school as a learning tool - oecd.org · 50s 60s ,70s 90s. basic functional individual identity...
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SCHOOL AS A LEARNING TOOL
OECD PEB Seminar UK 26-28 May 2004
Creating 21st Century Learning Environments
Basic Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
The New Millenium60s 80s70s 90s
Self-directed learning,Team teaching,Multi-disciplinary learning,Project-based,Multiple Intelligence etc
Unique Designs, reflecting new instructional strategies
Basic Functional
BasicNeed for Speed, Functional
Improved FacilitiesNew FacilitiesNeed for Speed Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
50s 80s70s 90s
Basic Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
The New Millenium60s 80s70s 90s
Self-directed learning,Team teaching,Multi-disciplinary learning,Project-based,Multiple Intelligence etc
Unique Designs, reflecting new instructional strategies
Basic Functional
BasicNeed for Speed, Functional
Improved FacilitiesNew FacilitiesNeed for Speed Functional‘cookie-cutter’ design
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
50s 80s60s ,70s 90s
Basic Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
The New Millenium60s 80s70s 90s
Self-directed learning,Team teaching,Multi-disciplinary learning,Project-based,Multiple Intelligence etc
Unique Designs, reflecting new instructional strategies
Basic Functional
BasicNeed for Speed, Functional
Improved FacilitiesNew FacilitiesNeed for Speed Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
50s 80s60s , 70s 90s
Basic Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
The New Millenium60s 80s70s 90s
Self-directed learning,Team teaching,Multi-disciplinary learning,Project-based,Multiple Intelligence etc
Unique Designs, reflecting new instructional strategies
Basic Functional
BasicNeed for Speed, Functional
Improved FacilitiesNew FacilitiesNeed for Speed Functional
Individual IdentityImproved FacilitiesEnhanced learningenvironmentsUnique Designs
50s 80s60s , 70s 90s
The New Learning Environment
Changes in educational thinking and pedagogical goals :
Passive Recipients of Knowledge Active Constructors of knowledge
A C T I V E
The New Learning EnvironmentChanges in educational thinking and pedagogical goals :
IntegrationEg World Hunger
MathematicsData management( on caloric intakes )Graphing
GeographyWhy certain areas of the
world cannot produce food
-population density
-Climate, soil etc
Health & NutritionStudents’ own vitamin/calorie intake
Impact of vitamin deficiency
EnglishUNICEF reports etc
ScienceGenetically-modified crops etc
HistoryFamine and effects on nations
INTER-DISCIPLINARY
The New Learning EnvironmentChanges in educational thinking and pedagogical goals :
COLLABORATIVE
The New Learning Environment
Question
What possible form might a school building take if the educational values of active participation, integration and collaboration were to be translated into steel, concrete, glass and space?
Question
How can learning opportunities be woven into the structure of a school,making it an active participant in the learning process?
How can the school’s architecture become part of the active learning?
The New Learning Environment
The New Learning Environment
Building as
A 3-Dimensional
Learning Tool
Create awareness
Communicate ideas
Impart lessons
Pedagogy+
Building Design
Curricula+
Architecture
OPPORTUNITY FORLEARNING
3 key ideas
Using architectural elements as teaching props
Seeing the building systems as opportunity to showcasereal-life connectivity – Integration & Sustainability
Transforming landscaping /in-between spaces to becomean Outdoor Classroom and a Living Laboratory
Architectural Elements as Teaching Props
Common sight in schools where Walls are used as a backdrop forPosters/educational displays.
Q. Can the walls and other elements take ona more active role in the learning process?
Walls, Floor and Ceiling…as life-sized props, explaining concepts
Maths : numbers, sequenceMusic : rhythm, compositionLanguage : Emotion
Health : Nutrition
Visual Arts : Abstract, modern
Dance : Costume design
Astronomy : Constellations
Doors, Windows and EntrywayMath : Sets,Size, GeometryVisual Arts : Proportion,DepthCulture/History : Symbolism & Beliefs
…as playful elements, making learning fun
Planes, screens and surfaces..as sensory elements, enhancing awareness
Staircase as play structureStaircase as sundial
..life-sized installations, interactively engaging students
Staircases
Curriculum concepts
Maths : numbers, geometry,sequence,order, counting etc
Life Science : plants, animals, lifecycles habitat etc
Physical Science: force, motion, stateof matter, machines,refraction etc
Earth Science : natural resources, solarsystem, earth history etc
Social studies: cultures, race, history etc
Language Arts: vocabulary, poetry media
Health : nutrition, body systems etc
Visual Arts: point, line, shape, form, colour,texture, balance, contrast etc
Music : rhythm, harmony, composition etc
Dance: choreography, costume, energy etc
Drama: Direction, expression, theatre
Architectural ElementsRoof Structure
Column
Floor
Wall
Ceiling
Door
Window
Staircase
Parapet/Railing
Hallway/Corridor
Lighting & Services
Courtyard & Playgrounds
Signage
Architectural Elements as Teaching PropsWhat ‘stories’ lie in the walls, facades , windows or doors?
Building systems as lesson on integration
Common sight in schools where small scale isolated solar cells/ PV panels are installed as part of a school experiment/learning tool.
Q: how can we make these installations anintegral part of the school’s architectural design?
Building systems as lesson on integration
The school building potentially is an excellent opportunity to showcase real-life connectivity, the drama of mathematics, physics and ecology linked across space and structure, lighting and services etc.