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DEECD victoria handbook by Dr Ken Fisher

DEECD victoria handbook by Dr Ken Fisher

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  • 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. 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. [16 March 2005]curriculum context proposed planning principles DE+T [vic toria] 1.00
  • 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. 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. 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. [16 March 2005]pedagogy and space proposed planning principles DE+T [vic toria] 2.00
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. [16 March 2005]planning principles proposed planning principles DE+T [vic toria] 3.00
  • 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. 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. 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. 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. 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. 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. 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. 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. [10 February 2005]case studies proposed planning principles DE+T [vic toria] 4.00
  • 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. 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. 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. 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. 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
  • 32. case s t u d y 0 3 . c a n ning vale high schoolcons t r u c t e d : 2 0 0 2 corroboree =loca t i o n : p e r t h , w estern australia meetingarch i t e c t : s p o w e r s architectspopu l a t i o n : 1 2 0 0 s t u dents, n/a staffbuild i n g a r e a : 1 1 . 3 4m 2 per student - 13605 m 2 total corroboreebuild i n g c o s t : $ 2 0 5 0 / m 2 - $ 27.9mil total approx meetingyear l e v e l s : 8-12 l e arning n e ighbourhood discussion + lear ning stre et meeting spaces backyard for various learning = sized groups outdoor room learning neighbourhood outdoor room for = group learning group gathering b a ckyard learning or socialising multipurpose studio + multipurpose corroboree student home base studio = meeting l e arning specialised focus labs n e ighbourhood + open plan space wet area + project space enabling clusters of multi-modal lecture learning settings area for activity based project work or specialist 4.06 learning s ite plan middle school build i n g f l o o r p l a n
  • 33. Department Of Education Innovationsu d y case s t 0 4 . r e e c e high school [ta s] theme 1 theme 2 theme 3 theme 4 theme 5 The newlythe project in Higheducational philosophy context of built Reece School has been designed to create an innovative key planning + design specific proposed evaluation of strengths & learning to state, school or complement the schools new project-based approach features relation environment to pedagogical activities weaknesses discipline trends in teaching to learning. and learning 7/2/05 10:41 AM New philosophy of school School’s vision of fostering a ‘love A challenging, relevant and coherent Variety of spaces and sizes to reflect strengths: development; the first within of learning…through an integrated curriculum, with delivery composed different learning modalities; School Architecture Tasmania to embody a truly project-based curriculum’.Articles | Innovative School Designs | Site Search | E-News | Membership of three elements; communication, Implementation of flexible learning | Architects | Planners | Links | Contact Learning To Enhance within school collaborative process | Copyright | Home integration and personal learning. Enhanced flexibility (operable walls, directives to both school curriculum planning.ure: Lessons From Tasmania Fulfil learning ambitions of all internal glass and inter-connectivity and building facilities design. Interactive Whiteboard Trial community members, realising Project based learning, problem of adjacent spaces) Promotethe culture of, ando far away that we in a learning asset potential of these solving and practical application Student centred learning approach; commitment to life long education Here are some ideas that members and benefits to student of knowledge and skills. Expansion Provision of project learning workstation base for individual with a community focus. Start every project with a development. towards individualised learning areas and individual workstations; students and flexible teaching styles.process that focuses less on thaton the desires and plans. individual space “ownership” - eg a Recognition of advancements in ICT Treatment of the school as a free,ol and community. workstation for each student in Grade Integration of community with school http://www.education.tas.gov.au/admin/ffps/comms/buildingworks/reece.htm ure that as many decisions and ecological building practices creative and enterprising expression Incorporate diversity and flexibility to9 and 10; programs that goes beyond facilities http://198.92.126.82/research/nair/lessonstasmania/LessonsTasmania.aspn the context of what has ewhere. If there is a and their integration within education of learning community. , dont stop there. Extendnew ground if they seem Reece students with a wireless curriculum through multiple teaching sharing. settings. ontext of the school being laptop computer lab on wheels and learning spaces and delivery Maximizing use of natural light and . Bring in your planner and archit ect as early in the process ashave a fully worked-out "program" or "educational specifications" Develop as an information rich methods. ventilation and acoustic control; Initiatives harnessed from state essionals. At Reece, the architects threw out everything they knew sed, instead, on the learning community combining strategic direction change ofhe current and futuristic ICT resources Emphasis of the social dimensions Innovative information resource education planning need to be http://www.cefpi.org/20031023_MacWinner.htmlded. gs. with effective learning objectives. and responsibility of learning through centre incorporating online learning further implemented with thissionany formal and informal means. and vocational education and further school forming new benchmarkingouldis Foster stronger links between the education resource information; parameters for other developments. school and the broader community; Community ‘peer’ tutoring and Education Week, February 4, 2004somes we http://www.reece.tased.edu.au/ promote students as both teachers stimulated interaction. Community access facilities, eg Successful implementation of ICT. School Architectureusey and use and mentors to community groups performing arts/catering complex;hers and develop partnerships with local Innovative furniture and equipment weaknesses: o to A wireless laptop class in session. At Reece, all rooms are potential “computer labs” business and industry. with the flexibility to re-configure; Further exploration of outdoor itousuitous bout giving students access to technology anytime and anywhere, places where thatd. A school designed with Seamless ICT provision supporting learning environments could be l have few wasted spaces in the school are potential “anywhere/anytime learning” developed. al, social, and emotional including a central ICT-rich focal Good school design is not school "program," but about facility and de-centralized wireless quality called "usability." eas on the school campuseerful, daylit, and Students now have individual and cabled systems. 4.07 workstations that they can essonsTasmania3.asp Page 1 of 2 Architects Glenn Smith and Associates worked in conjunction with internationally renowned education
  • 34. case s t u d y 0 4 . r e e c e high schoolcons t r u c t e d : c o m p l e t e d november 2002loca t i o n : d e v e n p o r t, tasmania staff areas = circulation = principalarch i t e c t : g l e n n s m ith + assoc with prakash nair staff meeting breakout space work area =popu l a t i o n : 6 0 0 s t u d ents, 42 staff group learningbuild i n g a re a : n / a m 2build i n g c o s t : $ 9 . 7 7 5 mil approxyear l e v e l s : 7 - 10 + + + resources, supply + store individual pod presentation space + project studio preparation zones student home base = and resources opportunity for focus or specialist labs informal meeting or discussion building 7 floor plan [nts] multi-modal learning setting for + project studio 9-10 principal general group work, project space + wet areas work area presentations and 9-10 principal student individual work area home base + lobby project based collaboration circulation + breakout spaces 9-10 principal work area staff project specific project studio project studio small group activities and discussion 4.08 building 1 floor plan
  • 35. case s t u d y 0 5 . c o p per fi eld college junior campus [vic]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 learningThis is a third campus for Team approach where year 7 to 9 Teachers work in middle years teams Each team space is totally strengths:Copperfield, built in one of students are grouped with a team of with up to 200 years 7 to 9 students. independent.Melbourne’s outer west growth areas. cross KLA teachers for their time in Strong sense of belonging, identity the middle school. There are a mixture of flexible spaces Each has a group of 6 GPC spaces, and loyalty for students in each teamThe design was carried out during the which allows for less traditional a junior Science froom, TechnologyMiddle Years of Schooling Research Teachers have developed integrated teaching approaches such as space, Art space and ICT pods. Team toilets work well as anand Development program – based approaches to learning which team teaching, small group, ICT antibullying strategy, as does theon the Hill and Crevola research best suit the learning needs of the integration. Four of the GPCs are ‘double glass – safety and securityand a key reform strategy at state students. classrooms’.government level. Emphasis on the teacher student The team office fosters informal School’s strong belief, based on relationship as a precursor for Each team has their own team office, discussion amongst teachersAt the Kings Park campus there was research and extensive experience optimal learning – the teachers know internal toilets, interview space andconsiderable research into Middle is that this structure is the best way the students, and increasingly their internal locker spaces. Sense of ownership of the designYears reform, both pedagogy and to address the middle stages of families as well. This includes their amongst the staff and schoolstructural. schooling. individual learning needs. The design is open, glass used to community through research and allow supervision and security. inclusive design process.Local building projects adapted Large size of school and rapid growth Emphasis on inquiry based learningexisting space to facilitate the new means that sound pedagogy and Building orientation and natural lightstructure and year 10 was moved appropriate structures need to be into the senior campus. This lead place. Weaknesses:to a design brief for the Sydenhamcampus based on philosophy and As a multicampus school, we Internal lockers are higher than themiddle years principles. are committed to two year 7 to 9 optimum height of windows into campuses and one year 10 to 12 corridors. campus. Winds problematic for gardens. The north side of each building gets hot. Verandahs are designed successfully to provide shade, as well as a program in place to cool 4.09 computer rooms.
  • 36. case study 05 . copper field college junior campusconstructed : 2004location : community hub sydenhamarchitect : patrick architectspopulation : students, staff seminar area =building area : n/a m 2 group learning cour tyardbuilding cost : $ 11.0 mil approxyear levels : 7 - 9 + courtyard = informal presentation outdoor room seminar seminar group work= seminar specialised focus labs + student home base outdoor rooms for seminar + group gathering, group work presentation wet area + project space informal learning and socialising learning setting area for activity for general group staff areas = based project work learning, informal staff meeting or specialist presentations and learning discussion existing gym + resources, supply + store preparation zones and resources 4.10
  • 37. case s t u d y 0 6 . t h e big rug school [uk]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 learning‘The Big Rug School’ operates as Flexible spaces for individually Development of formal and informal Sustainable school for both the strengths:a woven textile of integration of directed ‘life-long’ learning curriculum community resources, composed http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/pupils, community and staff with throughout the school for both as a classroom use block and Connection to outdoor landscapedthe landscape, local conditions and children and adults. Use of the external environment as an community block, with central spaces and the environment beyondcollective aspirations. educational tool through connections divisionary individualistic identity Inclusivity to the ‘natural world’. ‘pods’ Interaction of school hours and out-Ecologically sustainable, low energy of-hours idealsschool buildings, emphasising Flexibility in teaching formats and Accessible, adaptive and integrateddesign and construction efficiencies spatial/furniture arrangements. external and internal environments, weaknesses:and technology advancements. focussing on both as spaces for Involving the entire community in the learning. Classroom design may not provide life of the school sufficient flexibility of spaces Inviting, de-institutionalised learning Encouraging lifelong learning; spaces, preferring rather flexible learning forums. ICT integration A modular format of spaces remains exemplars/primary/sarawigglesworth/ Traditional delivery method of distinct within the design proposal teaching being employed, 90% of which incorporates a strong factory learning conducted in classrooms, pre-fabrication off-site philosophy. with break out individual learning http://www.swarch.co.uk pods/resource, ICT and library Use of low-tech strategies, spaces. embodying low energy, ecologically sustainable design: ventilation Sequential spaces inviting informal chimneys, double skin walls, day- learning, passage, rest and sensory lighting controls through use of solar engagement. blinds, energy efficient artificial systems 4.11
  • 38. case s t u d y 0 6 . t h e big rug school outdoor activity circulation =cons t r u c t e d : n o t b u i l t space = breakout spaceloca t i o n : u k - t he o re tical site outdoor roomarch i t e c t : s a r a h w i ggleswothpopu l a t i o n : 4 2 0 s t u d ents + 26 nurser y studentsbuild i n g a re a : 2 2 4 4 m 2build i n g c o s t : G B4 . 0 5 2 mil approxyear l e v e l s : pr e p - 7 + outdoor room for resources, supply + store group gathering or socialising breakout space + resources provision classroom = student home base creative space classroom classroom classroom classroom classroom classroom IT suite = specialist focus space + presentation classroom outdoor activity space creative space + + IT suite project space + wet areas group learning focus spaces for main hall project specific specialist activity small group activities and discussion 4.12 floor plan
  • 39. case s t u d y 0 7 . t i g h t urban site . school design [uk]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 learningPromotion of the integration and ‘Create a holistic environment, Integration of advanced ICT All spaces, at micro and macro scale, strengths:advancement of ICT facilities. which supports the social well being facilities within school curriculum inside and outside the classroom, are http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/exemplars/secondary/alsop/ of young people as well as their and establishing alternate delivery potential learning zones, and places Building’s ecological adaptabilityUniversity teaching methodology education development’ methods. for social interaction and impact at a macro scale to suitmay be integrated to later year several urban sites.student education, coupled with the School composed of four learning General assumption of teaching Central circulation ‘street’ atriumdevelopment of ‘real-time’ virtual environments, each providing spaces adapting in response to framed by a four layers flexible ‘Mixed-mode’ strategy for allclasses. differing delivery methods of the curriculum developments, ICT learning classroom zones: the learning areas at the micro level. curriculum; the ‘bookcase’, the ‘test innovation and pastoral care. bookcase and practical learningDevelopment of a passive ecological bed’, atrium and ‘pebbles’. spaces. Central circulation spine and informalsustainability system of building, Predicated upon ICT innovation or social learning pods and clusters.construction and operation Integrated series of centralised changing the school’s learning ‘Test bed’: four storey series of informal self-directed learning pods environments to develop varying vertical layers containing different Passive ecological considerationsStrong sense of a community through the building’s spine, a break room sizes, more open plan in nature practical learning activity spaces. and response to externalcampus, a ground level ‘street’ out from traditional teaching delivery encompassing a varietal of learning environments.develops the school meeting spaces used predominantly elsewhere within activities within a single space or Architectural expression uniqueas an enclosed piazza flexible internal class spaces. learning studio. to each learning activity links Weaknesses curriculum ideologies and pedagogyAdaptation of ‘kit-of-parts’ Note: Current proposal based upon with spatial concepts. Remnants of traditional curriculumideology at masterplanning level, traditional cellular spaces and delivery methods and cellular spatialincorporating strategic spatial intents teaching methods with flexible Creation of a sustainable environment arrangements hinder the progression http://www.alsoparchitects.com/of new curriculum delivery. ‘internalised’ outcomes incorporated for future generations, principally towards flexible, non-structured, there in. formed upon four themes: health and a-locale learning and challenges well-being, education for sustainable conceptions of student centred development, minimising resource learning. use and working with the community. Continually evolving teaching styles and technological advancements enabled by spatial layouts with adjustable partitions. 4.13
  • 40. case s t u d y 0 7 . t i g h t urban site . school de si gncons t r u c t e d : n o t b u i l tloca t i o n : u k - t h e o retical urban sitearch i t e c t : a l s o p a r chitects ‘the test bed’ =popu l a t i o n : 1 1 5 0 s t u dents [sixth form 2500 specialised focus labsbuild i n g a r e a : 1 0 1 6 7 m 2build i n g c o s t : G B1 6 . 4 8 9 mil approxyear l e v e l s : 8 - 12 specialist activity based work ‘bookcase’ classrooms = ‘th e test bed ’ student home base the atrium = breakout space ‘th e at riu m’ + + presentation ‘th e bo ok ca se’ individual pod space + ground floor plan + group learning display space informal gathering, flexible group socialising with spaces with provision of small opportunity to open group pods and out onto circulation resources 4.14 longditudinal section
  • 41. case s t u d y 0 8 . s c h ool of environmental studies [minnesota]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 learningEnvironmental Studies Specific Interdisciplinary thematic curriculum: Active, experiential, access to Fit the building to the academic strengths:School located in a regional setting, students shape their needs and advanced ICT empowered learning program: resolution of the school’sadjacent the Minnesota Zoo. interest to focus their education where traditional disciplines are pedagogy and curriculum intents Integration and recognition of to environmental studies, through integrated towards the study of the prior to consultation of architects. pragmatic ‘real-world’ experienceStrong environmental sustainability thematic learning experiences. environment. and benefits to flexible learningconcepts used within building Exposed architecture, using the outcomes and students’ curriculum.design, to be used as a teaching Authentic ‘real-world’ project based Students to act as workers, teachers building as a teaching tool tomechanism. learning through collaborative maintaining a less central role. demonstrate how architect’s work Use of building envelope as an partnerships with industry, with materials and the environment. ecological teaching driver.Discipline specific learning and community, other institutions, Flexible learning with an http://newdesigns.oregonstate.edu/updates/environmental_studies/section04.htmlfocus oriented school in later years government and primarily the environmental focus: in-depth, Flexible, permeable and open Development of specialist educationof education, serving as precursory to Minnesota Zoo. interdisciplinary research using learning spaces of varying scales, stream schooling, focus orientated http://www.designshare.com/HighSchoolLibrary/HSZoo/HSZoo2prog.htmfurther studies. innovative technology that results in both within built forms and the to future personal and career http://ali.apple.com/ali_sites/glefli/exhibits/1000610/The_Story.html Self-perpetuating learners, who practical applications. external environment. development of students. accept the responsibility of the http://www.glef.org/php/article.php?id=Art_1010&key=189 http://www.isd196.k12.mn.us/Schools/ses/hse/house.html afforded latitude to their education, Coherent structured curriculum and Design of building envelope provides Weaknesses to navigate their own learning and instruction principles, modelling direct visual connections to the ‘field’ identification of resources within the informed thought and decision Partial implementation of flexible global community. making through enhanced student Promote sensory elements of identity spatial learning arrangements, http://www.glef.org/redesigning/intro.html http://glef.org/redesigning/html/zoo.html needs and directed educational and community through unique adaptive or re-configurable internal Encourage sustainable environment opportunities. building form. spaces can only form part of a actions. flexible learning space. Removal of the traditional classroom Adaptive learning spaces for unique Promote collaborative relationships arrangements by transposing learning experiences, within clusters Discussion of a lottery draw for among students and staff, fostering the education setting within the for student learning, common student places impinges the active student learning to their individual environment. workspaces and flexible use rooms. learning of those who strongly desire capabilities. to attend the school and is reflective Students should be able to move in pedagogic intents and strategies. Develop active, environmentally about, with the development of a informed, self-perpetuating learners central location; ‘everyone’s group, and citizens connected with the local everyone’s house’ 4.15 and global community.
  • 42. case s t u d y 0 8 . s c h ool of environmental stu di escons t r u c t e d : 1 9 9 5loca t i o n : a p p l e v a lley, minnesotaarch i t e c t : H G A a r c hitectspopu l a t i o n : 4 4 0 s t u d ents, 20 staff laboratory =build i n g a re a : 1 4 . 3 5m 2 per student - 6317 m 2 total specialised focus labsbuild i n g c o s t : U S $ 8 5 7 . 9/m 2 - US $5 . 775 milyear l e v e l s : 10 - 12 computer labs + quiet specialist areas for concentrated study laboratory classroom = classroom classroom student home base l ab ora to r y laboratory resource resource resources = cl assro om specialised focus labs classroom resou rce resource + la bo rat or y + project space + wet areas project space + wet areas + project based collaboration central resource areas with opportunity for informal discussion project specific in small groups small group activities and discussion 4.16 conceptual floor plan