free range learning in elementary education 4.3.15 presentation

An ongoing project for the understanding, development and discovery of how school architecture informs teaching and learning in elementary education.

A collaborative study at North Park Elementary, 5575 Fillmore Street NE, Fridley, MN 55432

Free Range Learning in Elementary EducationF.R.E.E. Cuningham Group | North Park Elementary | University of Minnesota

LEARNING STUDIOS

Meg Parsons, AIAPrincipal, Cuningham Group Architects

John Pfl uger, AIAPrincipal, Cuningham Group Architects

John Comazzi, Director, B.S. Degree Program (Major in Architecture)Associate Professor of ArchitectureAdjunct Assistant Professor of Landscape Architecture

Renee Cheng, AIAProfessor, School of ArchitectureAssociate Dean for Research, College of DesignDirector, Master of Science in Architecture,Research Practices

Jeff Cacek, Principal, North Park

Tanya Sturm,Dean of Students, North Park

Wilder Research FoundationPrepared by: Kristin Dillon, June 2014

Dan DeVeau, Researcher3rd Year, Masters of Architecture StudentUniversity of Minnesota School of Architecture

Wendy Friedmeyer, ResearcherPh. D. Student and Assistant to the Associate Dean for Research and Graduate Programs | College of Liberal Arts

Matthew Tracey, ResearcherPrevious project internMasters of Architecture Student/Graduate 2013University of Minnesota School of Architecture

Cuningham GroupUniversity of Minnesota

University of MinnesotaMSRP North Park Elementary

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Design Learning

?Goals

3

Goals:

1. Understand to what architectural capacity the designed learning studios at North Park play a role in linking curriculum goals to real-time learning.

2. Develop a methodology (graphically and systematically) to use with future projects and clients.

North Park Elementary• K- 5 School• 1 of 5 Schools in the Columbia Heights School district • Average 85-89 students per grade

Free and/or Reduced Lunch

86%

39%

28%

23%

10%

WhiteBlackHispanicIndian, Asian, Others

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4c’s :

Critical ThinkingCreativity

CommunicationCollaboration

“It became obvious that without a fl exible, collaborative space there would always be a missing piece to this puzzle. Hence, the Learning Studio was born.”

Jeff Cacek, Principal, North Park Elementary

What are the goals and how do we get there?

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Design Timeline20

120

• May 30. Charrette• June 5. Charettte

• Construction of 2nd Grade Studio July-Sept. 1

2nd Grade• Construction of 3rd Grade Studio July-Sept. 1

3rd Grade

Charrette Master Plan• April 26. Design Charrette

March 5. Master Plan submittal by CGAJune 28. 1st Master Plan meetingJuly 25. 2nd Master Plan meeting

Charrette• May 9. 1st design charrette

• May 27. 2nd design charrette

20130 20140 20150 20160

Charrette

• Construction of 4th Grade Studio July-Sept. 1

4th Grade

We are here.

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Evaluation Timeline20

120

• Construction of 2ndGrade Studio July-Sept. 1

2nd Grade• Construction of 3rd Grade Studio July-Sept. 1

3rd Grade

20130 20160

• Construction of 4th Grade Studio July-Sept. 1

4th Grade

We are here.

Phase 1A MSRP EvaluationPrevious Phase of Research• Matt Tracey• Fall 2013- Spring 2014

20140 20150

Phase 1BIndependent EvaluationIndependent Research conducted by Wilder• June 2014

Phase 2AMSRP EvaluationPrevious Phase• Dan DeVeau• Fall 2014

Phase 2BMSRP EvaluationCurrent Phase• Dan DeVeau/ Wendy F.• Spring 2015

Phase 3MSRP EvaluationFormal analysis and convergence of curriculum and space mapping.(Publication)

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Phases

Phase 1:

• Evaluation - Matt Tracey | Initial data collection and interviews of teachers students• Evaluation - Wilder Research | Independent evaluation of 4C’s and Learning Studios

“Most students (96%) reported that they have learned things that make them feel good about themselves and they are proud of the work they have done in school.”

“Most students (91%) reported that they learned a variety of ways to solve problems during the most recent school year.”

“Several teachers said that the learning studio environment has changed their entire approach to and philosophy about education.”

“The biggest shift that teachers have identifi ed is that they are now more comfortable giving their students choices and opportunities to take ownership over their learning.”

Students

Teachers

Phase 2A:

• Evaluation - Dan DeVeau | Movement/cluster mapping• Methodology and Framework• 2nd and 4th grade space analysis

Phase 2B:

• Evaluation - Dan DeVeau / Wendy Friedmeyer• Updated Methodology to refl ect incorporating curriculum• 3rd grade space analysis

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Groups MovementLayoutTime Surfaces Activities

Phase 2A:

• Methodology and Framework

Phase 2B:

•Readjusted Methodology

MovementTime

GroupsLayout Surfaces Curriculum

Evaluation Methodologies

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evaluation. _______________ : date_____________: subject

Notes: Diagrams: Photos:

Evaluation Methodologies

Phase 2A:

• Methodology and Framework

Phase 2B:

• Integrate curriculum in real time

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2nd GradePrevious: Media Center

Built: 20124200 sq. ft.5 Spaces

Students: 86Teachers: 8 (3 EA)

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3rd GradePrevious: 4 Classrooms



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4th GradePrevious: 4 Classrooms



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2nd

3rd

4th

2nd | 3rd | 4th Grade Layout Analysis

AB

B

GG

AB B

AB BG

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0

500

1000

1500

2000

2500

3000

3500

4000

2nd Grade 3rd Grade 4th Grade

4200 sq.

3500 sq. 3500 sq. 3600 sq.

Standard Classroom

2nd | 3rd | 4th Grade Perceived

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Phase 2A | 2nd and 4th Grade Evaluation

• Recitation Tasks: Large group activities where all students are working on the same task.

• Small Group Tasks: Medium to small group activities where students work in groups on same or different tasks

• Individual Tasks: Students are working individually on a particular task.

Task/Activity Type:

Teachers: Regardless of specialty (I.e., Main teacher, secondary, educational assistant, etc.)

Large Group: > 20 + Students in recitation type task.

Medium Group: 5-20 Students in either recitation or class-task.

Small Group: 2-5 Students in class-task

Individual

Groups:

Evaluation:

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2nd Grade - MRI’s

10:40 10:55 11:05 11:11 12:45 1:00 1:02 1:10 1:20 1:25 1:30

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

Teachers

4hr

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2nd Grade - Movement | Groups

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

Teachers

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

2nd Grade - Movement | Groups - by time

Teachers

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2nd Grade - Movement | Groups

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

Teachers

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Teachers Students

4th Grade - Movement | Groups | Time

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4th Grade - MRIs

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

10:12 10:18 10:39 10:45 10:49 11:10 11:20 11:35

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4th Grade - Movement | Groups

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1 23

4th Grade - Movement | Groups - by time

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1 24

GroupsMovementLayoutTime Surfaces Activities

What, why, how are students using surfaces in their learning studio? Can we observe what furniture is used and why? Group related, activity related? Duration? Does ownership over a particular surface promote learning with respect to the 4C’s?

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4th Grade - Surface | Task

Plastic Chair Wood Table/Bench Round chair Round chair Large table

Small table Floor Plastic stool Cloth Bench

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4th grade - Surface | Task

Surface:

Task: Group game(Class Task)

Surface:

Task: (Multi-task)

Surface:

Task: (Multi-task)

Surface:

Task: Group game(Class Task)

Student 1 Student 2 Student 3 Student 4

1

2

3 4

Observed : 4 students were recorded for two hours - 2 boys and 2 girls. Students were picked at random and were not from any specifi c class within the 4th grade.

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Surface:

Task: Building(Multi-task)

Surface:

Task: Building(Multi-Task)

• Engaging in creativity (block building) and critical thinking• Struggle to build pyramid due to surface he was using

• Moved surface but engaged in same task• Continuation of engagement by moving to new location in room• Surface fl exibility - continued engagement in task

“John”

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Surface:

Task: Recitation

Surface:

Task: Recitation

• Task changed from building blocks to listening to teacher• Use of surface in non-traditional manner

• Time infl uenced use of surface (comfort)• Extending engagement due to surface ownership with surface• Choice and ownership prolonged task engagement

“John”

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Phase 2A2nd and 4th Grade Observations

Observed : “John”

• Student utilizes 2700 sq. ft (or equivalent 3 standard classrooms) to engage in task over a period of 2 hours

• Student preformed two tasks (Individual, Recitation)

• Used three surfaces

• Location and type of furniture is large determinant in success of activity

• The type of activity is largest factor for choice in group size

2hr

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Phase 2A2nd and 4th Grade Observations - Partitions

Observed :• Contrary to initial layout analysis, Alpha, Beta, Gamma spaces do not ultimately determine how the spaces are used.• Instead, spaces can be more indicative of their use when considering informal and formal partition walls / furniture• 2nd grade space meets the needs of 4 “standard classrooms”

AB

B

GG

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1

3

11111

3

Initial observations DIRT Wall and Formal Partitions Short Term Use in “cohorts”


Observed :• Contrary to initial layout analysis, Alpha, Beta, Gamma spaces do not ultimately determine how the spaces are used.• Instead, spaces can be more indicative of their use when considering informal and formal partition walls / furniture• 4th grade space meets the needs of 4 “standard classrooms”

AB BG

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1 2 3 411 3111111111 22222

Initial observations

DIRT Wall and Formal Partitions

Short Term Use in “cohorts”


Observed :• Although these spatial areas form, over a longer period of time, students move between cohorts and build ownership over the entire studio.

1 2 3 411 3111111111 22222

1

2 3

11111

22222222222222222222222222222222222222222222222222222 3

4 3 1 244 1444444444 33333

2

3 1

22222

33333333333333333333333333333333333333333333333333333 1

222

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Phase 2A2nd and 4th Grade Observations - Screens

Observed :• ‘Recitation’ type tasks often happen around vertical projection screens• The location of these screens (teacher centered model) have the potential to further defi ne cohorts

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1 2 3 411 3111111111 22222

Phase 2A2nd and 4th Grade Observations - Cohorts

Observed :• 4th Grade studio functioned as three cohorts, rather than adopting the spatial analysis model• Interior gamma space might not allow for a fully functioning cohort• 4 or 5 Teachers

4

AB BG

35

Phase 2A2nd and 4th Grade Observations - Teacher Collaboration

Observed :• Allow for more individualized learning and use of the space as quieter room• Space encourages collaboration between teachers and the adoption of a non-equivalent cohort distribution• Reducing studio into 3 cohorts, it allows a teacher to facilitate and identify more personalized learning situations

AB BG

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Phase 2A2nd and 4th Grade Observations - Cohorts

Observed :• 2nd grade learning studio functions as three cohorts (designed to capacity)• “3” cohorts are distinctly defi ned by partition wall and vertical project screens

1

2 3

AB

B

GG

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Phase 2A2nd and 4th Grade Observations - Teacher Collaboration

Observed :• Uneven distribution of teachers (8 teachers / 2 or 3 per “cohort”) allows for collaboration between teachers• 1 teacher can teach large group while another facilitates

AB

B

GG

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11:10 11:20 11:35

Phase 2A2nd and 4th Grade Observations - Curriculum

Observed :• Spaces are very fl exible (can accommodate large group and individual type tasks)• Changes in groups and movement between spaces is usually determined by curriculum

10:55 11:05 11:11

Math Writing Test

Specialties Writing Writing v2

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What have we/do we need to learn?

1. Partitions• Dirt walls and informal partitions (furniture/marker boards) help defi ne short-term cohorts.

• Initial space analysis is helpful to test theories on how space is being used. Can give quick insights into more broad spatial hierarchies that teachers may form.

2. Projection Screens• Larger recitation type tasks still happen in learning (it is not all individualized). As a result, projection screens can further form cohorts and be used to identify person-alized spaces for teachers and students.

3. Cohorts - Teacher distribution• Uneven distribution of space encourages teachers to “Team Up” and collaborate.

4. Curriculum• The model hasn’t been able to link scenarios where space facilitates education goals to learning.

• The methodology gives insight into space pattens but not how curriculum and space relate.

Classroom Design Learning

?Goals

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Phase 2B3rd Grade Analysis

Goals :• Continue space analysis of 3rd grade learning studio and compare patterns to research in Phase 2A

• Adopt a model that integrates curriculum in real time

• Identify scenarios where the 4c’s are present and leverage space mapping to alter or encourage those patterns

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Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

* * *9:50 10:18 10:35 10:50 11: 05 11:15 11:20

2hr Time period

3rd Grade - MRIs

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3rd Grade - Movement | Groups

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

43

9:50 10:02 10:14 10:26 10:38 10:50 11:02 11:14 11:26 11:38 11:50*

Math LBD - Reading Writing

9:50 10:15 11:00 11:45

**

Lunch

3rd Grade - MRI’sCurriculum

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3rd Grade - Movement | Groups by time

Large Group >20+

Medium Group 5-20

Small Group 2-5

Individual 1

45

Phase 2B3rd Grade Observations - Partitions

Observed :• Similar to 2nd and 4th grade; the 3rd Grade Alpha, Beta, Gamma spaces do not ultimately determine how the spaces are used. Revert to a ‘home base’• Space use is largely determined by informal/formal partitions of space (most common around 900sf boundary)

AB B

1 2 3 4

DIRT Wall

‘Movable marker board’

Initial observations

DIRT Wall and Formal Partitions

Short Term Use in “cohorts”46

Phase 2B3rd Grade Observations - Screens

Observed:• ‘Recitation’ type tasks often happen around vertical projection screens• The location of these screens (teacher centered model) has the potential to further defi ne cohorts

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1 2 3 4

Phase 2B3rd Grade Observations - Cohorts

Observed :• Unlike 2nd and 4th grade, the 3rd grade space breakdown is unequal• As a result, dynamic overlaps happen in space between students that could encourage interaction between groups• However, Beta spaces on either side of the learning studio are not large enough for full cohorts to work (shift...)

1 2 3 4

1 2 3 4

1 2 3 4

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Phase 2B3rd Grade Observations - Teacher collaboration

Observed :• 3rd grade teacher revert back to 4 cohort model• Less collaboration between teachers due to “4 cohort : 4 space” model

4321

AB B

2211 3

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Phase 2B2nd, 3rd and 4th Grade Observations

1

2 3

1 2 311 24321

3rd Grade 4th Grade

22

2nd Grade

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Phase 2B3rd Grade - Curriculum

Observed :• Curriculum appears to have the largest impact on use of space and learning

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9:50 10:02 10:14 10:26 10:38 10:50 11:02 11:14 11:26 11:38 11:50*

Math LBD - Reading Writing

9:50 10:15 11:00 11:45

**

Lunch

Teacher reversed the order of curriculum to discourage distraction from other classmates. Space accommodates individualized learning.

Phase 2B3rd Grade - Curriculum

Observed :• Identify scenarios where the 4c’s are apparent• Curriculum; Creativity, Collaboration, Communication, Critical Thinking

9:50 10:02

Math

9:50

Math - Critical Thinking; Use education analysis to determine what aspect of ‘critical thinking’ is trying to be taught during this activity.

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• There are relationships between all aspects of classroom design and their effect on learning (no one model or data set can articulate the relationship)

• The process is just as important as the results (teachers and students build ownership over their classrooms when they are given choices to change and implement their ideas in the learning studios)

• Ownership creates opportunities for engagement and care.

• A rapid prototype process encourages change, adaptation and autonomy.

What have we/do we need to learn?

Next steps?

Phase 2B / 3• Gather more comprehensive data on curriculum choice (lesson plans)

• Integrate curriculum into research project - what infl uence does curriculum have over use of the space? (Partnership with Wendy Friedmeyer and CEHD Spring 2015)

• Partner with independent research entity to gain more insight into learning studios.

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free range learning in elementary education 4.3.15 presentation

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