The document summarizes a teacher meeting at the Chiaravalle Montessori School to discuss plans for renovating and improving the school environment. Key points discussed include emerging design goals such as easing student transitions, supporting independence, welcoming families, and celebrating the school community. Teachers then participated in a design challenge activity where they used verbs to describe how the renovated space could better achieve these goals, such as through exploring, sharing work, learning, and celebrating together. The meeting aimed to get teacher input on envisioning the new school space and program.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
Supporting Family Learning; Emerging Research, Strategies, and ToolsMKCunningham
Recent research on how families and intergenerational groups learn in the museum setting provides a strong rationale for planning and facilitating programs in specific ways that meet these visitor groups’ diverse needs. While this research provides compelling ideas, there are real barriers for museums to plan, implement, and evaluate these research-based strategies with their front-line staff. In addition, the emerging research has not yet been able to provide concrete evidence about which implementation strategies are most effective supporting the learning of families.
This session will summarize lessons from recent literature, offer a series of case studies, and facilitate the exchange of ideas between attendees about how staff training strategies or program development approaches can be employed, adapted, or tested to better support the learning of intergenerational groups in a variety of museum settings.
This session was offered at the October 2014 WMA and presenters* included:
Mary Kay Cunningham, Visitor Experience & Interpretation Specialist, Dialogue Consulting
Rowanne Henry, Evaluator, Museum Stories Consulting & Blogger
Jason Porter, Associate Director of Education, Skirball Cultural Center
Sarah Watkins, Director of Collections and Learning, USS Constitution Museum
*presenter contact information included in the last slide of the presentation
Owning the Place of Learning: Empowering Learners with Personalised Learning ...Mike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Souter, Riddle, Sellers, Keppell, 2011; Keppell & Riddle, 2012, 2013) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
Supporting Family Learning; Emerging Research, Strategies, and ToolsMKCunningham
Recent research on how families and intergenerational groups learn in the museum setting provides a strong rationale for planning and facilitating programs in specific ways that meet these visitor groups’ diverse needs. While this research provides compelling ideas, there are real barriers for museums to plan, implement, and evaluate these research-based strategies with their front-line staff. In addition, the emerging research has not yet been able to provide concrete evidence about which implementation strategies are most effective supporting the learning of families.
This session will summarize lessons from recent literature, offer a series of case studies, and facilitate the exchange of ideas between attendees about how staff training strategies or program development approaches can be employed, adapted, or tested to better support the learning of intergenerational groups in a variety of museum settings.
This session was offered at the October 2014 WMA and presenters* included:
Mary Kay Cunningham, Visitor Experience & Interpretation Specialist, Dialogue Consulting
Rowanne Henry, Evaluator, Museum Stories Consulting & Blogger
Jason Porter, Associate Director of Education, Skirball Cultural Center
Sarah Watkins, Director of Collections and Learning, USS Constitution Museum
*presenter contact information included in the last slide of the presentation
Owning the Place of Learning: Empowering Learners with Personalised Learning ...Mike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Souter, Riddle, Sellers, Keppell, 2011; Keppell & Riddle, 2012, 2013) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.
Created by María Jesús Campos, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
CLOtC Conference 2018 - Case Study: Boston West Academyemily_CLOtC
Emma Schofield, Outdoor Learning Leader and Assistant Head showcased her school: Boston West Academy which moved from OFSTED ‘Special Measures to Outstanding’. Emma discussed how embedding learning outside the classroom across the curriculum changed the culture of a school.
This presentation took place at the CLOtC Conference 2018 at the Black Country Living Museum, Dudley, on Thursday 22nd November 2018.
This slidedeck is a compilation of images that reflect the Discovery Process undertaken in support of the design process of Waukee CAPS by the CannonDesign/INVISION team.
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Created by María Jesús Campos, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
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This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
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This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
CLOtC Conference 2018 - Case Study: Boston West Academyemily_CLOtC
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This presentation took place at the CLOtC Conference 2018 at the Black Country Living Museum, Dudley, on Thursday 22nd November 2018.
This slidedeck is a compilation of images that reflect the Discovery Process undertaken in support of the design process of Waukee CAPS by the CannonDesign/INVISION team.
3. OUR CALENDAR
CHIARAVALLE MONTESSORI SCHOOL
Tuesday, October 2 Monday, October 8 Thursday, October 25 Thursday, November 29
Early & Lower Technical survey of building Student design Community Workshop
elementary shadow, Tuesday, October 9 workshop
hangout, interviews Town Hall, Board meeting
OCTOBER NOVEMBER DEC/JAN
Wednesday, October 3 Friday, October 12 Tuesday, November 15 December/January 2013
Upper elementary Process presentation Educator and Staff Scenarios & refinement
shadow, hangout, & parent coffee hour working meeting
interviews
Friday, October 12
Middle school shadow,
hangout, interviews
4. GOALS FOR TODAY
• Present what we’ve learned from Discovery so far
• See you apply emerging themes
• Hear your reactions (survey if leave early)
• Use your design challenge concepts to begin to
define the space program
5. Education is a natural process
carried out by the human individual,
and is acquired not by listening to
words, but by experiences in the
environment.
MARIA MONTESSORI
11. Empower Achieve Reimagine
MONTESSORI DESIGN PROGRAM
PRINCIPLES GOALS AREAS
12. MONTESSORI PRINCIPLES
Prepared Environment
Independent Children
Follow the Child
Process-based
Grace and Courtesy
Conceptual and Physical
13. EMERGING DESIGN GOALS
1. Ease transitions for students
2. Support independence in students
3. Welcome families
4. Celebrate the Chiaravalle community
14. Achieve
DESIGN Ease transitions
GOALS As students venture outside of their classrooms
Continue to ‘follow the child’ and “[Specials] is one of my hardest
create a prepared environment parts of the day. It doesn’t feel
throughout the school as well as in the Montessori at all. It’s very
directed and orderly and puts us
classroom
all in a different place, which of
course affects the children.”
Target experiences:
• Learning in transition spaces
• Waiting
• Supports to guide students
• Prepping the room
IMAGE
• Pick up/drop off
15.
16.
17.
18. Achieve
DESIGN Support independence in students
GOALS As they take on self-directed learning
Provide tools for independent “Children are so persistent if we
exploration. Create flexibility for leave them alone – they’re little
different types of use. Honor learning scientists”
spaces as the students’ domain.
Target experiences:
• Outfit space to the scale of a child
• Design for independent navigation
of tools
• Consider boundaries between
IAGE
parent space and learning space
22. Achieve
DESIGN Welcome and extend an invitation
GOALS to current and prospective families
How can the family-centered culture “As much as this is a learning
expand to support parents as they exploration for the child, it also is
learn about Montessori and consider for the parent”
the progression through Chiaravalle?
Target experiences:
• Capitalize on moments with families
during pick up/drop off
• Design places for parent gathering
• Create opportunities for parents to
engage in their child’s learning
outside the classroom
23.
24.
25.
26. Achieve
DESIGN Celebrate Chiaravalle community
GOALS Across classrooms and age levels
Create a unified identity that “Give them opportunity to enter
champions compassionate peer into their own development, but
learning and the Montessori also the development of their
community”
philosophy.
Target experiences:
• Design for beneficial exchange
between age groups
• Honor each level and celebrate the
progression as a child gets older IMAGE
• Create tangible identity by
showcasing what defines
Chiaravalle Montessori School
27.
28.
29.
30. PROGRAM AREAS
instead of using nouns to design…
Gym
Learning Resource Rooms
Performance Area
Kitchen and Café
Meeting Space
Outdoor Area
Entry
31. PROGRAM AREAS
…we use verbs
Movement and Play
One-on-one Instruction
Peer Exchange
Eating
Greeting
Celebrating
Hosting
33. DESIGN CHALLENGE
ACTIVATE
Use verbs to describe an ideal Chiaravalle that
excellently lives up to your assigned design goal.
1. Read over your assigned design goal
2. Choose/generate verbs that support your goal
3. Arrange the verbs in a bubble diagram to imagine how the school
can better live up to your goal
4. Present!
35. DESIGN CHALLENGE
ACTIVATE
Consider:
• How is the design goal applied?
• Who is participating? (students, teachers, staff, families)
• What happens where? Name clusters of verbs.
• What technology could be incorporated to help facilitate the goal?