CEFPI 2005 Trading Spaces

CEFPI - October 1, 2005
T R A D I N G
S P A C E S :
transforming classrooms into
spectacular learning environments

trading spaces:
session abstract
Transforming Existing Classrooms into Spectacular Learning Environments
National studies show that over 90% of classroom teachers believe that classroom design
influences students’ learning. If you suspect your school facility could better serve its students,
you’re probably right. Many of the design elements cited by teachers as having strong impact on
students’ performance can be improved with only a fraction of the cost of new construction or
even major renovations.
If you’re planning a new school or major renovation, why wait until the new school is built to
provide better classrooms for your students? Today’s students deserve quality learning
environments as much as those who will benefit from the new or newly renovated school. In this
session, you will learn the top design elements of effective environments for learning. You will
learn how to assess current facilities for educational adequacy and how to apply simple strategies
to improve those elements in any classroom, regardless of its current condition.
Participants can expect to learn:
• Simple Strategies for Enhancing Existing School Facilities
• Simple Strategies for Enhancing Classroom Atmosphere
• Simple Strategies for Incorporating Technology in Existing Facilities

trading spaces:
introduction
Amy Yurko, AIA
BrainSpaces – Ed Specs, Programming, Planning & Design
Renée Thomas, RA, IESNA
RTL Design – Environmental Design Strategies
Craig Mason, AIA
DLR Group – Full-service A/E for School Facilities
John Burk, PhD
Burk Consulting – Communications & Technology Consulting

trading spaces:
agenda
the big idea
Learning
Atmosphere
Technology
Strategies
Examples
Discussion

trading spaces:
the big idea

trading spaces:
the big idea
before after
Source: “Trading Spaces: Girls vs Boys” on Discovery Kids, www.kids.discovery.com

before
after
trading spaces:
the big idea

trading spaces:
the big idea
before
after

trading spaces:
the big idea
after
before

trading spaces:
the big idea
Thornebrooke Elementary School’s teachers lounge
boasts an institutional feel prior to its PTA-
sponsored makeover by several savvy parents.
before In honor of Teacher Appreciation Week, the teachers lounge at
Thornebrook Elementary School is transformed into a cozy retreat that
exudes an ambience of tranquility.
after

•
•
•
•
trading spaces:
the big idea

learning trends:
“For students to thrive, they need a
learning environment that engages
and challenges them to reach their
individual potential.”
SOURCE –
The Secretary's School Initiative: Student Engagement and Options, www.ed.gov/about/offices/list/ovae/pi/hsinit/options
•
•
•
•

learning trends:
Studies support the idea that learning is facilitated through
hands-on & experiential projects.
…of
what
they:
70%
See, Hear &
Experience
50%
See &
Hear
10%
Read
20%
Hear
30%
See
90%
See, Hear,
Experience
& Teach
On average,
students retain ...

learning trends:
The National Educational Technology Standards (NETS) Project is an International Society for Technology in Education (ISTE) initiative
Student-centered learning
Multi-sensory stimulation
Multi-path progression
Multimedia
Collaborative work
Student-centered learning
Information exchange
Active/exploratory
Inquiry-based learning
Proactive/planned action
Authentic, real-world context
New Directions for LearningTraditional Learning
Teacher-centered instruction
Single sense stimulation
Single path progression
Single media
Isolated work
Information delivery
Passive learning
Factual, knowledge-based
Literal thinking
Reactive response
Isolated, artificial context

classroom acoustics:
ANSI-ASA S12.60 2002
Engineers Newsletter 2003, Volume 32 No. 1 by Dave Guckelberger

Sources of Noise

acoustical inter-reflectance

speech intelligibility

© 2002 Daylighting Collaborative
Cool Daylighting –
Is an integrated approach that
uses natural light to reduce the
need for electric lighting, while
also reducing solar heat gain
and glare.
daylighting the classroom:
“cool daylighting”

Window Placement:
Too much light directly in the field of view is
uncomfortable. Ideal window design uses a clerestory
to let in light high (where it can bounce off the
ceiling) plus lower view windows to provide a view to
the outdoors. The amount of glass increases with
height, bringing more usable light into the room while
reducing glare.

Brightness Control:
The sun, clouds, sky, and reflected light can
overwhelm the eyes. These bright sources must be
controlled through the use of overhangs,
exterior/interior light shelves, exterior vertical fins
and interior window blinds. This is especially
important for view windows.

Limiting Light Transmission:
Even when direct light is controlled, the sky can
supply an overwhelming amount of light. This results in
glare – one of the chief reasons daylighting fails. To
control glare, darker glass or tinted films are
specified. Visible light transmittance is limited to
0.38 – 0.60 for clerestories and 0.18 – 0.25 for view
windows (depending on design conditions).

Uniform Light Distribution:
Direct-indirect lighting – This type of fluorescent lighting
provides direct downlighting and indirect light
bounced off the ceiling plane.
Daylighting sensors – Sensors in the ceiling detect
luminance levels and turn off lights as needed to keep
light levels constant and uniform.
Wall Treatments – Lighter colored paints are used for
the ceiling and for the wall near the ceiling. Darker
paints may be used below. This helps to create a bright
“canopy” of light out of the field of view.
“cool daylighting” strategies

educational atmosphere:
studies show environmental impacts on learning
•
•
•
•
classroom lighting
- low/poor lighting can cause:
- eye strain, increased blinking & headaches
- decreased depth perception
- muscular tension (neck, shoulders, etc)
- fatigue, disinterest
- too much lighting can cause:
- eye strain , increased blinking & headaches
- decreased depth perception
- glare on instructional instruments (screens, boards, etc)
- pull-away effect, from tasks & people
- decreased attention span

transformation strategies:
strategies for effective classroom lighting
•
•
•
•
- indirect overhead lighting:
- use ceiling surface of 90% reflectivity
- optimal ceiling height = 10’
- zoned controls for flexibility
- task lighting:
- articulated if possible
- incandescent lamps
- wall & floor surfaces:
- high contrast
- visual interest
- daylighting:
- use “cool daylighting” strategies
- shades to control glare

CEFPI - October 1, 2005SOURCE: Peter Exley: www.architectureisfun.com
color & light

exterior solar controls
Image courtesy of the Freidmutter Group, AIA – Las Vegas, Nevada

Images courtesy of the Heschong Mahone Group
skylighting

side-lighting

educational technology:
news flash!
Source: RedEye Daily Newspaper, Chicago, October 29, 2005
•
•
•
•
…a Japanese company has developed
a chip which allows broadband access
through standard electrical wiring &
outlets…

Campus
Shared Resources WWW
Campus
WAN
Building Shared Resources
Networked
Laser Printers
(High speed)
File Servers
Fax Machine
Networked
Flatbed
Scanner
U.P.S.
UPS
Building
LAN
Copy machine
High Speed Copier
w/Print Server
frameworks
Multimedia PC
Faculty Work Station for Data,
Audio & Video Control
Classroom
LAN
Digital ProjectorDigital Phone
w/Intercom
wireless
voice/sound
amplification
system
SmartBoard
Student Laptops
with wireless LAN
access
Multimedia PCHardwired Student
Workstations
(w/ power outlets)
Laser printer
Printer
Digital Camera &
Digital Camcorder
Classroom
educational technology:
typical classroom framework

CEFPI - October 1, 2005Source: VECTA
furniture solutions:
the right furniture can maximize a small space

in the classroom (35’ x 22’ = 770sf)
PROJECT: Mellon Middle School, Burt-Hill Architects
Plastic Laminate Chase to
Provide Access to Data
Infrastructure
Telephone
and Data
Jacks
Single Hung
Windows with
Blinds
Storage Shelving
Under Windows
29” x
42” Flat
Files
Teacher
Cabinet
Tall
Storage
Cabinet
ADA
Sink w/
Bubbler
Collaborative
Learning
Center
Media
Wall
Group and Individual
Learning Stations
Unit Vent
Teacher
Workstation
LCD
Projection Screen
Tackboard and
Markerboard
Media Cabinet
w/ TV Monitor
Above
T
B
TB
TB
TBTBTBTBTB

CEFPI - October 1, 2005PROJECT: Mellon Middle School, Burt-Hill Architects
in the classroom

CEFPI - October 1, 2005School for the Physical City, New York, Rothzeid Kaiserman Thomson & Bee
thematic learning

transformations:
John Stanford Center, DLR Group
before
after

transformations:
Hazen High School, DLR Group
before
after

transformations:
before
Cleveland High School Study, DLR Group

transformations:
Cleveland High School Study, DLR Group
after

transformations:
Garfield High School Study, DLR Group

transformations:
Timberline High School Study, DLR Group

CEFPI - October 1, 2005Timberline High School Study, DLR Group
T R A D I N G S P A
C E S :
transforming classrooms into
spectacular learning environments
www.brainspaces.com/cefpi

CEFPI 2005 Trading Spaces

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