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High Impact Learning Environments
HILE1.0CF2013
PROVIDER # 40107554
Our course immerses architects in the research changing educational
practices. Includes case studies, interactions and simulations to challenge
traditional thinking. Addresses planning, materials, research and
relationships to show how they impact health, welfare and interactions of
the people in schools. The content assists architects and designers to
communicate effectively with schools and personnel. Attendees will be
challenged to design learning spaces that compliment national common
core standards. It also addresses the impact of light, fresh air and human
movement in the educational process.
Course Description
Credit(s) earned on completion of this course will be reported to AIA CES for AIA members. Certificates of Completion for both AIA members and non-AIA members are available upon request.
This course is registered with AIA CES for continuing professional education. As such, it does not include content that may be deemed or construed to be an approval or endorsement by the AIA of any material of construction or any method or manner of handling, using, distributing, or dealing in any material or product. ___________________________________________ Questions related to specific materials, methods, and services will be addressed at the conclusion of this presentation.
This presentation is protected by US and International Copyright laws. Reproduction, distribution, display and use of the presentation without
written permission of the speaker is prohibited.
© Contrax Furnishings 2012
Copyright Materials
• Contrax Furnishings is an AIA Approved Partner
• “High Impact Learning Environments” is an AIA
Approved Course
• Contrax Furnishings will report earned credits
o Please complete course attendance sheet and provide your email address
• Certificate of Completion will be emailed to you
THE QUESTIONS WE WILL ADDRESS
• How do children learn? • What are the learning
behaviors of today’s students? • What are the soft skills
students need to learn to be successful working adults?
• How do school environments
impact learning?
Learning Objectives
• Knowledge of the current research on how we learn
• Appreciation for how the current generation prefers to learn
• Insight into the soft skills employers want from workers
• Identify a high impact learning environment
• Discuss the interrelation of learning and environment
Programme for International Student Assessment (PISA) 1997-2012
Organization for Economic Cooperation & Development (OECD)
US Avg
How does the brain process information?
How We Learn
Our Brains at Work
A B
C
Neurotransmitters
• Neurons are firing information about the visual images from long-term memory to working memory to identify the people
• If you did not have prior knowledge on any of the people there was nothing to retrieve from storage
• You have roughly 100 billion neurons, allowing you to store and retrieve billions of pieces of information
Neuroplasticity
• Your brain can continue to learn throughout your life, life-long learning.
• You can strengthen your brain like any other muscle in your body through exercise.
David Sousa, How the Brain Learns
The Brain of a Child • Developing children’s brains make
more neuron connections than adults, because they are starting from zero
• Accelerated periods when the brain demands specific input to create or stabilize long-lasting structures
o Emotional Control – 3 years o Math/ Logic – 4 years o Vocabulary – 6 years o Motor Development – 8 years
• You continue to enhance the skills and connections throughout life, but it requires more work
Brains Crave Novelty, Especially Young Brains
• Learning does not increase the number of brain cells you have.
• It increases their size, branches, and their ability to form more complex networks.
• Learning is acquiring new knowledge and using it to create even more.
• Memory is about retaining information to transfer to new learning.
Chunking Information
• 12 pieces of information o Chunked into one concept
• Image Story o Even more pieces of information are
chunked into a visual story
• You are moving large amounts of long term information into working memory … key skill for problem solving
“Architecture”
Transfer
• Context • Environment • Critical Attributes
Current learning builds on past learning and contributes to future learning.
Associations take the combination of these for each person unique to their experiences and interests.
Speed and maximization of neurotransmissions
When does a marine biologist start to gather the knowledge they need to become a professional?
Reading • Reading is one of the most
difficult skills young brains undertake
• Reading requires 3 neural
systems working together to decode abstract symbols
• Imagine the neurotransmitters
firing in a young brain to make reading possible…
• The visual cortex located in the occipital lobes at the rear of the brain sees the symbols
• Symbols chunked into words
are decoded in the temporal lobe on the left side of the brain to separate sounds and phonemes
• The frontal lobe integrates all
the information and provides meaning
This generation has different neurotransmitter wiring.
LEARNING BEHAVIORS FOR DIGITAL NATIVES
Born Digital
“The people to be worried about are those who are growing up in a digital age but are not learning sophisticated information gathering and information processing skills, or creating things of their own based on what they learn and sharing it with others.”
Born Digital: Understanding the First Generation of Digital Natives
Students are disconnected and disengaged at school
“The digital divide has created a fundamental disconnect between students and the schools they attend… The smoking gun is that today many of our students graduate as highly educated useless people.”
- Ian Jukes
“Hanging Out” Behavior
• Distant Relationships • Social/Collaborative
• Sharing/Networking
• Personal Interests
• Peer Engagement
“Messing Around” Behavior
• Use tools to Explore Interests
• Modality of Learning
• Fortuitous Searching
• Start Focused Engagement
• Tinkering – Time/Space to Explore
“Geeking Out” Behavior
• Found a passion, intense engagement
• Use social network to
make connections • Larger than the tools • Focus on particular media property • Focus on a genre of technology • Network with professional • Self directed • Rewrite the rules
Learning Behaviors
• Friendship Driven, Peer-based • Interest Driven, Participation
• Social, Networked
• Intergenerational
• Personal Creativity
What is Available in Schools?
A Culture of Dependency
Dependency on: • Textbooks • Tests • Teachers
Get the GRADE and get OUT!
This focus is on “lower order thinking skills” and short-term recall of information. -Ian Jukes
Educate the whole child: provide a passion for life-long learning
NEW SURVIVAL SKILLS
21st Century Survival Skills
Critical Thinking &
Problem Solving
Collaboration &
Leading by Influence
Initiative &
Entrepreneurial
Agility &
Adaptability
Written & Verbal
Communication
Assessing &
Analyzing Information
Curiosity &
Creativity
How We Got Here
• Agricultural Age • Commonsense and awareness of nature • Economy built on individuals working the land
• Hands on experience
• Industrial Age • L(eft)-Directed Thinking, Daniel Pink, A Whole New Mind
• Economy built on factory work • Ability to take direction • Repetitive tasks
Relatively Brief Stop
• Information Age
• L-Directed Thinking, but introduced R-Directed Thinking
• Logic, calculation, and sequential thinking
• Overseas outsourcing flourished • Globalization on the information highway
A New Destination
• Conceptual Age • R-Directed Thinking • New Concepts, Innovation
• High Concept, High Touch Economy • Empathy • Creativity • Adaptability • Insight • Emotional Intelligence Daniel Pink, A Whole New Mind
Turning education upside down to provide new skills
Common Core Goals High Impact Learning
Common Core Learning And Innovation Skills
• Critical Thinkers
• Problem Solvers
• Good Communicators
• Good Collaborators
• Innovative and Creative
Common Core Life Skills
• Flexibility and Adaptability
• Initiative and self-direction
• Social and Cross-cultural
• Productivity and Accountability
• Leadership and Responsibility
Common Core Going Deeper
• Health Literacy
• Environmental Literacy
• Civic Literacy
• Global Awareness
• Financial Awareness
We need a more creative approach to reach Common Core goals and produce dynamic, happy
adults.
We have to think “bigger.”
Educate the Whole Child
• Engage the brain and the body in learning
• Involve parents and the community
• See learning spaces as a teaching partner
• Create a passion for learning that lasts a lifetime
Learning Space: The “Other” Teacher
Let’s stretch and re-oxygenate our brains!
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sta$c&si(ng&1%&
dynamic&si(ng&51%&
standing&30%&
active / walking
17%
Group A: traditional classroom
Group B: active space
0
100
200
300
400
500
600
1st hour 3rd hour 5th hour
class A
class B
Attention Span Results
“Significant Influence” on learning
Environment Impacts Learning
• 2012 study published in “Building & Environment” • Studied the impact of classroom design on pupil learning • 751 students, 34 classrooms, 7 schools (UK), one year
A Conclusion That Matters…
“This suggests that placing the same pupil in the ‘best’ rather than the ‘worst’ classroom would have
an impact on their learning that equates to the typical progress of a pupil over one year (11 points).”
University of Minnesota Study
Active Learning Classroom • Included:
o Round table for 9 students o Switchable laptop technology
that allowed students to project content onto a flat panel on tables
o Instructor station controlling two large projection screens
o Wall mounted glass marker boards around the perimeter of the room
o Interactive format
Traditional Classroom • Included:
o Whiteboard at front of room o Projection screen at front of
room o Instructor desk at front of room o Student desks facing the front
of the room o Lecture format
How would you recognize a High Impact Learning
Environment?
Multi-modal
Learner Mobility
Adaptability
Dynamic Ergonomics
Technology
Spaces leverage brain development research and differentiated instruction Dynamic spaces that support changing learning modes Spaces and furnishings adapt to facility use changes Spaces and furnishings adapt to curriculum and technology changes
Every space in a school is available for learning Formal and informal spaces are located throughout the school and on the school grounds
Spaces and furnishings are sustainable and address health and wellness of users Spaces and furnishings nourish improved performance Spaces and furnishings encourages physical activity
Supports visual and experiential learning Encourages students to share their learning Reinforces student creativity in expressing their knowledge
Is this a High Impact Learning Environment? Why? Why not?
Is this a High Impact Learning Environment? Why? Why not?
Is this a High Impact Learning Environment? Why? Why not?
Is this a High Impact Learning Environment? Why? Why not?
Thank You!
Questions?
Resources Used • Slides 17-20
o Ito, Mizuko, Sonja Baumer, Matteo Brittanti, danah boyd, and Rachel Cody. Hanging Out, Messing Around, and Geeking Out. First ed. Cambridge: Massachusetts Institute of Technology, 2010. Print.
• Slide 22 o Robinson, Kenneth. "How to escape
education's Death Valley." This week on TED.com. May 2013. Web. 15 May 2013.
• Slide 23 o Lorenz, Kathy. "Top 10 Soft Skills for
Job Hunters." jobs.aol.com. AOL, 26 Jan. 2009. Web. 17 Apr. 2013.
o Casserly, Meghan. "The 10 Skills That Will Get You Hired in 2013." Forbes. Forbes, 10 Dec. 2012. Web. 17 Apr. 2013.
• Slides 6-13 o Sousa, David A. How the Brain
Learns. Fourth ed. Thousand Oaks, CA: Corwin, A Sage Company, 2011. Print..
• Slide 15 o Palfrey, John, and Urs Gasser. Born
Digital, Understanding the First Generation of Digital Natives. First ed. New York: Basic Books, 2008. 241. Print.
• Slides 16 and 21 o Jukes, Ian, and Anita Dosaj.
"Understanding Digital Kids." The InfoSavvy Group. Singapore. Sept. 2006. Address.
Resources Used • Slides 24-26
o Pink, Daniel H. A Whole New Mind, Moving from the Information Age to the Conceptual Age. First ed. New York: Riverhead Books, 2005. Print.
• Slides 27-29 o Partnership for 21st Century Skills.
"The Mile Guide, Milestones for Improving Learning & Education." A 21st Century Model of Learning . Partnership for 21st Century Skills. First ed. Tucson, AZ: P21, 2009. Print.
• Slides 34-36 o Breithecker, Dieter. ""The Educational
Workplace" What the classroom of the future will look like." BAG. Federal Working Group for Posture and Mobilization Support, 2005. Web. 15 May 2013.
Slide 23 con’t Leslie, Jean. "Top 10 Leadership Soft Skills." Chief Learning Officer Media. Ed. Frank Kalman. Media Tec Publishing Inc, 12 Dec. 2012. Web. 17 Apr. 2013.
"What are the top ten skills that employers want?." University of Kent Careers and Employment Service. Ed. Bruce E. Woodcock. University of Kent , n.d. Web. 17 Apr. 2013.
"Top Skills and Qualities Employers Seek in College Grads." Penn State Career Services. National Association of Colleges and Employers, 2012. Web. 17 Apr. 2013.
"The Top 10 Skills Employers Want." manpowerjobs.com. Manpower, 2012. Web. 17 Apr. 2013.
Resources Used • Other Recommended Reading
o Johnson, Steven. Everything Bad Is Good For You. First ed. New York: Riverhead Books, 2005. Print.
o Harwood, Paul, and Victor Asal. Educating the First Digital Generation. First ed. Lanham, Maryland: Rowman & Littlefield Education, 2009. Print.
o Cvetkovic, Vibiana B., and Robert J. Lackie, eds. Teaching Generation M. First ed. New York: Neal-Schuman Publishers, 2009. Print.
o OWP/P, Architects, VS Furniture, and Bruce Mau, eds. The Third Teacher. First ed. New York: Abrams, 2010. Print.
• Slides 37-39 Barrett, Peter, Yafan Zhang, Joanne Moffat, and Khairy Kobbacy. "Holistic, multi-level analysis identifying the impact of classroom design on pupils learning." Building and Environment. Vol. 59. Salford UK: University of Salford, 2013. 678-689. Print
• Slides 38-40 o Brooks, D. Christopher. "Space
Matters: The impact of formal learning environments on student learning." British Journal of Educational Technology 42.5 (2011): 719-26. Web. 10 Apr. 2013.
This concludes The American Institute of Architects Continuing Education Systems Course
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