pedagogy of primary school design primary capital programme
TRANSCRIPT
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Pedagogy of Primary School DesignPrimary Capital Programme
www.rm.com/futureeducation
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Introduction
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Agenda
What Why How
Building ICT into the pedagogy of primary school design
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Building Programmes
• Academies• BSF Single School Pathfinders • BSF• Colleges for the Future• Primary Capital Programme• PFI and conventional funding
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The Opportunity
• Curriculum changes (Rose report & recommendations)
• Workforce reform• Technology advances• Integrating building services
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Rose Report – Independent review of the primary curriculum
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decisions
Knowledge
Complexity
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“You can not teach a child you do not know”
“A schools’ purpose is to provide a moral, cultural and economic (skills) learning opportunity”
Prof. Sir Tim Brighouse
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Agenda
What Why How
Building ICT into the pedagogy of primary school design
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• How are we in supporting 21st century learners?• Consider how designing 21st century schools can
support new ways of learning• How to plan for learning not buildings• What is available to help?
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•52%
•29%
•25%
•22%
•22%
•17%
•16%
•16%
•10%
•10%
•9%
•8%
•7%
•7%
•4%•3%
Copy from the board or a book
Listen to a teacher talking for a long time Have a class discussion
Take notes while my teacher talks
Work in small groups to solve a problem
Have a drink of water when I need it
Work on a computer
Listen to background music
Have some activities that allow me to move around
Create pictures or maps to help me remember
Have a change of activity to help focus
Which three of the following do you do most often in class?
Spend time thinking quietly on my own
Talk about my work with a teacher
Learn things that relate to the real world
Teach my classmates about
Have people from outside to help me learn Learn outside in my school’s grounds
•33%
Classroom experience
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•52%
•29%
•25%
•22%
•22%
•17%
•16%
•16%
•10%
•10%
•9%
•8%
•7%
•7%
•4%•3%
Copy from the board or a book
Listen to a teacher talking for a long time Have a class discussion
Take notes while my teacher talks
Work in small groups to solve a problem
Have a drink of water when I need it
Work on a computer
Listen to background music
Have some activities that allow me to move around
Create pictures or maps to help me remember
Have a change of activity to help focus
Which three of the following do you do most often in class?
Spend time thinking quietly on my own
Talk about my work with a teacher
Learn things that relate to the real world
Teach my classmates about
Have people from outside to help me learn Learn outside in my school’s grounds
•33%
Classroom experience 2007
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Most preferred ways to learn (2007)
•55%
•39%
•35%
•31%
•21%
•19%
•16%
•14%
•12%
•9%
•9%
•8%
•5%
•6%
•3%
•1%
In Groups
By doing practical things
With friendsBy using computers
Alone
From teachers
From friends
By seeing things done
With your parents
By practicing
In silence
By copying
At a museum or library
By thinking for yourself
From others
Other
In which three of the following ways do you prefer to learn?
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Pedagogical Change
Pedagogic approach swinging towards active, collaborative and personal learning.....
Need to establish:•What successful learning looks like• How you can provide a successful learning experience• What changes in pedagogic approach are desirable• What will be required from the learning spaces
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Kenn Fisher 2007
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Kenn Fisher 2007
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Source Kenn Fisher
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‘The classroom is the most visible symbol of an educational philosophy.’
Nair and Fielding 2005
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Source: Schools for the FutureExemplar Designs, DfES
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www.designshare.com
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Learning and teaching - evidence of change?
Gathering information(%)
Analysing information(%)
Being creative(%)
Problem solving(%)
Working with others
(%)
All or most lessons 2 * - 1 *
More than half of lessons 6 2 2 4 2
Around half of lessons 19 8 8 12 3
Less than half of lessons 56 60 46 54 19
Rarely/Never 17 29 44 30 75
Base: all primary teachers answering
612 612 610 607 605
Primary Teachers’ use of ICT in lessons for helping pupils learn in different ways
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The Process
Procurement timeline 30-50 months
Vision Construction UsePre-
ConstructionConcept Design
Project Management
Change Management and Training
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Strategic BriefDesign Brief
GeneralArrangements
ProductionInformation
ICT Solution
Mobilisation&
Construction
RIBA A-BPreparation
RIBA CConcept
RIBA D-F Design & Pre Construction
RIBA G-KConstruction
ICT
Design
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Integrating ICT in Design Process
Strategic BriefDesign Brief
GeneralArrangements
ProductionInformation
Mobilisation&
Construction
Stage A-BPreparation
Stage CConcept
Stage D-F Design & Pre Construction
Stage G-KConstruction
ICT
Design
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Integrating ICT in Design Process
Strategic BriefDesign Brief
ICT Brief
GeneralArrangements
ICT Interface
ProductionInformation
ICT Solution
Mobilisation&
Construction
RIBA A-BPreparation
RIBA CConcept
RIBA D-F Design & Pre Construction
RIBA G-KConstruction
ICT
Design
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Summary• Anything is possible, be brave and plan for your learners
needs• Consider appropriate locations for different activities• Consider acoustics carefully and plan for noisy and quiet
activities• Create strong connections to the outdoor learning
environment• Furniture should be exciting and used to separate areas• Learning spaces can be changed using movable furniture• ICT should support the learner needs and go beyond PCs• Justify your choices in terms of learner needs and outcomes
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Prakash NairFebruary 2008
‘BSF is building the best of the old.....not the first of the new’