Pedagogy & Space
Research Directions for DEECD
Dr Kenn Fisher
1
Introduction – Qualitative & Quantitative Measures
•
Quantitative research
– ‘Evidence-based’ performance measures
– Building condition & test scores
(Earthman, 1999; Fisher, 2000)
•
Qualitative research
– Evidence-based research
– Qualitative research methods (Sanoff, undated)
•
Performance measures
– POE (Lackney, 2004 )
– Pedagogical & learning environment
Dr Kenn Fisher
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OECD & DCSF Research into Learning Environments
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UK Publications
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Design Council & Centre for Effective Learning Environments
Dr Kenn Fisher
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Quality Indicators in the Design of Schools
Dr Kenn Fisher
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OECD Centre for Educational Research & Innovation
Dr Kenn Fisher
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Newcastle University
Dr Kenn Fisher
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National Clearinghouse for Educational Facilities
Dr Kenn Fisher
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Qualitative Studies - Department for Education & Skills
Relationship between schools capital
investment & pupil performance
– Headteachers - capital investment has
a strong positive impact on pupil
behaviour & motivation
– Secondary schools - new facilities
excited the interest of pupils
– Inner city heads - close correlation
between quality of facilities and a
sense that education is important;
pupils are being valued by the system
– Truants - comparison between comfort
and quality of school surroundings and
local shopping mall; all too often the
mall was far superior
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Research Report
No 242
Building Performance
An empirical assessment
of the relationship between
schools capital investment and
pupil performance
PricewaterhouseCoopers
Source: PriceWaterhouseCoopers, 2000
Qualitative Studies - Department for Education & Skills
– Community secondary school - marked effect on morale
– Pride in the new facilities & the effect on teacher ability to deliver a
programme of teaching in a style they consider professionally
desirable
– New building allowed staff to change the way in which subjects are
taught
– Policy of building in improvements to circulation as an objective for
each project so as to cut down on movement and contrary traffic flows
has improved behaviour
– Better state and location of classrooms - much wider range of teaching
strategies to be used and for these to be tailored so that they minimise
behaviour problems in ‘difficult’ subject areas
– Both teaching and learning – and therefore attainment - have
benefited
11
Qualitative Studies – NZ Ministry of Education
•
•
•
•
Understand factors that influence
learning outcomes in classroom and
learning environments
Qualitative phase consisting of in-depth
face to face interviews
A semi-quantitative survey pilot phase a self completion methodology for
school - related audiences; telephone
for design consultants
The target audiences for the project:
– Teachers (Primary, Intermediate,
and Secondary)
– Students (Year 5 – 13)
– Principals and Boards of Trustees
– Design Agencies
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Does Environment Influence Learning - Principals
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•
•
•
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Reducing stress
perform better if they are exposed to less environmental stress cramped conditions, poor lighting and bad acoustics
Enhancing pride
if proud of their school & classroom environment, more likely to have
a positive attitude towards learning
will also learn aspects of socialisation such as organising, tidying up,
and displaying work
Allowing flexibility & variety
if teachers can use a range of teaching tools and methods to deliver
curriculum rather than being restricted to one by the classroom
structure, students have greater opportunity to learn from one of
these styles
Enhancing concentration
students need to be comfortable, to have few distractions, to be
adequately warm or cool, to have good ventilation, lighting and other
basic aspects
Summary of Factors in Classroom Design – All groups
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Source: ACNeilsen p90
Best practice in school design (AC Nielson, 2004)
Summary of Factors in Classroom Design – All groups
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Source: ACNeilsen p91
Curriculum Scope & Themes – Scottish Executive
Curriculum to extend to include:
•
•
•
•
•
•
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The ethos and life of the school
as a community
Curriculum areas and subjects
Interdisciplinary projects and
studies
Opportunities for wider
achievement
Make connections across the
curriculum – a coherent
approach to language,
numeracy, literacy, personal &
social skills and creativity
Planning for interdisciplinary
activities
DCSF Personalised Learning Research Study
Dr Kenn Fisher
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Source: NTL Institute ‘Retention Rates from Different Modes of Learning’ (2000)
Linking Pedagogy to Space - Effectiveness of learning modalities
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Learning Retention Rates (Montambeau, 2000)
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http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html
The ‘Experience Cone’ (Dale, 1969)
St Columba Pedagogies
(2007 Prospectus, Clause 2.5.2)
Read
Listen
View Images
Watch Movie
Go to Exhibit
Watch Demo
See it Done on Site
Participate in Discussion
Give a Talk
Simulate Real Life Experience
Do the Real Thing
Dale, 1969, A/V Methods in Teaching
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Experimental learning
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Rote learning
•
Teacher directed activities
•
Student group work
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Individual quiet work
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Peer tutoring
•
etc
•
Varying rates of growth &
child development
Achievement and Attainment Tables – Stage 3
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Achievement and Attainment Tables – GCSE
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Performance Measures – Awards I
OECD – PEB
– Six categories – two on
learning environments
– One:
how design stimulates
children’s early teaching and
learning experiences
– Two:
the ways the facility is
adapted to new forms of
learning & research
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Performance Measures – Awards II
Designshare awards – 6 categories,
one learning environment - enhance
teaching & learning & accommodate the
needs of all learners
• Research in the learning sciences
• Students doing not just receiving;
creating not just re-creating
• Cooperative, project based,
interdisciplinary
• Emphasis on learning styles, multiple
intelligences & special needs
• School buildings as important learning
tools
• Accelerate research on the impact of the
physical environment on student
achievement
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Source: www.designshare.com
Sanoff – Classroom rating scale
Pedagogy & environment - performance measures
Dr Kenn Fisher
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Pedagogy & environment - performance measures
Sanoff – Classroom rating scale
Dr Kenn Fisher
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Pedagogy & environment - performance measures
Sanoff – Indoor learning space rating scale
Dr Kenn Fisher
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Pedagogy & environment - performance measures
Sanoff – Outdoor learning space rating scale
Dr Kenn Fisher
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Activity-Based Learning - Naismith et al 2004 University of
Birmingham
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Pedagogical Variety – Charles Sturt University
•
Simulated learning – model the real-life situation as closely as possible.
Through
computer simulations, role-plays, mock labs.
•
Problem-based learning – learning driven by challenging, open-ended problems where
students work in small collaborative groups. Usually a whole subject/course approach.
•
Facilitated collaborative learning – joint intellectual effort by students or students
and teachers. Groups searching for understanding, meaning or solutions or in creating a
product.
•
Self-directed learning – individuals have primary responsibility for planning and
implementing the learning e.g. traditional distance education mode, usually at home or in the
learning commons or social spaces.
•
Non-facilitated collaborative learning – joint intellectual effort by students.
•
Presentation/lecture – the focus is on lecturer-led presentation and appropriate transfer
Groups
of students work together in searching for understanding, meaning or solutions or in creating
a product.
of relevant information. Sometimes referred to as ‘passive’ learning.
•
Cognitive apprenticeship – ‘master’ (i.e. lecturer) modeling behaviours and skills to
encourage the ‘apprentices’ (i.e. students) to develop a conceptual model and imitate under
the guidance of the ‘master’.
•
Situated learning – takes place in a setting functionally identical to that where the
learning will be applied e.g. on practicum in actual workplaces, hospitals, schools.
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VU Teaching & Learning Guidelines & Underpinning Principles
Cooperative Learning (including Peer-toPeer Learning)
For teachers, cooperative Learning relates to the “scholarship of learning
and teaching” where communities of practice benefit from the sharing of
inquiries. In relation to teaching and learning guidelines, cooperative
learning is viewed as an important method of reducing competitive and
individualistic behaviour, thereby creating scenarios in which students may
develop interpersonally such as peer to peer and team-based activity.
Collaborative Learning
In this context, collaborative learning relates to interactions between staff
and students so as to create feedback loops directed at the improvement of
teaching and learning. The social inherence of learning is acknowledged as
is the increasingly ‘by your side’ nature of the learning coach or ‘midwife’.
Authentic Learning (including Communitybased Learning)
Authentic learning opportunities are required to encourage the application of
skills and the resulting development of critical thinking. Underpinning
principles also require the application of skills in order to develop ethical and
informed decision making which can only be achieved through exposure to
and participation in real-world scenarios. Authentic learning opportunities
are also viewed as an effective method of encouraging responsibility,
particularly when it occurs in the community.
Problem-Based Learning
The teaching and learning guidelines identify problem-based learning as a
means of creating a community of learners, particularly where a dialogue is
created between students and teachers. Problem based learning involves
activities that encourage such interaction e.g. where teachers offer case
studies and simulations using ‘guided design’. ‘Real world’ problem based
learning also encourages students to link learning experiences to their
operation in the workplace and community.
Explicit Teaching
Within the teaching and learning guidelines, explicit teaching is viewed as a
method of extending formal teacher and learner interaction. Active listening
Independent Learning
A great deal of learning occurs ‘outside the classroom’ where studentinitiated learning occurs both collaboratively and independently.
Responsibility can be encouraged through student-activated learning
extension.
Interdisciplinary Learning
Interdisciplinary learning is required for the effective creation of learning
pathways. Learners are exposed to a wide range of programs, skills and
understandings beyond what they may traditionally expect in their chosen
areas of study. This style of learning creates alternative perspectives and
deeper understanding.
Inquiry-Based Learning
Inquiry-based Learning is viewed as a means of closely linking teaching and
research.
Student-Centred Learning
A need for student-centred learning comes from a general focus on learning
itself as opposed to teaching.
Active Learning
In this context active learning applies to the engagement of students
through encouraging students to participate and interact. This can be
achieved through the provision of environments in which students can
interact informally and formally with peers and mentors with their individual
learning styles supported through a range of learning technologies and
resources.
Lifelong Learning
This relates broadly to the enhancement of employability and long-term
engagement in and enjoyment of learning for continual professional and
personal development.
Flexible Learning (including E-Learning)
Flexible Learning relates to the way in which learning can be experienced
by the student, providing learning and content delivery options that suit a
diverse range of learner needs so that learning may occur both
synchronously and asynchronously on and off campus. E-learning is an
essential component of flexible learning.
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Zoning – Reflective, Creative & Interactive
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Library 2.0 - Inquiry Based Learning (Habib 2004)
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Specialist Spaces - Problem Based Learning - www.cdio.org
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Inquiry Based Learning – www.cdio.org
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Inquiry Based Learning – www.cdio.org
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Pedagogy Space Map
The Gungahlin College aims to
provide an adult learning
environment with a variety of
learning settings.
This option shows how the
flexible layouts can be adapted to
the needs of the specific project
or theme studied. The Learning
spaces become a Hub of activity
in which the students can move
freely as required to get the
information they need to fulfil
their tasks. Some acoustically
private spaces are also provided
for quiet or loud group activities.
Collaborative Learning areas
can be defined by changes in
ceiling or flooring Canning
Vale College, Western
Australia
Reflective study can occur in
many ways ASMS, South
Australia
Creation of reflective private spaces
behind columns Coburg Senior High
School, Victoria
Visibility to presentation areas
from collaborative areas
ASMS, South Australia
A lightwell links different levels. Visible
learning areas.
Scotch
LIBRARY/RESOURCES
Oakburn
Senior Centre, Launceston,
Tasmania
AND LINK TO SPECIALIST
Collaborative areas with
different furniture cater for a
variety of learning modes.
Coburg Senior High School,
Victoria
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Appropriate outdoor learning
spaces Newstead College,
Launceston, Tasmania
Lockers visible, can be used to divide
space
Scotch Oakburn Senior
Centre, Launceston, Tasmania
Presentation areas (or classrooms)
can also be collaborative spaces
ASMS, South Australia
Australian Science & Maths School - mapping pedagogy & space
educational
philosophy
space
model
facility
design
 connectivity
faculties to be
integrated
collocate staff prep
areas/labs./studios
 hand, heart, head
spaces for theory,
practice and social
identify learning setting
types
linkages, resources and
 learning anytime, any recognise use of
place, any path, any domestic, educational, collocations
industry and community
pace
 project based learning practical areas and
storage for projects
specialist settings and
storage systems
 connect students to
world
newsroom, international media rich learning
spaces througout
room
 new knowledges
display areas using
technology
use foyers, corridors
and media lab. etc
Source: Fisher/Woods Bagot
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ASMS – planning layout
1. Learning studios (9)
• specialist equipment for
individual research work
• central tables for group work
• a teaching wall with rich audio
• networked computers
2. Outside area
• most learning studios and
commons open to outdoor
areas for
• educational and recreational
purposes
4. Meeting rooms
• for student and staff use
6. Assembly area
7. Student and staff social area
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Source: Fisher/Woods Bagot
ASMS – planning layout
8. Learning commons
• individual home desks, secure
storage space
• a teaching wall; state-of-the-art
audio visual and ICT facilities
• networked computers
• tables for group work & teacher
directed sessions
• large spaces with ICT and audio
visual facilities
• professional development
programs
9. Staff rooms
• open directly to learning commons
with no physical separation
10. Central Common Space
• informal & formal learning activities
• social interaction and community
activities
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Source: Fisher/Woods Bagot
ASMS – learning settings
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Source: Fisher/Woods Bagot
ASMS – learning settings
Source: Fisher/Woods Bagot
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Self Assessment – student voice
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BRE-EAM - Environmental Assessment Method
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Spatial literacy & spatial vocabulary
Dr Kenn Fisher
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Dr Kenn Fisher
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Good KM&L approach - uses full media richness: synchronous & asynchronous
Low
‘Richness of Media’
Voice-based
Textbased
Newsletter
Intranet
E-mail
Broadcast
Search
Video
Face – to
Face
High
Audio
Webconference
conference
Phone call
Videoconference
Virtual collaboration
F2F Learning & sharing
Communities of Practice
Website
Google
MSN
Conference calls
Wiki
NetMeeting
Project ‘retrospect’
RSS Newsfeed
Content
Buddying
Management
Webex
Discussion forum
Peer-assist
E-mail
Good practice
Virtual ‘team room’
Coaching & Mentoring
library
Update newsletter
Telephone
After-Action Review
Expertise locator /
‘Show and Tell’ event
‘Yellow Pages’
Notice board
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http://www.education.vic.gov.au/studentlearning/innovations/designteams/default.htm
NetGen & ‘Digital Natives’ – Mountifield 2005
Digitally literate
•
Use variety of IT devices
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Surf the Net
•
Experimental
Multiple media literacy
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Always connected
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Mobile phones, laptops, PDA, IM, web
cams, wireless, blogs, email, wikis,
chat, gaming
Immediacy
•
Able to weave together images, text,
sound
Expect information, communication,
entertainment to be 24/7
•
Visual interfaces, streaming media,
gaming
Immediate responses & instant
gratification
•
High expectations
•
Comfortable in visual rich environment
•
•
Source: Valenti 2004
Convergence
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Educating the Net Gen (Educause - Brown, 2005)
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Key issues
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Net Gen learning modalities
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e-Learning
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Collaborative pedagogies
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Learning technologies – buildings, furniture, environment, technology
•
Technology = 10% of capital works budget – one budget
•
Mobile technologies
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Learning spaces vs learning places
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Acoustic and visual zoning
•
Flexibility through mobile screening
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Cultural transformation
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Teacher control vs learner control - student behaviour changes
Pedagogy & environment - performance measures
School Design Awards – selection criteria
OECD – PEB
– Six categories – two on learning environments
– One: how it stimulates children’s early teaching and learning
experiences
– Two: the ways the facility is adapted to new forms of learning &
research or uses ICT to optimise capital planning or property
management
Dr Kenn Fisher
51
Pedagogy & environment - performance measures
School Design Awards – selection criteria
Designshare awards – 6 categories, one learning environment - enhance
teaching & learning & accommodate the needs of all learners
−
−
−
−
−
−
Dr Kenn Fisher
Follow the research in the learning sciences
Students doing not just receiving; creating not just re-creating;
students problem-solving
Cooperative, project based, interdisciplinary
Emphasis on learning styles, multiple intelligences and the
special needs of students
School buildings are important learning tools
Accelerate research on the impact of the physical
environment on student achievement
52
Research & evidence relating pedagogy & space
•
Literature search
– Educational Research
Clearinghouse (ERIC)
– www.edfacilities.org
– www.designshare.com
– Problem-based learning
(Wolff, 2002)
•
Qualitative Research Case
studies
– Department for Education &
Skills (UK)
– Ministry of Education (New
Zealand)
– Architecture of Schools
(Dudeck, 2000)
Dr Kenn Fisher
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Research & evidence relating pedagogy & space
32 design features that support collaborative,
project-based learning (Wolff, 2000)
–
–
–
–
–
–
–
–
Variable sized with individual workspace
Presentation space & ‘cave’ space
Spaces with access to food & beverage
Process galleries
Studios; labs; collaboration incubator
Get away spaces or niches
Display spaces
Access to technology
Dr Kenn Fisher
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Dr Kenn Fisher
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Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
•
Qualitative Study (PriceWaterhouseCoopers, 2000)
– Building Performance: an empirical assessment of the relationship
between schools capital investment and pupil performance
– Headteachers viewed capital investment as having a strong positive
impact on pupil behaviour and motivation
– In the case of secondary schools, they reported that new facilities
excited the interest of pupils
Dr Kenn Fisher
56
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
– Inner city heads in particular observed a close correlation between the
quality of the facilities and a sense that education is important, and that
pupils are being valued by the system
– For potential truants, the comparison can be between the comfort and
quality of the school surroundings and those of the local shopping mall;
all too often the mall was far superior
Dr Kenn Fisher
57
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
– In a community secondary school a very marked effect on morale
was observed
– The adverse effect (of building disruption) on morale has been
vastly outweighed by their pride in the new facilities and the effect
this has had on their ability to deliver a programme of teaching in a
style they consider professionally desirable
– The new building allowed staff to change the way in which subjects
are taught
Dr Kenn Fisher
58
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
•
A deliberate policy of building in improvements to circulation
−
•
The better state and location of classrooms has enabled a much wider
range of teaching strategies to be used
–
•
to cut down on movement and contrary traffic flows
has improved behaviour
these to be tailored so that they minimise behaviour
problems in ‘difficult’ subject areas
Both teaching and learning – and therefore attainment - have benefited
from this
Dr Kenn Fisher
59
Research & evidence relating pedagogy & space
Ministry of Education (New Zealand)
•
Understand factors that influence learning outcomes in classroom
environments
•
Preliminary qualitative phase
– consisting of in-depth face to face interviews with each
audience
•
A semi-quantitative survey pilot phase
– using a self completion methodology for school related
audiences and telephone for design consultants
•
The target audiences for the project:
–
–
–
–
Dr Kenn Fisher
Teachers (Primary, Intermediate, and Secondary)
Students (Year 5 – 13)
Principals and Boards of Trustees
Design Agencies
60
Research & evidence relating pedagogy & space
The UK National Curriculum and its implications
for space and place (Dudek, 2000)
•
Strategies of reading development
– range from whole-class groups focusing on a white board,
through to smaller groups reading to each other, to one-onone sessions either in the classroom or in a separate reading
room
•
Reading niches off the main classroom enable better concentration and
audibility
•
As a separate resource, a mini-library within or close to each classroom
is highly desirable
Dr Kenn Fisher
61
Research & evidence relating pedagogy & space
•
Concession is that space standards are 40% greater than the norm for
this type of facility
– (with the group room accounted for as a part of the classroom
space) – the best way that this level of spatial diversity was
possible
•
Teachers are uniquely equipped to throw enlightenment on the
particular social and physical context of their classroom spaces
– Just as the teacher must be flexible, equally the modern
environment needs to be flexible (Dudek, 2000, p55).
Dr Kenn Fisher
62
Research Proposals
•
The Research Question – eg how are Smart Boards being used in schools?
•
How will this link to Outcomes and School Data?
•
Priority in DEECD
•
Key performance measures
eg
–
Ratio students to smartboards
–
Activities SB used for
–
Time for each activity at SB
–
Professional development for SB
–
Technical barriers
•
Will this provide sufficient EVIDENCE?
•
Possible research partners
•
Timeline
•
Projected budget
Dr Kenn Fisher
63