This document contains Kimberly Lynch's resume and thesis research proposal. It outlines her education, including a forthcoming Master of Architecture degree and Bachelor of Science in Architectural Studies. Her experience includes internships in architecture firms and preschools. Her thesis will explore designing an inclusive preschool for children with and without autism spectrum disorder, focusing on creating a sensory-sensitive environment through aspects like lighting, acoustics, and compartmentalization. The document provides research on relevant design approaches and theorists.
Kimberly Lynch is a Master of Architecture student at Norwich University who is completing her thesis on designing an inclusive preschool for children with autism. She has relevant experience from internships and is applying for a research position with Art Walk NYC. Her skills include AutoCAD, Sketchup, design programs and construction documents. She believes her background in inclusive design and responsible work ethic would make her an asset to the organization.
This thesis synopsis proposes researching and designing new learning spaces for children that are more attuned to their needs and behaviors. The goal is to imprint memories of these spaces through children's stories in order to better understand how to create poetic and haptic spaces that allow children to learn and play. Research methods will include interviews, questionnaires, case studies of schools like Montessori, and analyzing literature. The conclusions aim to provide new strategies and interactive learning environments that transform the space for learning.
The document is a bachelor's thesis that examines the concept of a healthy, ecological school and kindergarten of the future. It explores children's developmental needs and how the built environment can support healthy development. The thesis analyzes various educational philosophies like Waldorf/Steiner education, Montessori schools, and Reggio schools. It also considers architectural concepts like consensus design, modularity, and Cradle to Cradle principles. Case studies of Steiner schools in Denmark are presented. The goal is to understand how architecture, design, ecology, and educational philosophy can work together to create optimal learning environments that nurture children holistically.
Elementary school facing the digital natives - Thesis - English abstractMarine Belluet
The document discusses the relationship between elementary schools and "digital natives" or today's digitally connected children. It notes that French schools have been in a long-term crisis as reforms have failed to modernize the system. Additionally, there is a disconnect between schools and digital native students who have been born connected. The document proposes that schools must adapt to anticipate future social needs and changes in order to remain relevant and effective for students. It suggests exploring new teaching methods, uses of technology, and school architectural designs that could enable students to express themselves and learn in a more creative environment.
This document discusses inclusive architecture design for preschool classrooms for children with autism. It begins with an introduction on the rising rates of autism diagnoses and challenges children with autism face in typical preschool environments. It then summarizes Jean Piaget's stages of childhood development and the Center for Disease Control's developmental milestones for preschool-aged children. Finally, it outlines the design philosophies and characteristics of the Reggio Emilia and Montessori preschool models, focusing on how their sensory-rich, flexible and community-centered spaces aim to promote healthy child development. The goal is to understand how current preschool typologies can be adapted or new designs created to be more inclusive of children with autism.
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
This document discusses developing creativity in young learners. It defines creativity as the ability to think of new ideas and understandings through reasoning. The main areas of focus are what creativity is, how learning settings can influence it, ways to develop it in children, strategies to support creative thinking, and the benefits. Some key points are that creativity involves producing original outcomes, every child can create in their own way, and providing supplies and asking open-ended questions can stimulate children's imaginations.
Kimberly Lynch is a Master of Architecture student at Norwich University who is completing her thesis on designing an inclusive preschool for children with autism. She has relevant experience from internships and is applying for a research position with Art Walk NYC. Her skills include AutoCAD, Sketchup, design programs and construction documents. She believes her background in inclusive design and responsible work ethic would make her an asset to the organization.
This thesis synopsis proposes researching and designing new learning spaces for children that are more attuned to their needs and behaviors. The goal is to imprint memories of these spaces through children's stories in order to better understand how to create poetic and haptic spaces that allow children to learn and play. Research methods will include interviews, questionnaires, case studies of schools like Montessori, and analyzing literature. The conclusions aim to provide new strategies and interactive learning environments that transform the space for learning.
The document is a bachelor's thesis that examines the concept of a healthy, ecological school and kindergarten of the future. It explores children's developmental needs and how the built environment can support healthy development. The thesis analyzes various educational philosophies like Waldorf/Steiner education, Montessori schools, and Reggio schools. It also considers architectural concepts like consensus design, modularity, and Cradle to Cradle principles. Case studies of Steiner schools in Denmark are presented. The goal is to understand how architecture, design, ecology, and educational philosophy can work together to create optimal learning environments that nurture children holistically.
Elementary school facing the digital natives - Thesis - English abstractMarine Belluet
The document discusses the relationship between elementary schools and "digital natives" or today's digitally connected children. It notes that French schools have been in a long-term crisis as reforms have failed to modernize the system. Additionally, there is a disconnect between schools and digital native students who have been born connected. The document proposes that schools must adapt to anticipate future social needs and changes in order to remain relevant and effective for students. It suggests exploring new teaching methods, uses of technology, and school architectural designs that could enable students to express themselves and learn in a more creative environment.
This document discusses inclusive architecture design for preschool classrooms for children with autism. It begins with an introduction on the rising rates of autism diagnoses and challenges children with autism face in typical preschool environments. It then summarizes Jean Piaget's stages of childhood development and the Center for Disease Control's developmental milestones for preschool-aged children. Finally, it outlines the design philosophies and characteristics of the Reggio Emilia and Montessori preschool models, focusing on how their sensory-rich, flexible and community-centered spaces aim to promote healthy child development. The goal is to understand how current preschool typologies can be adapted or new designs created to be more inclusive of children with autism.
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
This document discusses developing creativity in young learners. It defines creativity as the ability to think of new ideas and understandings through reasoning. The main areas of focus are what creativity is, how learning settings can influence it, ways to develop it in children, strategies to support creative thinking, and the benefits. Some key points are that creativity involves producing original outcomes, every child can create in their own way, and providing supplies and asking open-ended questions can stimulate children's imaginations.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
The Lifelong Kindergarten group believes that all children should learn through creative expression and hands-on exploration like in kindergarten. Their goal is for learners of all ages to continue designing, creating, and experimenting through a process of playful learning to become creative problem solvers who can help their communities. They draw inspiration from Piaget's views that playing and experience help children establish understanding through assimilation of new ideas and accommodation of prior knowledge.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
The document describes a student's weather project for a preschool class, including observations of children's interests and behaviors related to weather, activities done with the children to learn about weather like blowing leaves and identifying clouds, and a rationale for choosing the weather topic based on the developmental stages of the preschoolers.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
The document discusses the play-way method of teaching and learning. It defines play-way as a child-centric method where teaching is informal and natural to suit the child's interests. Learning occurs through play activities which help children develop social, cognitive, and emotional skills. The document provides examples of how subjects like language and math can be taught through games, songs, role-plays, and other play-based activities. Both children and teachers benefit from the play-way method as it makes learning enjoyable and easier to cater to individual abilities.
This document outlines an agenda and presentation for a workshop on mastering art in the preschool classroom. The agenda includes introductions, a presentation with objectives and activities, an essay quiz, and evaluations. The presentation discusses creating an open-ended art program that allows children freedom to explore materials without direction. It emphasizes the developmental benefits of art for skills like communication, self-confidence, and math. Examples are given of art activities and materials that could be included in an art center.
The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
The document discusses the playway method of teaching, which uses play-based activities to educate children. Some key activities mentioned include games, dramatic play, looking at pictures, listening to stories, rhymes and poems, sand play, and water play. The principles of the playway method emphasize learning through doing, in a free environment suited to students' needs and interests. The advantages listed are physical, intellectual, social, and emotional development for children through a more engaging approach to learning.
Creativity can be difficult to define and identify, especially in children. It involves imagining new possibilities and making original connections. While creativity is important for success in today's world, many factors such as an overemphasis on products and "right answers", as well as too much structured activity and screen time, may be causing a decline in creative thinking. Nurturing creativity requires allowing children to explore freely without judgment, ask questions, spend time engaged in open-ended play and art, and value their unique ideas and perspectives.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
- Children's art making is meaningful as it allows them to generate ideas and express themselves based on their observations and imagination. While adults often view children's art as meaningless, the study found children can explain the meaning and story behind their drawings.
- The study examined art programs at an elementary school, interviewing students nominated by teachers as being interested in art. It aimed to understand art from the perspective of children and their experiences.
- The author concluded children should be given opportunities and encouragement for art making as it can help develop their ideas and connect to their culture in meaningful ways. Adults should avoid criticism and help guide children to improve over time rather than dismiss their artwork.
This document provides biographies of several faculty supervisors for the Early Childhood Education program at Centennial College. Each supervisor outlines their experience in early childhood education, philosophy of teaching and learning, and role supporting students in field placements. They emphasize the importance of providing enriching learning environments that foster children's development and meet their individual needs through play-based learning.
This document provides guidance for planning an integrated thematic curriculum unit using universal design for learning principles to include all children. It discusses selecting an appropriate theme, developing goals and understandings, adapting the physical environment and activities to accommodate all abilities, assessing learning in multiple ways, and involving families. The document emphasizes ensuring all children can directly experience the topic in a manner that engages and supports their individual strengths, needs, and ways of learning.
Vishal Kumar B.Sc -Interior Design +1 Year Residential Design Diplomadezyneecole
Vishal is a student of B.Sc-Interior Design from Dezyne E'cole College and this project obn Residential Design has been compiled during his one year residential diploma programme at Dezyne E'cole College .The work compiled is just after his completion of one year in Interior Design
This document summarizes the key components of two early childhood curricula - the Montessori method and The Creative Curriculum. The Montessori method focuses on practical life skills, sensorial activities, language, mathematics, science, geography, music and art. The Creative Curriculum is a comprehensive system that includes curriculum, assessment, implementation and professional development to support child development and learning. It is based on scientific research in child development and learning theories.
The document provides information about planning the 2022 Professional Development Day at Olivet Nazarene University on October 27th. It asks past presenters and attendees to consider participating by presenting or attending and provides details about submitting presentation proposals. Presentation topics should relate to classroom management, content areas, technology, or issues for undergraduate and graduate teacher candidates. Proposals are due by August 30th and should include presentation details. The event will provide continuing education opportunities for area teachers.
Maggie Garrard, the Curriculum Manager at the Australian Children's Television Foundation (ACTF), gave a presentation about the ACTF and its educational resources and programs. The ACTF is a national non-profit organization funded by the government to provide entertaining and educational media for Australian children. It has screened programs in over 100 countries and won over 100 awards. The ACTF focuses on using media to encourage learning in areas like critical thinking, language development, and values. It aligns its resources to the Australian curriculum and considers theories of learning.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
The Lifelong Kindergarten group believes that all children should learn through creative expression and hands-on exploration like in kindergarten. Their goal is for learners of all ages to continue designing, creating, and experimenting through a process of playful learning to become creative problem solvers who can help their communities. They draw inspiration from Piaget's views that playing and experience help children establish understanding through assimilation of new ideas and accommodation of prior knowledge.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
The document describes a student's weather project for a preschool class, including observations of children's interests and behaviors related to weather, activities done with the children to learn about weather like blowing leaves and identifying clouds, and a rationale for choosing the weather topic based on the developmental stages of the preschoolers.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
The document discusses the play-way method of teaching and learning. It defines play-way as a child-centric method where teaching is informal and natural to suit the child's interests. Learning occurs through play activities which help children develop social, cognitive, and emotional skills. The document provides examples of how subjects like language and math can be taught through games, songs, role-plays, and other play-based activities. Both children and teachers benefit from the play-way method as it makes learning enjoyable and easier to cater to individual abilities.
This document outlines an agenda and presentation for a workshop on mastering art in the preschool classroom. The agenda includes introductions, a presentation with objectives and activities, an essay quiz, and evaluations. The presentation discusses creating an open-ended art program that allows children freedom to explore materials without direction. It emphasizes the developmental benefits of art for skills like communication, self-confidence, and math. Examples are given of art activities and materials that could be included in an art center.
The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
The document discusses the playway method of teaching, which uses play-based activities to educate children. Some key activities mentioned include games, dramatic play, looking at pictures, listening to stories, rhymes and poems, sand play, and water play. The principles of the playway method emphasize learning through doing, in a free environment suited to students' needs and interests. The advantages listed are physical, intellectual, social, and emotional development for children through a more engaging approach to learning.
Creativity can be difficult to define and identify, especially in children. It involves imagining new possibilities and making original connections. While creativity is important for success in today's world, many factors such as an overemphasis on products and "right answers", as well as too much structured activity and screen time, may be causing a decline in creative thinking. Nurturing creativity requires allowing children to explore freely without judgment, ask questions, spend time engaged in open-ended play and art, and value their unique ideas and perspectives.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
- Children's art making is meaningful as it allows them to generate ideas and express themselves based on their observations and imagination. While adults often view children's art as meaningless, the study found children can explain the meaning and story behind their drawings.
- The study examined art programs at an elementary school, interviewing students nominated by teachers as being interested in art. It aimed to understand art from the perspective of children and their experiences.
- The author concluded children should be given opportunities and encouragement for art making as it can help develop their ideas and connect to their culture in meaningful ways. Adults should avoid criticism and help guide children to improve over time rather than dismiss their artwork.
This document provides biographies of several faculty supervisors for the Early Childhood Education program at Centennial College. Each supervisor outlines their experience in early childhood education, philosophy of teaching and learning, and role supporting students in field placements. They emphasize the importance of providing enriching learning environments that foster children's development and meet their individual needs through play-based learning.
This document provides guidance for planning an integrated thematic curriculum unit using universal design for learning principles to include all children. It discusses selecting an appropriate theme, developing goals and understandings, adapting the physical environment and activities to accommodate all abilities, assessing learning in multiple ways, and involving families. The document emphasizes ensuring all children can directly experience the topic in a manner that engages and supports their individual strengths, needs, and ways of learning.
Vishal Kumar B.Sc -Interior Design +1 Year Residential Design Diplomadezyneecole
Vishal is a student of B.Sc-Interior Design from Dezyne E'cole College and this project obn Residential Design has been compiled during his one year residential diploma programme at Dezyne E'cole College .The work compiled is just after his completion of one year in Interior Design
This document summarizes the key components of two early childhood curricula - the Montessori method and The Creative Curriculum. The Montessori method focuses on practical life skills, sensorial activities, language, mathematics, science, geography, music and art. The Creative Curriculum is a comprehensive system that includes curriculum, assessment, implementation and professional development to support child development and learning. It is based on scientific research in child development and learning theories.
The document provides information about planning the 2022 Professional Development Day at Olivet Nazarene University on October 27th. It asks past presenters and attendees to consider participating by presenting or attending and provides details about submitting presentation proposals. Presentation topics should relate to classroom management, content areas, technology, or issues for undergraduate and graduate teacher candidates. Proposals are due by August 30th and should include presentation details. The event will provide continuing education opportunities for area teachers.
Maggie Garrard, the Curriculum Manager at the Australian Children's Television Foundation (ACTF), gave a presentation about the ACTF and its educational resources and programs. The ACTF is a national non-profit organization funded by the government to provide entertaining and educational media for Australian children. It has screened programs in over 100 countries and won over 100 awards. The ACTF focuses on using media to encourage learning in areas like critical thinking, language development, and values. It aligns its resources to the Australian curriculum and considers theories of learning.
This document provides a playbook for redesigning student learning experiences at Lovett School. It includes frameworks and design drivers to help educators reimagine how students learn. Six learning experience configurations are presented that illustrate how Lovett's new learning spaces can support different types of learning, including designing with writable surfaces, inquiry-based learning, using micro-environments, integrating ubiquitous technology, designing for flexibility and agility, and designing for learning groups. The goal is to promote shifting thinking from "how we teach" to "how they learn".
This optional course curriculum proposes using art-oriented activities and ICT to develop students' English communication skills in a highly interactive way. It is designed for elementary, lower-secondary, and upper-secondary levels. The curriculum aims to help students develop general competencies related to language learning, art, and ICT through specific competencies achieved over the school year. Learning activities are suggestions, while contents allow cross-curricular learning. The curriculum also provides lesson plans, evaluation strategies, and teaching resources to help teachers implement the course.
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
This document provides the schedule for the 29th Annual ECE Conference hosted by Solano Community College and SNAEYC on September 26, 2015. The schedule includes a keynote presentation on acknowledging cultural heritage, morning and afternoon workshop sessions on various ECE topics, and a closing session with storytelling and drumming. Workshop topics range from creating inclusive environments and preventing challenging behaviors to outdoor classroom ideas and incorporating family culture in infant/toddler rooms. The all-day event runs from 8am to 4:30pm at Solano Community College and includes breakfast, lunch, and opportunities to visit exhibitor booths.
The document discusses raising cultural awareness in the EFL classroom. It defines cultural awareness and intercultural awareness. The presentation objectives are to provide theoretical knowledge about multicultural education, develop ideas for integrating migrant students, and highlight teaching practices that encompass innovation. Some challenges for teachers in culturally diverse classrooms include language barriers, different backgrounds, and lack of resources. The role of teachers is to demonstrate respect, collaboration, tolerance and understanding of different cultures. Suggested methods include engaging students, helping set classroom rules, using simplified language, authentic materials, and addressing conflicts wisely.
SAIL at Work: Creating a SAIL-Informed Environment at Northeastern - May 1, 2...NortheasternSAIL
With SAIL, Northeastern is taking significant steps towards becoming a global, networked university system. SAIL’s vision of being a truly integrated learning ecosystem where everyone is a learner and everyone is an educator is challenging the university to think differently about acquiring and sharing knowledge. The question, of course, is “how?” – how do we embed the concept of SAIL in our day-to-day lives? How does SAIL inform how we work, how we learn, how we interact? How do we measure success? During this session, we will partner together to design different models that might provide ways to create a SAIL-informed environment in which everyone is a lifelong learner and educator.
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.
This document provides a general presentation of an optional English course curriculum that uses art-oriented activities and ICT to develop students' communication skills. The curriculum is designed for elementary, lower-secondary, and upper-secondary levels. It includes general and specific competencies, learning activities, contents, and evaluation strategies. The curriculum also includes lesson plans and teaching resources to help teachers implement the course. The goal is to create an interactive learning environment through cross-curricular and transdisciplinary approaches using art, ICT, and general themes.
The Little PEANUTS Center (LPC) was established using grant funds to create demonstration environments and programs that meet the needs of children with sensory impairments ages birth to 6. The LPC features multi-sensory environments designed to facilitate independent exploration, motor development, and concept building. Staff provide training to help professionals and families understand sensory impairments and implement appropriate strategies to support child development. The goal is for children to progress efficiently by receiving individualized support through modifications, accommodations, and strategies implemented across settings.
This document provides an overview of an optional English course curriculum designed to develop students' English communication skills through art-oriented activities and using ICT. The curriculum is divided into three sections for elementary, lower-secondary, and upper-secondary students. It includes general competencies, specific competencies for each level derived from the general ones, examples of learning activities, evaluation strategies, and lesson plans. The curriculum takes a competency-centered and cross-curricular approach to integrate knowledge from different fields through innovative teaching methods in a motivating learning environment.
Some ways to promote creativity in our classroomsDr. Goutam Patra
It is argued creativity can be team-based, observable and learnable. It is evidenced in a collective capacity to select, reshuffle, combine, or synthesise already existing facts, ideas and skills in original ways. Thus we could promote creative thinking, being and doing in HE learning spaces by focusing on creative, collaborative learning activities among both learners and teachers (and see also Livingston, 2010).
Here are the some ways of creating creativity in Teaching- learning situation
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.
Communicating research. Lessons from advertising and journalism Iriss
This document discusses strategies for effectively communicating research findings to broader audiences. It provides tips on moving from simply presenting information to fostering more discussion and debate around knowledge creation. Specific strategies mentioned include using plain language, storytelling, open access approaches, and social media to engage audiences and facilitate two-way knowledge exchange. The goal is to get research out of academic silos and ensure it has real-world impact and relevance.
Collaboration by Design 2018: Library as Hub for Creative Problem-Solving Spacebrightspot
Julia Maddox, Director, iZone; Mary Ann Mavrinac, Dean of Libraries; and Elliot Felix presented Library as Hub for Creative Problem-Solving Space at the 2018 Collaboration by Design conference.
Collaboration by Design 2018: Library as Hub for Creative Problem-Solving Space
KimberlyLynch_CV
1. KLKIMBERLY
LYNCH
32 Trinity Place
Hewlett, NY 11557
(516) 884-6450
klynch@stu.norwich.edu
http://www.linkedin.com/pub/kimberly-lynch/64/b18/b1a
Norwich University Northfield, VT
Master of Architecture
Expected Graduation: May 2015
Bachelor of Science in Architectural Studies, minor in Psychology,
Graduated: May 2014, Summa Cum Laude
Thesis Research Statement: To provide a broad spectrum preschool that creates
an environment more inclusive to children with autism spectrum disorder.
EDUCATION
EXPERIENCE
Norwich University School of Architecture
August 2014 - Present [Office Administrative Assistant]
New England Culinary Institute
August 2014 - Present [Host/Instructor]
John G. Novello Drafting
May 2014 - July 2014 [Intern]
Norwich University Solar Decathlon Summer Internship
May 2013 - July 2013 [Intern]
Jewish Community Center of the Greater Five Towns - Nursery Camp
June 2011 - August 2012 [Junior Counselor]
Jewish Community Center of the Greater Five Towns - Camp Friendship
June 2010 - August 2010 [Shadow]
SKILLS & CERTIFICATION
Adobe Photoshop
Adobe Indesign
Adobe Illustrator
Laser Cutter
Woodworking
OSHA 30 Certified
Revit
Sketchup
Rhino
Hand Drafting
Model Making
Microsoft Office
Designed and constructed an affordable solar powered home. Mainly worked on site,
constructing both the house and furniture. Gave presentations informing the public
about the home and how green architecture is within reach with any income.
Worked with children ages two to three both with and without disabilities. Assisted in
the classroom, in the pool, as well as outdoor activities.
Worked with autistic children ages seven through twelve. Assisted children in the pool
and playground, and encouraged fun ways for autistic children to learn in the classroom.
Completed red-lines, worked on in-progress construction documents, as well as made
site visits for the firm. Internship correlated with a class about professional practice.
Keep the restaurant running smoothly by maintaining steady seating, responsible for
money handled by servers, instruct table service students how to host in a restaurant.
Assist in the School of Architecture’s main office, completing miscellaneous tasks for
professors. Collect mail daily as well as make desposits and assist students in need.
Artlantis
AutoCAD Architecture
Adobe Premier
2. KLKIMBERLY
LYNCH
32 Trinity Place
Hewlett, NY 11557
(516) 884-6450
klynch@stu.norwich.edu
http://www.linkedin.com/pub/kimberly-lynch/64/b18/b1a
Thesis Research
Fall 2014
Master of Architecture
THESIS RESEARCH
Broad Spectrum Preschool - For children with and without ASD
To provide a broad-spectrum preschool that is inclusive to children on the autism spectrum. The preschool will
accommodate children ages 0-5 years old, both with and without autism spectrum disorder, creating a learning
environment conducive to children.
The preschool will promote understanding and patience between children, and provide equal learning opportunities
for children with autism by designing environments that keep a child with autism at ease. Autism spectrum
disorder affects a child’s sensory understanding. Spaces must be designed with this in mind in order for the child
to succeed in the classroom. Acoustics, lighting, textures, and volume all change the experience within a space for
the user. Exploring these areas of design has proven there are changes that can be made to better suit a child with
autism as well as benefit the typically developing child.
Although the preschool will be designed with the needs of a child with autism in mind, development for all children
is the main goal. Classrooms will promote cognitive, social, creative and communication development, as well
as choice, order and routine. The environments must remain large enough for the children to enjoy, with visual
barriers to break down a room into smaller compartments.
SS Reggio EmiliaMontessoriChris Henry
Autism
Need for Organization
Need for routine
Sensorially Sensitive
Lack of interaction
Repetitive movement
Finds Pressure soothing
Easily Distracted
Independent
Organized
Cleanliness
Order
Recognizability
Routine
Spatial Sequencing
Transitional Space
Order
Routine
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Lack of Interaction
Safety
Nurturing & Sympathetic
Escape Zone
Easily Distracted
Compartmentalizion
Flexibility
No large undifferentiated
spaces
Minimal views out
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Routine
Child lead class
Non-structured day
Sensorial Sensitivity
Variety in textures & colors
Central piazza
Transparency
ASPECTSS
Acoustics
Spatial Sequencing
Escape Space
Compartmentalization
Transition Zones
Sensory Zoning
Safety
Turner Brooks
Transitional Space
Haptic
No large undifferentiated space
Nurturing & Sympathetic
Bending & Swelling
Visceral Experience
Chris He
Minimal lighting
Minimal distr
Minimal view
Acoustic
Choice
Compartmen
Order
Routine
Autism
Need for Organ
Need for rou
Sensorially Sen
Lack of intera
Repetitive mov
Finds Pressure s
Easily Distrac
Independe
Organized
Cleanliness
Order
Recognizability
Routine
Spatial Seque
Transitional S
Order
Routine
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Sensorial Sens
Variety in textures
Central piaz
Transparen
Magda Mostafa : Architect
[PhD focused on architec-
tural design for children with
autsim]
Turner Brooks : Architect
[Designed ‘The Center for
Discover - Autism Campus]
Christopher Henr
[Writer for Arch Da
on autism and ha
ASPECTSS
Acoustics
Spatial Sequencing
Escape Space
Compartmentalization
Transition Zones
Sensory Zoning
Safety
Turner Brooks
Transitional Space
Haptic
No large undifferentiated space
Nurturing & Sympathetic
Bending & Swelling
Visceral Experience
Chris
Minimal lig
Minima
Minima
Aco
C
Compar
O
Ro
Aut
Need for O
Need fo
Sensorial
Lack of i
Repetitive
Finds Press
Easily D
Indep
Organized
Cleanliness
Order
Recognizability
Rou
Spatial
Transi
O
Ro
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Sensorial
Variety in te
Centr
Trans
Magda Mostafa : Architect
[PhD focused on architec-
tural design for children with
autsim]
Turner Brooks : Architect
[Designed ‘The Center for
Discover - Autism Campus]
Christopher
[Writer for Ar
on autism a
ASPECTSS
Acoustics
Spatial Sequencing
Escape Space
Compartmentalization
Transition Zones
Sensory Zoning
Safety
Turner Brooks
Transitional Space
Haptic
No large undifferentiated space
Nurturing & Sympathetic
Bending & Swelling
Visceral Experience
Reggio Em
Recognizab
Horizonta
Central Pia
Flexibilit
Atelier
Commun
Inside-Outside Re
Transpare
Montessori
Cleanliness
Beauty
Child Lead
Variety in texture & colors
child scaled furniture/room
Appeal to all five senses
Living Plants
Non-structured day
Chris Henry
Minimal lighting variation
Minimal distraction
Minimal views out
Acoustics
Choice
Compartmentalized
Order
Routine
Autism
Need for Organization
Need for routine
Sensorially Sensitive
Lack of interaction
Repetitive movement
Finds Pressure soothing
Easily Distracted
Independent
Organized
Cleanliness
Order
Recognizability
Routine
Spatial Sequencing
Transitional Space
Order
Routine
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Lack of Interaction
Safety
Nurturing & Sympathetic
Escape Zone
Easily Distracted
Compartmentalizion
Flexibility
No large undifferentiated
spaces
Minimal views out
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Routine
Child lead class
Non-structured day
Sensorial Sensitivity
Variety in textures & colors
Central piazza
Transparency
Magda Mostafa : Architect
[PhD focused on architec-
tural design for children with
autsim]
Turner Brooks : Architect
[Designed ‘The Center for
Discover - Autism Campus]
Christopher Henry : Architect
[Writer for Arch Daily, focused
on autism and haptic space]
Montessori : Preschool
[Preschool design focused on
the child lead development]
Reggio Emilia : P
[Preschool desig
on the commun
developme
ASPECTSS
Acoustics
Spatial Sequencing
Escape Space
Compartmentalization
Transition Zones
Sensory Zoning
Safety
Turner Brooks
Transitional Space
Haptic
No large undifferentiated space
Nurturing & Sympathetic
Bending & Swelling
Visceral Experience
Reggi
Recog
Hori
Centr
Fle
A
Com
Inside-Outs
Trans
Montessori
Cleanliness
Beauty
Child Lead
Variety in texture & colors
child scaled furniture/room
Appeal to all five senses
Living Plants
Non-structured day
Chris Henry
Minimal lighting variation
Minimal distraction
Minimal views out
Acoustics
Choice
Compartmentalized
Order
Routine
Autism
Need for Organization
Need for routine
Sensorially Sensitive
Lack of interaction
Repetitive movement
Finds Pressure soothing
Easily Distracted
Independent
Organized
Cleanliness
Order
Recognizability
Routine
Spatial Sequencing
Transitional Space
Order
Routine
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Lack of Interaction
Safety
Nurturing & Sympathetic
Escape Zone
Easily Distracted
Compartmentalizion
Flexibility
No large undifferentiated
spaces
Minimal views out
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Routine
Child lead class
Non-structured day
Sensorial Sensitivity
Variety in textures & colors
Central piazza
Transparency
Magda Mostafa : Architect
[PhD focused on architec-
tural design for children with
autsim]
Turner Brooks : Architect
[Designed ‘The Center for
Discover - Autism Campus]
Christopher Henry : Architect
[Writer for Arch Daily, focused
on autism and haptic space]
Montessori : Preschool
[Preschool design focused on
the child lead development]
Reggio Em
[Preschool
on the com
deve
ASPECTSS
Acoustics
Spatial Sequencing
Escape Space
Compartmentalization
Transition Zones
Sensory Zoning
Safety
Turner Brooks
Transitional Space
Haptic
No large undifferentiated space
Nurturing & Sympathetic
Bending & Swelling
Visceral Experience
Reggio Emilia
Recognizability
Horizontality
Central Piazza
Flexibility
Atelier
Community
Inside-Outside Relationship
Transparency
Montessori
Cleanliness
Beauty
Child Lead
Variety in texture & colors
child scaled furniture/room
Appeal to all five senses
Living Plants
Non-structured day
Chris Henry
Minimal lighting variation
Minimal distraction
Minimal views out
Acoustics
Choice
Compartmentalized
Order
Routine
Autism
Need for Organization
Need for routine
Sensorially Sensitive
Lack of interaction
Repetitive movement
Finds Pressure soothing
Easily Distracted
Independent
Organized
Cleanliness
Order
Recognizability
Routine
Spatial Sequencing
Transitional Space
Order
Routine
Sensorial Sensitivity
Haptic
Appeal to Senses
Visceral
Acoustics
Lighting
Bending & Swelling
Lack of Interaction
Safety
Nurturing & Sympathetic
Escape Zone
Easily Distracted
Compartmentalizion
Flexibility
No large undifferentiated
spaces
Minimal views out
Independent
Safety
Escape Zone
Compartmentalization
Choice
Child Lead
Routine
Child lead class
Non-structured day
Sensorial Sensitivity
Variety in textures & colors
Central piazza
Transparency
Magda Mostafa : Architect
[PhD focused on architec-
tural design for children with
autsim]
Turner Brooks : Architect
[Designed ‘The Center for
Discover - Autism Campus]
Christopher Henry : Architect
[Writer for Arch Daily, focused
on autism and haptic space]
Montessori : Preschool
[Preschool design focused on
the child lead development]
Reggio Emilia : Preschool
[Preschool design focused
on the community & child
development]
3. KLKIMBERLY
LYNCH
32 Trinity Place
Hewlett, NY 11557
(516) 884-6450
klynch@stu.norwich.edu
http://www.linkedin.com/pub/kimberly-lynch/64/b18/b1a
Thesis Research
Fall 2014
Master of Architecture
THESIS RESEARCH
Site
0 100’ 200’
Commercial
Civic/Community
Brick Facade
Horizontal Facade
Wood Shingles
White River
Rochester Elementary/
High School
Community Center
Library
Big Town Gallery
10m
inut
es
5m
i
nutes
Entry
Office
DR
Classroom
Classroom
BR
Sleep
Area
DR
BR
Sleep
Area
Classroom
Classroom
Sensory
Room
Indoor
Play Area
Messy
Play
Kitchen
Teacher’s
Lounge
Meeting
Room
MR
T
T
T
T
Daycare
DR
Parti Model
Site Analysis
Adjacency Diagram
Color Key:
- High stimulation
- Medium stimulation
- Low stimulation
4. KLKIMBERLY
LYNCH
SAMPLE WORK
32 Trinity Place
Hewlett, NY 11557
(516) 884-6450
klynch@stu.norwich.edu
http://www.linkedin.com/pub/kimberly-lynch/64/b18/b1a
Health & Wellness Center
This Health and Wellness Center is located in Manchester, NH and is
designed to be the preventative step before rehabilitation. The program
includes a large gym, a quiet gym, doctors offices, therapy offices, physi-
cal therapy, apartments for twenty recovering people, as well as a sacred
space to accommodate forty people.
Sacred Space Studio
Spring 2014
B.S. Architectural Studies
5. KLKIMBERLY
LYNCH
SAMPLE WORK
Sacred Space Studio
Spring 2014
B.S. Architectural Studies
PUMP
ROOM
FIRST FLOOR PLAN
4’ 16’ 32’8’
LOUD FITNESS ROOM
LOWELL STREET
SENECA LANE
6. KLKIMBERLY
LYNCH
SAMPLE WORK
Design/Build Studio
Fall 2013 - Fall 2014
B.S. of Architectural Studies
DOE Solar Decathlon 2013
Norwich University participated in the
2013 Solar Decathlon, an international
design-build competition located in
Irvine, CA. The frame of the home was
built at a modular home company in
central Vermont. The home was then
brought to campus where students
worked to complete the interior
and exterior portions of the home. I
personally designed and built furniture,
as well as assisted in finishing other
larger aspects of the home.
7. KLKIMBERLY
LYNCH
SAMPLE WORK
Miscellaneous Work
Fall 2013 - Spring 2014
B.S. Architectural STudies
Case Study Model: Bruder Klaus Field Chapel by Peter Zumthor [Plaster]
For this project I explored the construction and design of the Bruder Klaus Field Chapel by Peter Zumthor. This
involved building a 1/2” = 1’-0” scale model of the chapel out of plaster. It was poured in lifts to emulate how
the actual chapel was built. This project taught me how to successfully work with plaster in a way that I had not
explored previously.
Multi-Mode: Modular Dormitory Design For Norwich University
Multi-Mode involved designing a dormitory using a modular system for Norwich University. From this I learned the
constraints that modular design truly has, but also the benefits it provides. The modularity aspect of this design
created the living portion of the building, while the circulation space would be built on site.