Architecture and Pedagogy: building schools by design.

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1 Architecture and Pedagogy: building schools by design. Dr Kate Bertram Illawarra Christian School Presented at Christian Schools National Policy Forum, Canberra May 2013

2 School design literature 2 notion of the classroom as a Third Teacher educational facilities planning and approaches design - isolating specific design elements, quantifying the impact of these elements educational contexts and agendas that have been observed as having, or are predicted to have, a significant impact on what can be achieved in the overall building project

of these elements educational contexts and agendas that have been observed as having, or are

3 School design literature commonly underpinned by a profound belief that school design matters (Woolner, 2010) and the influence of design is subtle (Woolner, 2010; Young, 2003; Higgins et.al, 2005; Taylor, 2000 & 2009) establishing a causal relationship between the physical environment and learning is complex possible causal links between building design, pedagogy and student outcomes have been discussed (Behrenbuch & Bolger, 2006; Design Council, 2004; DEST Schooling Issues Digest, 2006; Earthman, 2002; Fisher, 2005; Learning Through Landscapes website, 2006; Kube, 2006; Taylor, 2000). 3

al, 2005; Taylor, 2000 & 2009) establishing a causal relationship between the physical environment and learning is complex possible causal links

4 Study s questions 4 The study posed four key research questions: What are the intended outcomes of school design from the perspective of stakeholders and in relation to the specific school contexts? (Stakeholders are educational leaders in the school, teaching staff, students and architects.) What are the key influences on the design of school architecture and use of educational facilities? What is the relationship between architectural and design factors and the development of an effective learning environment? How does the leadership in schools influence the design of physical learning environments?

) What are the key influences on the design of school architecture and use of educational facilities?

5 Criteria for analysing design of school environment [Table based on Bergsagel et. al. (2007), Nair & Fielding (2005) and Lackney (2003)] 5 Key Patterns Associated Design Principles Examples of architectural features & indicators of pattern Personalised Site & building organization Human scale Way-finding Distributed resources Character of all spaces Welcoming entry Home base & individual storage Collaborative Site & building organization Clusters of learning Gathering spaces Casual eating areas Adaptable and Flexible Site & building organization Sitting in context Well located Community connection Planning & design process Sitting in context Well located

Personalised Site & building organization Human scale Way-finding Distributed resources Character of all spaces Welcoming entry Home base & individual storage

6 Criteria for analysing design of school environment [Table based on Bergsagel et. al. (2007), Nair & Fielding (2005) and Lackney (2003)] 6 Key Patterns Associated Design Principles Examples of architectural features & indicators of pattern Learning-focused Site & building organization Signature Site design & outdoor learning spaces Display Transparency (connections visible) Varied spaces resource rich Neighbourhoods Site & building organization central open space used in common by the classrooms surrounding this space rooms installed with a range of operable walls

of pattern Learning-focused Site & building organization Signature Site design & outdoor learning spaces Display Transparency (connections

7 7 Criteria for analysing design of school environment [Table based on Bergsagel et. al. (2007), Nair & Fielding (2005) and Lackney (2003)] Key Patterns Associated Design Principles Examples of architectural features & indicators of pattern Villages Site & building organization a number of neighbourhoods arranged around a larger common area circulation spine/zone Studio Communities Site & building organization clusters of flexible teaching spaces contain a range of learning modes arranged around a communal space for larger group activities direct access to outside & common areas self-contained elements

Villages Site & building organization a number of neighbourhoods arranged around a larger common area circulation spine/zone Studio Communities Site &

8 8 Key characteristics of Learning Communities in schools Key Aspect Scale Relationships (human) Configuration Flexibility Enquiry-based learning Key Indicators Human-scale learning environments (physical & virtual) Small communities (less than 150) Participatory Collaborative Learning focused Open systems Adaptive Focus on creating communities not organisations Environments Pedagogy Modes of learning Knowledge construction Learners as teachers/teachers as learners

communities (less than 150) Participatory Collaborative Learning focused Open systems Adaptive Focus on creating

9 9 Intended outcomes of school design from perspective of stakeholders Comfort and wellbeing (teachers and students in particular) Community relationships Support and reflect school culture Facilitate curriculum Space to carry out teaching and learning activities (teachers in particular) Flexibility and adaptability (school leadership and designers in particular) Affordability (school leadership in particular)

curriculum Space to carry out teaching and learning activities (teachers in particular) Flexibility

10 Key influences on the design and use of educational facilities Change agendas Embedded school culture Curriculum Constraints, compromise and processes for negotiations School context Affordability School growth (timing and urgency) Approaches to master planning Structural organisation of school 10

processes for negotiations School context Affordability School growth

11 11 Factors identified as being influential in developing effective learning environments People who use the spaces have control over the environment Culture that builds relationships Access to resources (especially I.T.) Flexibility Sufficient physical space to deliver the planned curriculum Site/master planning

Culture that builds relationships Access to resources (especially I.T.

12 12 Influence of leadership on school environments Principal is central to building the physical learning environment Principal plays key role in embedding learning culture and leading change Leadership optimistic about the potential for their schools to grow and change Leadership that uses collaborative processes to achieve best design

culture and leading change Leadership optimistic about the potential for their

13 13 Kate Bertram Interested in sharing your experiences of staffroom design and dynamics what works and what you would like to to see changed? Please leave your details or contact me. Bertram, Kathryn, The Cultural architecture of schools: a study of the relationship between school design, the learning environment and learning communities in new schools, Doctor of Education thesis,, University of Wollongong, theses/3705

changed? Please leave your details or contact me.

RESEARCH INTO IDENTIFYING EFFECTIVE LEARNING ENVIRONMENTS. Kenn Fisher Director, Learning Futures, Rubida Research Pty Ltd.

RESEARCH INTO IDENTIFYING EFFECTIVE LEARNING ENVIRONMENTS Introduction Kenn Fisher Director, Learning Futures, Rubida Research Pty Ltd. The evaluation of school learning environments has for decades traditionally