new ecologies for learning + wellness

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Close your eyes. Tuesday, October 22, 13

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Sharing 5 principles of design for children from my experience in education to healthcare. Created for the first The Well conference in 2013 produced and curated by Remedy Chicago.

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Page 1: New ecologies for learning + wellness

Close your eyes.Tuesday, October 22, 13

Page 2: New ecologies for learning + wellness

JULIAN GERMAIN, CLASSROOM PORTRAITS 2004-2012

Tuesday, October 22, 13

Page 3: New ecologies for learning + wellness

Tuesday, October 22, 13

Page 4: New ecologies for learning + wellness

Tuesday, October 22, 13

Page 5: New ecologies for learning + wellness

Why is there a dichotomy between our

environments and our experiences?

Tuesday, October 22, 13

Page 6: New ecologies for learning + wellness

How might we create new ecologies for living, learning, and healing?

Tuesday, October 22, 13

Page 7: New ecologies for learning + wellness

Tuesday, October 22, 13

Page 8: New ecologies for learning + wellness

DISCOVERY ACTIVATION STRATEGY DESIGN

Tuesday, October 22, 13

Page 9: New ecologies for learning + wellness

Develop deep empathy.Focus on feelings to understand the perspectives & stressors that impact

a child’s world.

Tuesday, October 22, 13

Page 10: New ecologies for learning + wellness

THE WELL CONFERENCE

Vulnerable populations have decreased ability to articulate, control, & cope with stress.

It is our responsibility to mitigate or eliminate environmental stresses by design.

Stressors:cataclysmic eventsstressful life eventsdaily stressorsambient stressors

Tuesday, October 22, 13

Page 11: New ecologies for learning + wellness

"Research indicates that stress from a variety of sources — including crowded and chaotic home and classroom environments, for example, or problems with family or peers — impedes learning

...working to reduce inappropriate environmental stresses facing young children would not only improve their overall well being, but also improve their ability to learn in school.”

James A. Griffin, Ph.D., of the Child Development and Behavior Branch

at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Tuesday, October 22, 13

Page 12: New ecologies for learning + wellness

What factors affect a student’s life outside of school?Outside of the hospital?

MALCOM X COLLEGE, CHICAGO

Tuesday, October 22, 13

Page 13: New ecologies for learning + wellness

THE WELL CONFERENCE

Tuesday, October 22, 13

Page 14: New ecologies for learning + wellness

Use new language.Shift your design from nouns to verbs

and you can imagine new vocabularies of place.

Tuesday, October 22, 13

Page 15: New ecologies for learning + wellness

“We’re going to have a baby.”

“We’re going to have burping, messing, cooing, crawling

discovering, spilling, learning, growing, crying, loving...”

Tuesday, October 22, 13

Page 16: New ecologies for learning + wellness

GREELEY SCHOOL, CHICAGOLAND

retreatmake believedig

gathersocialize

chaseleapbound

stretch climb

Tuesday, October 22, 13

Page 17: New ecologies for learning + wellness

Values to verbs to places

Tuesday, October 22, 13

Page 18: New ecologies for learning + wellness

Design the in-between.Create more seamless experiences by designing interstitial environments that cultivate connection & enhance culture.

Tuesday, October 22, 13

Page 19: New ecologies for learning + wellness

We’re both pretty bad at corridors.

healing? learning?

Tuesday, October 22, 13

Page 20: New ecologies for learning + wellness

THE WELL CONFERENCE

The connective tissue of our institutions is broken. We inadvertently thwart our goals of security, connection, & efficiency.

47%the highest incidents of reported school bullying happened in hallways U.S. Department of Education’s National Center for Education Statistics

20-30%of our schools are dedicated to circulation

Tuesday, October 22, 13

Page 21: New ecologies for learning + wellness

storytelling

connecting waiting

transitioning

CHIARAVALLE MONTESSORI, EVANSTON

Tuesday, October 22, 13

Page 22: New ecologies for learning + wellness

How might we make hallways more human?

BOOKER T. WASHINGTON STEM ACADEMYCHAMPAIGN, ILLINOIS

Tuesday, October 22, 13

Page 23: New ecologies for learning + wellness

Create safe spaces.Build ownership and a sense of personal space institutional &

shared settings.

Tuesday, October 22, 13

Page 24: New ecologies for learning + wellness

HUGA FORTS - STANFORD MASTER’S PROJECTTTT+ FELLOW: MICHAEL POPE

Tuesday, October 22, 13

Page 25: New ecologies for learning + wellness

Children seek places for refuge & imagination. Fort building can be a formative childhood experience.

By constructing and governing their own worlds, children gain an experience of control over their environment that few other activities afford.

Tuesday, October 22, 13

Page 26: New ecologies for learning + wellness

“Child’s Cave”“Secret space” “Special place”“Nook”“Fort”“Treehouse” “Refuge”

Researchers: Sobel, Chawla, Cobb, Clayton

ResilienceCopingIdentitySelf-discovery

Tuesday, October 22, 13

Page 27: New ecologies for learning + wellness

Empower children’s agency.

Design in moments for children to understand, learn, & do.

Tuesday, October 22, 13

Page 28: New ecologies for learning + wellness

JERRY THE BEARDESIGN FOR AMERICA

Tuesday, October 22, 13

Page 29: New ecologies for learning + wellness

Let’s work together to design a new ecology for children and families to learn & be well.

learning wellness

Tuesday, October 22, 13