cefpi 2005 trading spaces

CEFPI - October 1, 2005

T R A D I N G S P A C E S :

transforming classrooms into

spectacular learning environments


trading spaces:session abstract

Transforming Existing Classrooms into Spectacular Learning Environments

National studies show that over 90% of classroom teachers believe that classroom design influences students’ learning. If you suspect your school facility could better serve its students, you’re probably right. Many of the design elements cited by teachers as having strong impact on students’ performance can be improved with only a fraction of the cost of new construction or even major renovations.

If you’re planning a new school or major renovation, why wait until the new school is built to provide better classrooms for your students? Today’s students deserve quality learning environments as much as those who will benefit from the new or newly renovated school. In this session, you will learn the top design elements of effective environments for learning. You will learn how to assess current facilities for educational adequacy and how to apply simple strategies to improve those elements in any classroom, regardless of its current condition.

Participants can expect to learn:• Simple Strategies for Enhancing Existing School Facilities• Simple Strategies for Enhancing Classroom Atmosphere• Simple Strategies for Incorporating Technology in Existing Facilities


trading spaces:introduction

Amy Yurko, AIA

BrainSpaces – Ed Specs, Programming, Planning & Design

Renée Thomas, RA, IESNA

RTL Design – Environmental Design Strategies

Craig Mason, AIA

DLR Group – Full-service A/E for School Facilities

John Burk, PhD

Burk Consulting – Communications & Technology Consulting


trading spaces:agenda

the big ideaLearning

Atmosphere

Technology

Strategies

Examples

Discussion


trading spaces:the big idea



before after

Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com

http://www.kids.discovery.com/



before

after






after

before





before

after




Thornebrooke Elementary School’s teachers lounge boasts an institutional feel prior to its PTA-sponsored makeover by several savvy parents.

beforeIn honor of Teacher Appreciation Week, the teachers lounge at Thornebrook Elementary School is transformed into a cozy retreat that exudes an ambience of tranquility.

after


• • • •



learning trends:

“For students to thrive, they need a learning environment that engages and challenges them to reach their individual potential.”

SOURCE –

The Secretary's School Initiative: Student Engagement and Options, www.ed.gov/about/offices/list/ovae/pi/hsinit/options

• • • •


learning trends:Studies support the idea that learning is facilitated through hands-on & experiential projects.

…of what they:

70%

See, Hear & Experience

50%

See & Hear

10%

Read

20%

Hear

30%

See

90%

See, Hear, Experience & Teach

On average, students retain ...


learning trends:

The National Educational Technology Standards (NETS) Project is an International Society for Technology in Education (ISTE) initiative

Student-centered learning

Multi-sensory stimulation

Multi-path progression

Multimedia

Collaborative work

Student-centered learning

Information exchange

Active/exploratory

Inquiry-based learning

Proactive/planned action

Authentic, real-world context

New Directions for LearningTraditional Learning

Teacher-centered instruction

Single sense stimulation

Single path progression

Single media

Isolated work

Information delivery

Passive learning

Factual, knowledge-based

Literal thinking

Reactive response

Isolated, artificial context


classroom acoustics:ANSI-ASA S12.60 2002

Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger



classroom acoustics:Sources of Noise



classroom acoustics:acoustical inter-reflectance



classroom acoustics:speech intelligibility


© 2002 Daylighting Collaborative

Cool Daylighting –

Is an integrated approach that uses natural light to reduce the need for electric lighting, while also reducing solar heat gain and glare.

daylighting the classroom:“cool daylighting”



Window Placement:

Too much light directly in the field of view is uncomfortable. Ideal window design uses a clerestory to let in light high (where it can bounce off the ceiling) plus lower view windows to provide a view to the outdoors. The amount of glass increases with height, bringing more usable light into the room while reducing glare.




Brightness Control:

The sun, clouds, sky, and reflected light can overwhelm the eyes. These bright sources must be controlled through the use of overhangs, exterior/interior light shelves, exterior vertical fins and interior window blinds. This is especially important for view windows.




Limiting Light Transmission:

Even when direct light is controlled, the sky can supply an overwhelming amount of light. This results in glare – one of the chief reasons daylighting fails. To control glare, darker glass or tinted films are specified. Visible light transmittance is limited to 0.38 – 0.60 for clerestories and 0.18 – 0.25 for view windows (depending on design conditions).




Uniform Light Distribution:

Direct-indirect lighting – This type of fluorescent lighting provides direct downlighting and indirect light bounced off the ceiling plane.

Daylighting sensors – Sensors in the ceiling detect luminance levels and turn off lights as needed to keep light levels constant and uniform.

Wall Treatments – Lighter colored paints are used for the ceiling and for the wall near the ceiling. Darker paints may be used below. This helps to create a bright “canopy” of light out of the field of view.

daylighting the classroom:“cool daylighting” strategies


educational atmosphere:studies show environmental impacts on learning

• • • •

classroom lighting - low/poor lighting can cause:

- eye strain, increased blinking & headaches- decreased depth perception- muscular tension (neck, shoulders, etc)- fatigue, disinterest

- too much lighting can cause:- eye strain , increased blinking & headaches- decreased depth perception- glare on instructional instruments (screens, boards,

etc)- pull-away effect, from tasks & people- decreased attention span


transformation strategies:strategies for effective classroom lighting

• • • •

- indirect overhead lighting:- use ceiling surface of 90% reflectivity- optimal ceiling height = 10’- zoned controls for flexibility

- task lighting:- articulated if possible- incandescent lamps

- wall & floor surfaces:- high contrast- visual interest

- daylighting:- use “cool daylighting” strategies- shades to control glare

CEFPI - October 1, 2005SOURCE: Peter Exley: www.architectureisfun.com

transformation strategies:color & light

http://www.architectureisfun.com/


daylighting the classroom:exterior solar controls

Image courtesy of the Freidmutter Group, AIA – Las Vegas, Nevada


Images courtesy of the Heschong Mahone Group

daylighting the classroom:skylighting


daylighting the classroom:side-lighting


educational technology:news flash!

Source: RedEye Daily Newspaper, Chicago, October 29, 2005

• • • •

…a Japanese company has developed a chip which allows broadband access through standard electrical wiring & outlets…

http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/13/wa/BCPageDA/sec~GA~68576~techno~


Campus Shared Resources

WWW

Campus WAN

Building Shared Resources

Networked Laser Printers (High speed)

File Servers

Fax Machine

Networked Flatbed Scanner

U.P.S.

UPS

BuildingLAN

Copy machine

High Speed Copierw/Print Server

frameworksMultimedia PC

Faculty Work Station for Data, Audio & Video Control

ClassroomLAN

Digital ProjectorDigital Phonew/Intercom

wireless voice/sound amplification

system

SmartBoard

Student Laptops with wireless LAN

access

Multimedia PC

Hardwired Student Workstations

(w/ power outlets)

Laser printerPrinter

Digital Camera & Digital Camcorder

Classroom

educational technology:typical classroom framework

CEFPI - October 1, 2005Source: VECTA

furniture solutions:the right furniture can maximize a small space


transformation strategies:in the classroom (35’ x 22’ = 770sf)

PROJECT: Mellon Middle School, Burt-Hill Architects

Plastic Laminate Chase to Provide Access to Data Infrastructure

Telephone and Data Jacks

Single Hung Windows with Blinds

Storage Shelving Under Windows

29” x 42” Flat Files

Teacher Cabinet

Tall Storage Cabinet

ADA Sink w/ Bubbler

Collaborative Learning Center

Media Wall

Group and Individual Learning Stations

Unit Vent

Teacher Workstation

LCD

Projection ScreenTackboard and Markerboard

Media Cabinet w/ TV Monitor Above

TB

TB

TB

TBTBTBTBTB

CEFPI - October 1, 2005PROJECT: Mellon Middle School, Burt-Hill Architects

transformation strategies:in the classroom

CEFPI - October 1, 2005School for the Physical City, New York, Rothzeid Kaiserman Thomson & Bee

transformation strategies:thematic learning


transformations:

John Stanford Center, DLR Group

before

after


transformations:

Hazen High School, DLR Group

before

after


transformations:

before

Cleveland High School Study, DLR Group


transformations:


after


transformations:

before



transformations:


after


transformations:

before



transformations:


after


transformations:

Garfield High School Study, DLR Group


transformations:

Timberline High School Study, DLR Group


transformations:

Hazen High School, DLR Group

before

after

CEFPI - October 1, 2005Timberline High School Study, DLR Group

T R A D I N G S P A C E S :

transforming classrooms into

spectacular learning environments

www.brainspaces.com/cefpi

cefpi 2005 trading spaces

Documents

trading spaces

learning trends

big idea source

quality learning environments

classroom teachers

new school

girls vs boys

discovery kids