumstances, Circulation spaces that integrate http://www.cvc.wa.edu.au http://fieldingnair.com/ enabling greater student ownership, socialising, student display and large www.spowers.com.au relevance and interest within their group meetings. learning. Neighbourhoods with individual Establishment of non-discriminatory identities as clusters of ‘family’ learning outcomes based learning learning groups, along a learning focus. Educational inputs are being street. replaced by schooling results. 4.05

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