New Pedagogy and Newer Pedagogy: Designing for the Future Geoff Hanmer Managing Director, ARINA Hayball Monday 1st June 2015
Jul 24, 2015
New Pedagogy and Newer Pedagogy:
Designing for the FutureGeoff Hanmer
Managing Director, ARINA Hayball
Monday 1st June 2015
Camberwell High School: Hayball
“Of special significance were the School workshops. These were interactive sessions
with staff and students applying the CEFPI ‘Learning Furniture’ protocol to debate,
articulate and challenge the learning settings.
Fifty students were involved in a workshop to review possibilities, discuss the brief and
present initial concepts. The demanding workshop was followed by the students
breaking into groups to prepare their learning settings and then present them to the full
audience.
A feature of the design process was the close collaboration with the school, the
education consultant Dr Julia Atkin and the education interior designer Mary
Featherston.”
Richard Leonard, Director Hayball.
New school buildings, new pedagogy.
What about existing school buildings?
(image from the school website) Padthaway Primary School South Australia
Architect: Public Buildings Department, 1960’s
A 2012 assessment of the condition of all schools found that 67 per cent of all
buildings require only routine maintenance.
However, notable issues with the school building portfolio remain and 7.5 per cent
of buildings—2,042 in total, across 505 schools—are at the point of imminent
failure, or have already failed.
A further 3,074 buildings are below the standard DEECD requires for all school
buildings.
DEECD estimates that $420 M in investment is required to bring these buildings
up to an acceptable standard. (About $575 M in NSW)
In addition, 38 per cent of buildings are surplus to requirements—based on
current enrolment levels.
DEECD estimates that one-quarter of all schools are out-dated, and not
suitable to deliver a modern curriculum.
Situation of state school buildings in Victoria:
Auditor General’s report
New Pedagogy and Newer Pedagogy: Designing for the Future
Futurology“I think there is a world market for maybe five computers.”
Thomas Watson, chairman of IBM, 1943.
“This 'telephone' has too many shortcomings to be seriously considered as a means of
communication. The device is inherently of no value to us."
Western Union internal memo, 1876.
“Who the hell wants to hear actors talk?”
H. M. Warner, Warner Brothers, 1927.
“We don't like their sound, and guitar music is on the way out.”
Decca Recording Co. rejecting the Beatles, 1962.
“Stocks have reached what looks like a permanently high plateau.”
Irving Fisher, Professor of Economics, Yale University, 1929.
“There is not the slightest indication that nuclear energy will ever be obtainable. It would mean
that the atom would have to be shattered at will.”
Albert Einstein, 1932.
The death of the didact?
Didacticism is a philosophy that emphasizes instructional and
informative qualities in literature and other types of art.[1][2] The term has
its origin in the Ancient Greek word διδακτικός (didaktikos), "related to
education and teaching", and signified learning in a fascinating and
intriguing manner.[3] (Thanks to Wikipedia)
New Pedagogy and Newer Pedagogy: Designing for the Future
The development of school buildings
and pedagogies
1. London School Board buildings of the late 19th Century
2. Open Plan classrooms of the 1970’s
3. ‘Return to Tradition’ classrooms in the 1980’s and 1990’s
New Pedagogy and Newer Pedagogy: Designing for the Future
1800’sWoodland Roads, Lambeth, London 1887
Architect: Thomas Bailey
New Pedagogy and Newer Pedagogy: Designing for the Future
Late 1800’s London School Board
• LSB delivered one of the first large scale
programs to provide education to all children.
400 schools built from 1871 to 1902.
• Classrooms in these schools were relatively
small, opening with single doors to corridors.
• Students in rows (classroom style) with large
class sizes.
• Separation of girls and boys.
• Generous window fenestration and ventilation
was provided, often from two sides; best
practice.
• Chalkboards and slates were main
teaching/learning tools.
• Limited adaptability and inflexible because of
masonry walls and relatively small room sizes.
Silver St School North London in 1937
Built 1900: Architect, Henry Dobbs
New Pedagogy and Newer Pedagogy: Designing for the Future
St Paul’s Girls School
Architect: Gerald Horsley 1904
14
Annandale North Public School
Architect: NSW Government Architect ? Built1907, continuously operational for 107 years.
New Pedagogy and Newer Pedagogy: Designing for the Future
1970’s Open Classroom
• Open classroom movement originated in
British elementary schools after WWII.
• Slowly spread to the United States; idea of
‘informal learning’.
• Traditional education criticised for
‘producing uncreative graduates who
seldom questioned authority.’
• Focus on learning by doing, student
creativity, self-motivated pursuit of
knowledge.
• Learning using a variety of media, not just
pencil/paper and spoken word.
• Learning centres or ‘pods’ were set up and
teachers and students moved freely
between them.
New Pedagogy and Newer Pedagogy: Designing for the Future
80’s and 90’s ‘Return to Tradition’
• Backlash against the open-plan
classroom, mirroring social trends after
the oil shock and recession.
• Walls were rebuilt and classes again
focussed on separate classrooms.
• A hybrid of two teaching traditions:
teacher-centred (material is presented)
and student-centred (discovered by
learner)
• Computers began to appear in
classrooms and as a tool for learning
New Pedagogy and Newer Pedagogy: Designing for the Future
Manifesto for a contemporary school: Hayball
• Student-centrism: spaces that are student focused as well as being teacher friendly.
• Group learning: large spaces that can be broken down into smaller units to facilitate group
work and cross-curricular learning, and to cater to students with different learning styles.
• Individual learning: spaces for personal study and individual withdrawal and focus.
• Openness and multiplicity: open areas able to serve as social spaces, group work and
learning, quiet study areas or central briefing and learning resource areas.
• Specialisation: integrated specialist spaces that may be seamless with the general learning
areas and that can respond to project-based learning.
• Technology: Wi-Fi that is pervasive and able to provide BYOD flexibility.
• Adaptability: spaces that can be re-configured and adapted through the use of operable
walls and modular furniture systems to support current curriculum demands and to keep
pace with the changing education requirements.
• Personalisation: spaces that support social interaction and assist the teacher/student
interface.
• Lifelong learning: embracing the principle of life-long learning through community
interaction and use.
• Flexibility: The building must be capable of supporting long-term change in pedagogy.
New Pedagogy and Newer Pedagogy: Designing for the Future
Strategies
Adaptability and Structural Flexibility:
Get the Bones Right
• Framed construction with
adjustable wall partitions based on
modular design principles for easy
replacement, recycling and
renovation.
• Non load bearing walls between
teaching and learning spaces
which can be removed.
• Acoustic treatment in floor and
ceiling plane.
• Lightweight and pre-fabricated
construction, steel frame and
plasterboard are preferred.
Concrete and masonry are difficult
to alter without high costs and
disruption
Alkira Secondary College: Hayball
New Pedagogy and Newer Pedagogy: Designing for the Future
Strategies
Amenity and Wellbeing
• Access to daylighting for
classrooms using courtyard
typology or roof lights.
• Flexible transitionary space to
mediate between outdoor and
indoor learning and to take
advantage of the Australian
climate.
• Encourage ‘bump’: serendipitous
encounters between students and
staff in circulation spaces.
Camberwell High School Enterprise Centre: Hayball
New Pedagogy and Newer Pedagogy: Designing for the Future
Strategies
Technology
• Design with the expectation of
future technology; e.g. computer
labs may transition to BYOD -
giving students the ability to ‘work
anywhere’
• Avoid highly specialised rooms
that are difficult to adapt -
becoming obsolete.
• Acoustic treatment is vital in areas
supporting interactive learning.
Dandenong High School: Hayball
New Pedagogy and Newer Pedagogy: Designing for the Future
Take-home Points
In order to be sustainable, buildings should be adaptable and flexible.
• Buildings that are adaptable and also facilitate effective alterations and
additions will have a long and useful life, and will be inherently sustainable.
We must think about the long-term as well as the short-term.
• Many school buildings in use today were built over 100 years ago, and many
that are being designed now may still be in use in 100 years time. These
have to do a better job than the older ones did.
Pedagogies do change.
• School buildings need to be able to facilitate the pedagogies we want,
whatever they turn out to be.