Post Occupancy Evaluation:Understanding Learning Commons

H M F H A R C H I T E C T S

Laura Wernick, FAIA—HMFH Architects

Daphne Politis, Community Circle

Kristen Gallo, Principal, Christa McAuliffe Elementary School

SM

HMFH Architects, inc.

Abbot-Downing Elementary SchoolConcord, NH

0’ 20’ 40’ 80’

First Floor

BOOK COLLEC

K

K

K

MEDIAPROJAREA

GYMNASIUM

PLATFORM/MUSIC

MUSIC

CAFETORIUM

KITCHEN

ADMIN

PLAN

CR CRSMGRP.

SM.GRP.

SMGRP. GRP.

SMGRP.

CR CR CRCR CR

CR CRART

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

HMFH Architects, inc.

MECH

Abbot-Downing Elementary SchoolConcord, NHSecond Floor

0’ 20’ 40’ 80’

CR CRSMGRP

SMGRP

SMGRP

SMGRP

SMGRP

CR CR CRCR CR

MECH

PROJ.AREA

PROJAREA

CR CRTEACHWORKSPED

RSRC

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

Abbot-Downing Elementary SchoolConcord, New Hampshire

First Floor Second Floor

H M F H A R C H I T E C T S

SM

HMFH Architects, inc.

Abbot-Downing Elementary SchoolConcord, NH

0’ 20’ 40’ 80’

First Floor

BOOK COLLEC

K

K

K

MEDIAPROJAREA

GYMNASIUM

PLATFORM/MUSIC

MUSIC

CAFETORIUM

KITCHEN

ADMIN

PLAN

CR CRSMGRP.

SM.GRP.

SMGRP. GRP.

SMGRP.

CR CR CRCR CR

CR CRART

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

HMFH Architects, inc.

MECH

Abbot-Downing Elementary SchoolConcord, NHSecond Floor

0’ 20’ 40’ 80’

CR CRSMGRP

SMGRP

SMGRP

SMGRP

SMGRP

CR CR CRCR CR

MECH

PROJ.AREA

PROJAREA

CR CRTEACHWORKSPED

RSRC

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

Abbot-Downing Elementary SchoolConcord, New Hampshire

First Floor Second Floor

H M F H A R C H I T E C T S

SM

HMFH Architects, inc.

Abbot-Downing Elementary SchoolConcord, NH

0’ 20’ 40’ 80’

First Floor

BOOK COLLEC

K

K

K

MEDIAPROJAREA

GYMNASIUM

PLATFORM/MUSIC

MUSIC

CAFETORIUM

KITCHEN

ADMIN

PLAN

CR CRSMGRP.

SM.GRP.

SMGRP. GRP.

SMGRP.

CR CR CRCR CR

CR CRART

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

HMFH Architects, inc.

Mill Brook Primary SchoolConcord, NH

0’ 25’ 50’ 100’

First Floor

ART

ART

CRCRSM.GRP.

SM.GRP.

SM.GRP.

SM.GRP.CR

CR

CR

LIBRARY

PROJECTAREA

PROJECTAREA

K

STUDENT

K

K

K

SHAREDRSRC

K

K

MEDIAPROJECTAREA

CR

MULTI-PURPOSEROOM

PLATFORM/MUSIC

CAFETERIA

KITCH.

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

Mill Brook Primary SchoolConcord, New Hampshire

First Floor

H M F H A R C H I T E C T S

HMFH Architects, inc.

Mill Brook Primary SchoolConcord, NHSecond Floor

0’ 25’ 50’ 100’

CRCRSM.GRP.

SM.GRP.

SM.GRP.

SM.GRP.CR

CR

CR

MECH.

MECH.

PROJAREA

CR

CR

Classroom

Shared Spaces

Circulation

Administrative

Learning Commons

Toilet

Support

Second Floor

Methodology

• On–line questionnaires asking about how the space is used and what is liked and disliked about the space

• Follow-up interviews with teachers and Principals

• Observations of the space

H M F H A R C H I T E C T S

Challenges: each school is different

• Plan layouts vary

• Grade levels vary

• Student demographics difference at each school; higher level of special needs students at Millbrook, McAuliffe has the fewest English Language Learners

• Leadership different at each of the schools. McAuliffe has the only Principal who was there when the school opened.

H M F H A R C H I T E C T S

Challenges: lack of consistency

• No teacher training, teachers learn how to use the spaces by watching each other

• New Superintendent

• Two new principals

• Teachers’ interest/experience in project based learning varies

• Intensity of Special Needs students at Mill Brook puts stress on use of the space

• Teachers trust older students to use the space wisely more than the younger students

H M F H A R C H I T E C T S

Big Picture Results: teachers use LC for a wide variety of activities

• Project based and stem learning activities

• Small group activities.

• Science unit for a grade level

• Performances

• One on one tutoring

• Older students tutoring younger students

• Grade level activities

H M F H A R C H I T E C T S

“There is more space to spread out and work in small groups”

“My students can go out and read, research and record”

“A place where more than one class can go out and work together”

“It allows for collaborative learning and it is an area in which all students are able to observe their peer. I think it does a wonderful job of piquing interest.”

Big Picture Results:

Teachers and students

love the variety of spaces

and the ability to move to

new and different spaces.

Big Picture Results:

Teachers enjoy allowing

students to work

independently and in small

groups and working with

the entire class on projects

outside of the classroom.

However, the Learning Commons has its drawbacks…

Challenge: Visual connections are critical

• Teachers with project areas immediately outside of their

classrooms tended to use project areas more than teachers

with classrooms without direct connects to project area

• Teachers with project areas immediately outside of their

classrooms were also more likely to send out a small groups

of children, particularly in younger grades

H M F H A R C H I T E C T S

Challenge: Bringing the entire grade level together is important

• Create larger project areas to

hold more than 1 class at a

time.

Challenge: Open amphitheater is problematic for some teachersYounger students can be

tempted to climb and get

out of control when not

directly supervised in the

amphitheater. Should be large

enough for entire grade

Challenge: more story rooms These are extremely popular.

Although having to go up a

flight seems to be a barrier for

some teachers.

Challenge: places for students with special needs The special needs population has

grown. The breakout rooms and

the project areas are, at times,

used for special needs. This was

not part of the original program

but can conflict with other

academic use of these areas.

Challenge: general • Needs change quickly. Dramatic

increase in special needs was

not anticipated

• Don’t underestimate the

importance of teacher

development

• The culture can change quickly

as teachers retire or when a

principal leaves.