pedagogy & space research directions for deecd

Dr Kenn Fisher 1

Pedagogy & Space

Research Directions for DEECD

Dr Kenn Fisher 2

Introduction – Qualitative & Quantitative Measures

• Quantitative research

– ‘Evidence-based’ performance measures

– Building condition & test scores

(Earthman, 1999; Fisher, 2000)

• Qualitative research

– Evidence-based research

– Qualitative research methods (Sanoff, undated)

• Performance measures

– POE (Lackney, 2004 )

– Pedagogical & learning environment

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OECD & DCSF Research into Learning Environments

UK Publications

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Design Council & Centre for Effective Learning Environments

Dr Kenn Fisher 5

Quality Indicators in the Design of Schools

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OECD Centre for Educational Research & Innovation

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Newcastle University

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National Clearinghouse for Educational Facilities

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Qualitative Studies - Department for Education & Skills

– Headteachers - capital investment has a strong positive impact on pupil behaviour & motivation

– Secondary schools - new facilities excited the interest of pupils

– Inner city heads - close correlation between quality of facilities and a sense that education is important; pupils are being valued by the system

– Truants - comparison between comfort and quality of school surroundings and local shopping mall; all too often the mall was far superior

Source: PriceWaterhouseCoopers, 2000

Research ReportNo 242

Building Performance

An empirical assessment of the relationship between

schools capital investment and pupil performance

PricewaterhouseCoopers

Relationship between schools capital investment & pupil performance

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Qualitative Studies - Department for Education & Skills

– Community secondary school - marked effect on morale

– Pride in the new facilities & the effect on teacher ability to deliver a programme of teaching in a style they consider professionally desirable

– New building allowed staff to change the way in which subjects are taught

– Policy of building in improvements to circulation as an objective for each project so as to cut down on movement and contrary traffic flows has improved behaviour

– Better state and location of classrooms - much wider range of teaching strategies to be used and for these to be tailored so that they minimise behaviour problems in ‘difficult’ subject areas

– Both teaching and learning – and therefore attainment - have benefited

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Qualitative Studies – NZ Ministry of Education

• Understand factors that influence learning outcomes in classroom and learning environments

• Qualitative phase consisting of in-depth face to face interviews

• A semi-quantitative survey pilot phase - a self completion methodology for school - related audiences; telephone for design consultants

• The target audiences for the project:

– Teachers (Primary, Intermediate, and Secondary)

– Students (Year 5 – 13)

– Principals and Boards of Trustees

– Design Agencies

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Does Environment Influence Learning - Principals

• Reducing stress

perform better if they are exposed to less environmental stress - cramped conditions, poor lighting and bad acoustics

• Enhancing pride

if proud of their school & classroom environment, more likely to have a positive attitude towards learning

will also learn aspects of socialisation such as organising, tidying up, and displaying work

• Allowing flexibility & variety

if teachers can use a range of teaching tools and methods to deliver curriculum rather than being restricted to one by the classroom structure, students have greater opportunity to learn from one of these styles

• Enhancing concentration

students need to be comfortable, to have few distractions, to be adequately warm or cool, to have good ventilation, lighting and other basic aspects

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Summary of Factors in Classroom Design – All groups

Best practice in school design (AC Nielson, 2004)

Source: ACNeilsen p90

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Summary of Factors in Classroom Design – All groups

Source: ACNeilsen p91

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Curriculum Scope & Themes – Scottish Executive

Curriculum to extend to include:

• The ethos and life of the school as a community

• Curriculum areas and subjects• Interdisciplinary projects and

studies• Opportunities for wider

achievement

• Make connections across the curriculum – a coherent approach to language, numeracy, literacy, personal & social skills and creativity

• Planning for interdisciplinary activities

DCSF Personalised Learning Research Study

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Linking Pedagogy to Space - Effectiveness of learning modalities

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Learning Retention Rates (Montambeau, 2000)

http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html

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The ‘Experience Cone’ (Dale, 1969)

ReadListen

View ImagesWatch MovieGo to ExhibitWatch Demo

See it Done on SiteParticipate in Discussion

Give a Talk

Simulate Real Life ExperienceDo the Real Thing

Pas

sive

Act

ive

Dale, 1969, A/V Methods in Teaching

St Columba Pedagogies(2007 Prospectus, Clause 2.5.2)

• Experimental learning

• Rote learning

• Teacher directed activities

• Student group work

• Individual quiet work

• Peer tutoring

• etc

• Varying rates of growth & child development

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Achievement and Attainment Tables – Stage 3

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Achievement and Attainment Tables – GCSE

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Performance Measures – Awards I

OECD – PEB

– Six categories – two on learning environments

– One:

how design stimulates children’s early teaching and learning experiences

– Two:

the ways the facility is adapted to new forms of learning & research

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• Research in the learning sciences • Students doing not just receiving;

creating not just re-creating• Cooperative, project based,

interdisciplinary• Emphasis on learning styles, multiple

intelligences & special needs • School buildings as important learning

tools• Accelerate research on the impact of the

physical environment on student achievement

Performance Measures – Awards II

Designshare awards – 6 categories, one learning environment - enhance teaching & learning & accommodate the needs of all learners

Source: www.designshare.com

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Pedagogy & environment - performance measures

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Sanoff – Classroom rating scale

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Sanoff – Indoor learning space rating scale

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Sanoff – Outdoor learning space rating scale

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Activity-Based Learning - Naismith et al 2004 University of Birmingham

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Pedagogical Variety – Charles Sturt University

• Simulated learning – model the real-life situation as closely as possible. Through

computer simulations, role-plays, mock labs.

• Problem-based learning – learning driven by challenging, open-ended problems where

students work in small collaborative groups. Usually a whole subject/course approach.

• Facilitated collaborative learning – joint intellectual effort by students or students and teachers. Groups searching for understanding, meaning or solutions or in creating a product.

• Self-directed learning – individuals have primary responsibility for planning and implementing the learning e.g. traditional distance education mode, usually at home or in the learning commons or social spaces.

• Non-facilitated collaborative learning – joint intellectual effort by students. Groups of students work together in searching for understanding, meaning or solutions or in creating a product.

• Presentation/lecture – the focus is on lecturer-led presentation and appropriate transfer of relevant information. Sometimes referred to as ‘passive’ learning.

• Cognitive apprenticeship – ‘master’ (i.e. lecturer) modeling behaviours and skills to encourage the ‘apprentices’ (i.e. students) to develop a conceptual model and imitate under the guidance of the ‘master’.

• Situated learning – takes place in a setting functionally identical to that where the learning

will be applied e.g. on practicum in actual workplaces, hospitals, schools.

VU Teaching & Learning Guidelines & Underpinning Principles

Cooperative Learning (including Peer-to-Peer Learning)For teachers, cooperative Learning relates to the “scholarship of learning and teaching” where communities of practice benefit from the sharing of inquiries. In relation to teaching and learning guidelines, cooperative learning is viewed as an important method of reducing competitive and individualistic behaviour, thereby creating scenarios in which students may develop interpersonally such as peer to peer and team-based activity.

Collaborative LearningIn this context, collaborative learning relates to interactions between staff and students so as to create feedback loops directed at the improvement of teaching and learning. The social inherence of learning is acknowledged as is the increasingly ‘by your side’ nature of the learning coach or ‘midwife’.

Authentic Learning (including Community-based Learning)Authentic learning opportunities are required to encourage the application of skills and the resulting development of critical thinking. Underpinning principles also require the application of skills in order to develop ethical and informed decision making which can only be achieved through exposure to and participation in real-world scenarios. Authentic learning opportunities are also viewed as an effective method of encouraging responsibility, particularly when it occurs in the community.

Problem-Based Learning The teaching and learning guidelines identify problem-based learning as a means of creating a community of learners, particularly where a dialogue is created between students and teachers. Problem based learning involves activities that encourage such interaction e.g. where teachers offer case studies and simulations using ‘guided design’. ‘Real world’ problem based learning also encourages students to link learning experiences to their operation in the workplace and community.

Explicit TeachingWithin the teaching and learning guidelines, explicit teaching is viewed as a method of extending formal teacher and learner interaction. Active listening and note taking via lectures are not likely to disappear in the near future, but rather be integrated into a more active learning program. Explicit teaching is also viewed as an effective means of modelling skills and behaviours.

Independent Learning

A great deal of learning occurs ‘outside the classroom’ where student-initiated learning occurs both collaboratively and independently. Responsibility can be encouraged through student-activated learning extension.

Interdisciplinary Learning Interdisciplinary learning is required for the effective creation of learning pathways. Learners are exposed to a wide range of programs, skills and understandings beyond what they may traditionally expect in their chosen areas of study. This style of learning creates alternative perspectives and deeper understanding.

Inquiry-Based LearningInquiry-based Learning is viewed as a means of closely linking teaching and research.

Student-Centred Learning A need for student-centred learning comes from a general focus on learning itself as opposed to teaching.

Active Learning In this context active learning applies to the engagement of students through encouraging students to participate and interact. This can be achieved through the provision of environments in which students can interact informally and formally with peers and mentors with their individual learning styles supported through a range of learning technologies and resources.

Lifelong LearningThis relates broadly to the enhancement of employability and long-term engagement in and enjoyment of learning for continual professional and personal development.

Flexible Learning (including E-Learning)Flexible Learning relates to the way in which learning can be experienced by the student, providing learning and content delivery options that suit a diverse range of learner needs so that learning may occur both synchronously and asynchronously on and off campus. E-learning is an essential component of flexible learning.

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Zoning – Reflective, Creative & Interactive

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Library 2.0 - Inquiry Based Learning (Habib 2004)

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Specialist Spaces - Problem Based Learning - www.cdio.org

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Inquiry Based Learning – www.cdio.org

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Inquiry Based Learning – www.cdio.org

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Pedagogy Space Map

The Gungahlin College aims to provide an adult learning environment with a variety of learning settings.

This option shows how the flexible layouts can be adapted to the needs of the specific project or theme studied. The Learning spaces become a Hub of activity in which the students can move freely as required to get the information they need to fulfil their tasks. Some acoustically private spaces are also provided for quiet or loud group activities.

A lightwell links different levels. Visible learning areas. Scotch Oakburn Senior Centre, Launceston, Tasmania

Appropriate outdoor learning spaces Newstead College, Launceston, Tasmania

Collaborative areas with different furniture cater for a variety of learning modes. Coburg Senior High School, Victoria

Creation of reflective private spaces behind columns Coburg Senior High School, Victoria

Visibility to presentation areas from collaborative areas ASMS, South Australia

Presentation areas (or classrooms) can also be collaborative spaces ASMS, South Australia

Lockers visible, can be used to divide space Scotch Oakburn Senior Centre, Launceston, Tasmania

Reflective study can occur in many ways ASMS, South Australia

Collaborative Learning areas can be defined by changes in ceiling or flooring Canning Vale College, Western Australia

LIBRARY/RESOURCES

AND LINK TO SPECIALIST

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educational philosophy

space model

facility design

connectivity faculties to be

integrated collocate staff prep areas/labs./studios

hand, heart, head spaces for theory, practice and social

identify learning setting types

learning anytime, any place, any path, any pace

recognise use of domestic, educational, industry and community

linkages, resources and collocations

project based learning practical areas and storage for projects

specialist settings and storage systems

connect students to world

newsroom, international room

media rich learning spaces througout

new knowledges display areas using technology

use foyers, corridors and media lab. etc

Australian Science & Maths School - mapping pedagogy & space

Source: Fisher/Woods Bagot

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ASMS – planning layout

1. Learning studios (9)• specialist equipment for

individual research work• central tables for group work• a teaching wall with rich audio• networked computers2. Outside area• most learning studios and

commons open to outdoor areas for

• educational and recreational purposes

4. Meeting rooms• for student and staff use6. Assembly area7. Student and staff social area


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ASMS – planning layout

8. Learning commons• individual home desks, secure

storage space• a teaching wall; state-of-the-art

audio visual and ICT facilities• networked computers• tables for group work & teacher

directed sessions• large spaces with ICT and audio

visual facilities • professional development

programs 9. Staff rooms• open directly to learning commons

with no physical separation10. Central Common Space• informal & formal learning activities• social interaction and community

activitiesSource: Fisher/Woods Bagot

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ASMS – learning settings


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ASMS – learning settings


Dr Kenn Fisher 43

Self Assessment – student voice

• BRE-EAM - Environmental Assessment Method

• Spatial literacy & spatial vocabulary

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Good KM&L approach - uses full media richness: synchronous & asynchronous

Text-based

Voice-based VideoFace – to

Face

Low High

Broadcast Search Virtual collaboration F2F Learning & sharing

Newsletter

E-mail

Intranet

Phone call

Audio conference

Videoconference

Webconference

Update newsletter

E-mail

WebsiteGoogle

Good practice library

Content Management

Discussion forum

Wiki

Telephone

Virtual ‘team room’

Expertise locator / ‘Yellow Pages’

Conference calls Project ‘retrospect’

NetMeeting

Webex

After-Action Review

Peer-assist

‘Show and Tell’ event

Notice board

MSN

RSS Newsfeed

Communities of Practice

Coaching & Mentoring

Buddying

‘Richness of Media’

http://www.education.vic.gov.au/studentlearning/innovations/designteams/default.htm

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NetGen & ‘Digital Natives’ – Mountifield 2005

Digitally literate • Use variety of IT devices

• Surf the Net

• Experimental

Multiple media literacy• Comfortable in visual rich environment

• Able to weave together images, text, sound

• Visual interfaces, streaming media, gaming

Always connected• Mobile phones, laptops, PDA, IM, web

cams, wireless, blogs, email, wikis, chat, gaming

Immediacy • Expect information, communication,

entertainment to be 24/7

• Immediate responses & instant gratification

• High expectations

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Convergence

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Educating the Net Gen (Educause - Brown, 2005)

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Key issues

• Net Gen learning modalities

• e-Learning

• Collaborative pedagogies

• Learning technologies – buildings, furniture, environment, technology

• Technology = 10% of capital works budget – one budget

• Mobile technologies

• Learning spaces vs learning places

• Acoustic and visual zoning

• Flexibility through mobile screening

• Cultural transformation

• Teacher control vs learner control - student behaviour changes

Dr Kenn Fisher 51


School Design Awards – selection criteria

OECD – PEB

– Six categories – two on learning environments

– One: how it stimulates children’s early teaching and learning experiences

– Two: the ways the facility is adapted to new forms of learning & research or uses ICT to optimise capital planning or property management

Dr Kenn Fisher 52


School Design Awards – selection criteria

Designshare awards – 6 categories, one learning environment - enhance teaching & learning & accommodate the needs of all learners

− Follow the research in the learning sciences − Students doing not just receiving; creating not just re-creating;

students problem-solving− Cooperative, project based, interdisciplinary− Emphasis on learning styles, multiple intelligences and the

special needs of students − School buildings are important learning tools− Accelerate research on the impact of the physical

environment on student achievement

Dr Kenn Fisher 53

Research & evidence relating pedagogy & space

• Literature search

– Educational Research Clearinghouse (ERIC)

– www.edfacilities.org

– www.designshare.com

– Problem-based learning (Wolff, 2002)

• Qualitative Research Case studies

– Department for Education & Skills (UK)

– Ministry of Education (New Zealand)

– Architecture of Schools (Dudeck, 2000)

http://www.edfacilities.org/

http://www.designshare.com/

Dr Kenn Fisher 54


– Variable sized with individual workspace– Presentation space & ‘cave’ space– Spaces with access to food & beverage– Process galleries– Studios; labs; collaboration incubator– Get away spaces or niches– Display spaces – Access to technology

32 design features that support collaborative, project-based learning (Wolff, 2000)

Dr Kenn Fisher 55

Dr Kenn Fisher 56


Department for Education & Skills (UK) • Qualitative Study (PriceWaterhouseCoopers, 2000)

– Building Performance: an empirical assessment of the relationship between schools capital investment and pupil performance

– Headteachers viewed capital investment as having a strong positive impact on pupil behaviour and motivation

– In the case of secondary schools, they reported that new facilities excited the interest of pupils

Dr Kenn Fisher 57


Department for Education & Skills (UK)

– Inner city heads in particular observed a close correlation between the quality of the facilities and a sense that education is important, and that pupils are being valued by the system

– For potential truants, the comparison can be between the comfort and quality of the school surroundings and those of the local shopping mall; all too often the mall was far superior

Dr Kenn Fisher 58



– In a community secondary school a very marked effect on morale was observed

– The adverse effect (of building disruption) on morale has been vastly outweighed by their pride in the new facilities and the effect this has had on their ability to deliver a programme of teaching in a style they consider professionally desirable

– The new building allowed staff to change the way in which subjects are taught

Dr Kenn Fisher 59



• A deliberate policy of building in improvements to circulation

− to cut down on movement and contrary traffic flows has improved behaviour

• The better state and location of classrooms has enabled a much wider range of teaching strategies to be used

– these to be tailored so that they minimise behaviour problems in ‘difficult’ subject areas

• Both teaching and learning – and therefore attainment - have benefited from this

Dr Kenn Fisher 60


Ministry of Education (New Zealand)• Understand factors that influence learning outcomes in classroom

environments • Preliminary qualitative phase

– consisting of in-depth face to face interviews with each audience

• A semi-quantitative survey pilot phase– using a self completion methodology for school related

audiences and telephone for design consultants• The target audiences for the project:

– Teachers (Primary, Intermediate, and Secondary)– Students (Year 5 – 13)– Principals and Boards of Trustees– Design Agencies

Dr Kenn Fisher 61


• Strategies of reading development

– range from whole-class groups focusing on a white board, through to smaller groups reading to each other, to one-on-one sessions either in the classroom or in a separate reading room

• Reading niches off the main classroom enable better concentration and audibility

• As a separate resource, a mini-library within or close to each classroom is highly desirable

The UK National Curriculum and its implications for space and place (Dudek, 2000)

Dr Kenn Fisher 62


• Concession is that space standards are 40% greater than the norm for this type of facility

– (with the group room accounted for as a part of the classroom space) – the best way that this level of spatial diversity was possible

• Teachers are uniquely equipped to throw enlightenment on the particular social and physical context of their classroom spaces

– Just as the teacher must be flexible, equally the modern environment needs to be flexible (Dudek, 2000, p55).

Research Proposals

• The Research Question – eg how are Smart Boards being used in schools?

• How will this link to Outcomes and School Data?

• Priority in DEECD• Key performance measures eg

– Ratio students to smartboards

– Activities SB used for

– Time for each activity at SB

– Professional development for SB

– Technical barriers

• Will this provide sufficient EVIDENCE?

• Possible research partners

• Timeline

• Projected budget

Dr Kenn Fisher 63

pedagogy & space research directions for deecd

Documents

benefiteddr kenn fisher

dr kenn fisheroecd centre

learning outcomes

school classroom environment

quality of facilities

programme of teaching

quality of school surroundings

range of teaching tools