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Kristina Falkenstedt Headmaster at Mårtensbro skola Espoo, Finland
The document summarizes the planning and implementation of a new school building for Mårtensbro skola in Espoo, Finland from 2012-2015. The new building houses a daycare center, preschool, primary school grades 1-6, and some grades 7-9. Pedagogy was the main focus of planning to support new learning styles with open classroom designs, glass walls, and various shared learning spaces. Outdoor education was also emphasized. The conclusion discusses the challenges of implementing new educational methods but overall positive student outcomes and preparation for their future studies.
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Kristina Falkenstedt Headmaster at Mårtensbro skola Espoo, Finland
- 1. Architecture and Pedagogy @Mårtensbro skola 2012-2015 Kristina Falkenstedt Headmaster at Mårtensbro skola Espoo, Finland Page of 1 17
- 2. Architecture and pedagogyat Mårtensbro skola school in Espoo, Finland ! Brief history of our school, Mårtensbro skola ! The Mårtensbro skola school was founded in 1927 and was called ”Finno folkskola” at the time. ! ! ! ! ! ! Page of 2 17
- 3. In 1971 theschool moved into the then ”Sammalvuoren koulu” building and was called ”Stensvik svenska folkskola”. In 1977 due to a big school reform, the school got its name of today; Mårtensbro skola. During the years 1995 thru 2012 the school was situated at two different addresses; Rehtorinkuja and Ulappakatu. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Page of 3 17
- 4. The new schoolbuilding, housing a daycare center, preschool, primary school for grades 1-6 and some classes for grade 7-9 and afterschool care was ready to be moved into in March 2012. ! ! PHOTO BY TUOMAS UUSHEIMO ! ! ! ! ! ! ! ! ! ! ! ! ! Page of 4 17
- 5. The planning andimplementation of the new Mårtensbro skola school building. ! The planning and implementation of a new school of this magnitude was not an easy task. There were many instances involved. ! ! Page of 5 17
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- 7. The actual planningprocess ! ! ! PHOTO BY DECOPIC ! ! ! ! ! ! Page of 7 17
- 8. ! PHOTO BY DECOPIC ! ! ! ! Oneof the main focuses during the planning process was how would we manage to build a school which architecture would support the new pedagogy of learning, where the main focus is on the pupil actively seeking knowledge and the teacher functioning more as a supervisor of the group. ! Page of 8 17
- 9. ! PHOTO BY TUOMASUUSHEIMO ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Page of 9 17
- 10. Pedagogy as themain planning objective ! The school was to be built so that everybody could easily get to know each other, like in the school canteen where really young daycare age children eat together with older primary school pupils. ! ! PHOTO BY TUOMAS UUSHEIMO ! ! ! The canteen in the old school was very small and dark so it was important already early on in the planning stages to incorporate the school canteen in the plans as a central meeting point, not only for lunch but also for school gatherings and plays. ! ! Page of 10 17
- 11. PHOTO BY TUOMASUUSHEIMO ! It also offers the possibility to easily transform the area into a theater by opening up the walls to the stage and turning the lunch area chairs to face the stage. We also have extra chairs in big drawers under the stage which can easily be taken into use to accomodate more viewers. Page of 11 17 PHOTO BY TUOMAS UUSHEIMO
- 12. Educational purposes withthe planning of the house ! One very important aspect while planning the house was to increase the visibility to all the different spaces in the school for example by adding doors with windows between the classroom to make teacher co-operation smoother. Also planning several smaller rooms so that the teachers in the same grade can co-operate or divide pupils into smaller groups and providing the class rooms with glass walls to make it possible for pupils to work outside the classroom but still making it possible to maintain eye contact and the teacher to have an overview of all pupils for safety reasons. It was also of highest priority to plan a building that would support different learning styles as well as possible. We wanted to make a new way of learning possible. Different needs and combinations of auditory, visual or tactile styles to learn posed high expectations of the new school building and making it suitable for all kinds of learning styles to achieve maximum learning. We also wanted as much interdisciplinary teaching to be possible where pupils of different ages learn to work together with the older pupils teaching the younger pupils. ! Page of 12 17 PHOTO BY TUOMAS UUSHEIMO
- 13. Outdoor education ! ! Outdoor educationwith oudoor educator/teacher Annika Olsen Nyberg ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Page of 13 17
- 14. ! Security in aschool ! In Mårtensbro school we have a carefully crafted emergency plan that includes a detailed action plan on how we should proceed if a sudden crisis or a dangerous situation emerges. We have access to a crisis plan in a place where everyone in the staff knows where it is. We have a carefully crafted evacuation plan, for example in case of a fire and the information in the emergency plan in terms of our actions in various threatening situations as external threats is confidential so I will not repeat them here, but we all know what to do in such a situation. We have emergency buttons we can press which immediately activate door lock- down, so we can seal off parts of the building to make the areas secure. ! ! ! Page of 14 17
- 15. Energy efficiency andenvironmental friendliness ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! The left panel provides hot water, the right panel electricity ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! The wind conditions are measured constantly Page of 15 17
- 16. Conclusion of theproject ! - The amount of knowledge and facts are so huge today that it is impossible to learn everything in school, however, we need to teach students to find facts independently. In addition to factual knowledge, we also need to teach them different everyday skills that they need in life. ! - We do not have any statistics that directly show the differences in the educational results, but students are happy and feel good and have good learning results and have done well in their future studies. ! - Making use of new teaching methods and modern technology in their teaching can be a challenge for teachers in our school, because it prevents the teacher from still working with old more traditional/familiar methods partly because of the property itself: glass walls and doors, lack of blackboards and chalk, the decor, partly by mandatory joint planning once a week, two teachers in the class at the same time, sharing of classes and groups, etc. ! - It may also be that parents question the new methods such as outdoor education or the use of different learning styles. ! - We do not need to wait for the municipality/authority to build us a new schoolhouse for us to change our educational philosophy. It is important to think about what kind of basic proficiency / skills and competencies our children and adolescents need today and in the future. ! - Changes are often experienced as difficult/annoying because the old way to do things feels good and reliable. Therefore, the person or persons who will lead the change process itself must know and believe strongly in what they do and let it be very visible to all the others. ! ! ! ! ! ! ! ! Page of 16 17
- 17. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! A cosy readingarea for the pupils ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Shields created by the pupils adorning a corridor wall Page of 17 17