Presented by: Peter C. Lippman , Assoc. AIA, REFP JCJ Architecture, New York, New York

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How Does Learning Occur? Mastering Formal and Informal Skills

CEFPI 85CEFPI 85thth International Conference: REFP Workshop International Conference: REFP Workshop September 29, September 29, 2008

Presented by:

Peter C. Lippman, Assoc. AIA, REFPJCJ Architecture, New York, New York

Robert Nicholson

JCJ Architecture, San Diego. CA

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PART 1: Normative Theories PART 1: Normative Theories

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Normative Theories of DesignNormative Theories of Design

•the architect’s position is not accepted nor valued in the marketplace;

•the position was developed before implementation ;

•the intentions of the design are treated as separate from practice;

•the architect did not have the design skills to put into practice their intentions (Lang, 1988).

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Normative Theories of DesignNormative Theories of Design

•the architect’s position is not accepted nor valued in the

marketplace (L-Shaped CR);

•the position was developed before implementation. Since the position was never implemented, the consequences of having no practical experience were unforeseen (environments that do not assist teachers and teachers are blamed for spaces not working); •the intentions of the design are treated as separate from practice (Space Program & Educational Program);

•the architect did not have the design skills to put into practice their intentions (Integration of Educational Theory).

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PART 2: Learner-Environment PART 2: Learner-Environment Relationships Relationships

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Learner-Environment Relationship Learner-Environment Relationship Learner-Environment Relationship Learner-Environment Relationship

Quadrant 4:Quadrant 4:•Learner activeLearner active

•Environment ActiveEnvironment Active

Quadrant 2: Quadrant 2: •Learner passiveLearner passive

•Environment active Environment active

Quadrant 3:Quadrant 3:•Learner active Learner active

•Environment passiveEnvironment passive

Quadrant 1: Quadrant 1: •Learner passiveLearner passive

•Environment passive Environment passive

Environment activeEnvironment active Environment passiveEnvironment passive

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Quadrant 4:Quadrant 4:• How the learner influences their How the learner influences their environment & how in turn the environment & how in turn the environment influences the learner - environment influences the learner - TransactionsTransactions

Quadrant 2: Quadrant 2: • How environment How environment influences and influences and causes the Leaner causes the Leaner to change behavior to change behavior

Quadrant 3:Quadrant 3:• How Learner chooses to How Learner chooses to behave in the behave in the environmentenvironment

Quadrant 1: Quadrant 1: • How the environment How the environment does not affect learner & does not affect learner & where the learner’s where the learner’s behavior does not behavior does not change change


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Quadrant 4:Quadrant 4:•Practice TheoryPractice Theory

Quadrant 2: Quadrant 2: •Behaviorism Behaviorism

Quadrant 3:Quadrant 3:•CognitiveCognitive

•ConstructivistConstructivist

Quadrant 1: Quadrant 1: •Genetic DeterminismGenetic Determinism


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Behaviorist Model Behaviorist Model Behaviorist Model Behaviorist Model

Social Environment• Teacher is the Content Provider

This Environment is Teacher-Centered

Physical Environment• Desks arranged in rows to face

front of Classroom

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BehaviorismDoes this look familiar?

1920

1960

2000

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•MIMI




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Cognition: Cognition: Active LearnerActive Learner – Passive EnvironmentPassive Environment

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Multiple Intelligences: Multiple Intelligences: Active LearnerActive Learner – Passive EnvironmentPassive Environment

•Linguistic intelligence ("word smart")

•Logical-mathematical intelligence ("number/reasoning smart")

•Spatial intelligence ("picture smart")

•Bodily-Kinesthetic intelligence ("body smart")

•Musical intelligence ("music smart")

•Interpersonal intelligence ("people smart")

•Intrapersonal intelligence ("self smart")

•Naturalist intelligence ("nature smart")

•Existential (“real world smart”)

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Constructivism: Constructivism: Active LearnerActive Learner – Passive Passive Environment Environment

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Social Patterns of ParticipationSocial Patterns of ParticipationSocial Patterns of ParticipationSocial Patterns of Participation

PERIPHERAL ENGAGEMENT GUIDED ENGAGEMENT FULL ENGAGEMENT

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Conventional ThinkingConventional Thinking

• Age: 6-18Age: 6-18 • Any ageAny age

• Time: 9-3Time: 9-3 • AnytimeAnytime

• Place: SchoolPlace: School • Any placeAny place

• Resources: Books & TeachersResources: Books & Teachers • Any resource - real time Any resource - real time (newspapers, interviews)(newspapers, interviews)

• Positions: Sitting at a desk or Positions: Sitting at a desk or standingstanding

• Any positionAny position

• Activity: 3 R’s - RoteActivity: 3 R’s - Rote • Any activity that stimulates Any activity that stimulates brain developmentbrain development

Alternative Thinking Alternative Thinking

Learner, Learning, & the Things to be LearnedLearner, Learning, & the Things to be Learned

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Active Learner & Active Learning Active Learner & Active Learning EnvironmentEnvironment

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LearnerLearner

Alternative Learning : Authentic and Relevant

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Quadrant 4:Quadrant 4:• Practice Theory – involves Levels Practice Theory – involves Levels of Participation and grounds of Participation and grounds learning in physical settinglearning in physical setting

•Interplay of acquisitions & Interplay of acquisitions & transformations – Transactionstransformations – Transactions

Quadrant 2: Quadrant 2: • Individual responds / reacts to Individual responds / reacts to environment – Learner is influenced by environment – Learner is influenced by the environment peripherally & is guided the environment peripherally & is guided by social environment. Leaner must by social environment. Leaner must change behavior change behavior

•Acquisition by exposureAcquisition by exposure

Quadrant 3:Quadrant 3:• Cognitive & Cognitive & Constructivist – involves Constructivist – involves Levels of ParticipationLevels of Participation

•Acquisition by Discovery Acquisition by Discovery

Quadrant 1: Quadrant 1: • Learner development is Learner development is direct result of genetic direct result of genetic makeupmakeup

•Acquisition by ChanceAcquisition by Chance


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Understanding Place: Understanding Place: Meanings of Constructed Objects (1995)Meanings of Constructed Objects (1995)Understanding Place: Understanding Place: Meanings of Constructed Objects (1995)Meanings of Constructed Objects (1995)

Research Methodology:

• Interviews at three stages of project

• Video Tape

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Understanding Place: Meanings of Constructed Objects (1995)

Understanding Place: Meanings of Constructed Objects (1995)

Findings: • Use of the Physical

Environment (flexible & Integrated)

• Zones of Activity o Zone 1: Group

Participationo Zone 2: Working

with Otherso Zone

3:Independent with others

o Zone 4: Independent

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Learner, Learning & the Things to be LearnedLearner, Learning & the Things to be Learned

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Quadrant 4:Quadrant 4:• Practice Theory – involves Levels Practice Theory – involves Levels of Participation and grounds of Participation and grounds learning in physical settinglearning in physical setting

•Interplay of acquisitions & Interplay of acquisitions & transformations – Transactionstransformations – Transactions

Quadrant 2: Quadrant 2: • Individual responds / reacts to Individual responds / reacts to environment – Learner is influenced by environment – Learner is influenced by the environment peripherally & is guided the environment peripherally & is guided by social environment. Leaner must by social environment. Leaner must change behavior change behavior

•Acquisition by exposureAcquisition by exposure

Quadrant 3:Quadrant 3:• Cognitive & Constructivist Cognitive & Constructivist – involves Levels of – involves Levels of ParticipationParticipation

•Acquisition by Discovery Acquisition by Discovery

Quadrant 1: Quadrant 1: • Learner development is Learner development is direct result of genetic direct result of genetic makeupmakeup

•Acquisition by ChanceAcquisition by Chance


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Practice Theory: Practice Theory: Social Patterns of ParticipationSocial Patterns of ParticipationPractice Theory: Practice Theory: Social Patterns of ParticipationSocial Patterns of Participation

PERIPHERAL ENGAGEMENT GUIDED ENGAGEMENT FULL ENGAGEMENT

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Practice Theory: Practice Theory: Active Learner, Active Social Active Learner, Active Social Environment, & Active Physical EnvironmentEnvironment, & Active Physical Environment

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Real World Work Settings

Active Learner & Active Learning Active Learner & Active Learning EnvironmentEnvironmentActive Learner & Active Learning Active Learner & Active Learning EnvironmentEnvironment

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Quadrant 4:Quadrant 4:•Learner Active Learner Active

•Social Environment Active / Physical Social Environment Active / Physical Environment ActiveEnvironment Active

Quadrant 2: Quadrant 2: •Learner Passive Learner Passive

•Social Environment ActiveSocial Environment Active

Quadrant 3:Quadrant 3:•Active LearnerActive Learner

•Social Environment passiveSocial Environment passive

Quadrant 1: Quadrant 1: •Passive Learner Passive Learner

•Social Environment PassiveSocial Environment Passive


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PART 3: Active Physical PART 3: Active Physical EnvironmentsEnvironments

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Active Physical EnvironmentsActive Physical Environments: : Defining Guidelines for Activity Settings Defining Guidelines for Activity Settings Active Physical EnvironmentsActive Physical Environments: : Defining Guidelines for Activity Settings Defining Guidelines for Activity Settings

Guidelines for Individual, One-to-One, Small Group, & Large Group Transactions

• Privacy

• Personalization

• Physical Comfort

• Control

• Access to Resources

• Manage Interactions

• Place Identity

Definition of Activity Settings• access to peers of greater, equal, and

lesser ability;

• transactions between students and teachers, verbal and otherwise, that occur in the daily routine;

• opportunities to investigate an array of activities permitted within the settings;

• opportunities to design, redesign, and react to self-generated changes as they work through their goal-directed activities; and

• low levels of adult guidance, supervision, and considerable freedom for what students accomplish and how they accomplish it (Tharp & Gallimore, 1997).

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L-Shaped Classroom:L-Shaped Classroom:Activity SettingsActivity SettingsL-Shaped Classroom:L-Shaped Classroom:Activity SettingsActivity Settings

Aspects for Creating an Active Physical Environment

"Contexts in which collaborative interaction, intersubjectivity, and assisted performance occur—in which teaching occurs—are referred to as activity settings" (Tharp & Gallimore, 1997, p. 72)

Flexible: The ways in which the non-fixed elements,

furnishings, in the classroom can be arranged and re-

arranged by the teacher and students for the diverse

activities that occur in the learning environment.

Integrated: The shape allows for the separation of

activities and connects activities. It limits distractions

and encourages activities to collaboration. Ability to

move and through and oversee throughout the space Variable-in-Size: The shape affords different zones to

support the diverse ways in which people acquire

knowledge. Where zones are layered and overlap

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L-Shaped ClassroomL-Shaped Classroom::Activity Settings Activity Settings L-Shaped ClassroomL-Shaped Classroom::Activity Settings Activity Settings

Integrated:

Variable-in-Size:

Flexible:

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Neighborhood

Neighborhood

Neighborhood

Neighborhood

Lincoln Elementary Schools, Lincoln Nebraska, USADesigned by TAP, USA

Zones outside the classroomZones outside the classroom::Activity SettingsActivity Settings

Integrated:

Variable-in-Size:

Flexible:

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Zones outside the classroomZones outside the classroom::Activity SettingsActivity SettingsZones outside the classroomZones outside the classroom::Activity SettingsActivity Settings

Maxi, Cavett, Campbell, & Roper ElementarySchools in Nebraska (1990’s) Designed by The Architectural Partnership,

USA

Guidelines Privacy, Personalization , Physical Comfort, Control , Access to Resources, Manage Interactions, & Place Identity

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Westwoods Upper Elementary Middle SchoolFarmington, Connecticut, USA (2002)Designed by JCJ Architecture, USA


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Harvey Milk High SchoolNew York, New York, USA (2002)Designed by Perkins Eastman Architects, USA


Guidelines Privacy, Personalization , Physical Comfort, Control , Access to Resources, Manage Interactions, & Place Identity

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Main Street: Wilbert Snow Elementary SchoolMiddletown, Connecticut, USA (1996)Designed by JCJ Architecture, USA

Integrated:

Variable-in-Size:

Flexible:

Zones outside the Learning Zones outside the Learning CommunityCommunity: Activity Setttings: Activity Setttings

Zones outside the Learning Zones outside the Learning CommunityCommunity: Activity Setttings: Activity Setttings

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The Downtown School, Minneapolis, MinnesotaThe Cunningham Group

Zones outside the Learning Zones outside the Learning Community : Community : Activity SettingsActivity Settings

Zones outside the Learning Zones outside the Learning Community : Community : Activity SettingsActivity Settings

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Peter C. Lippman, JCJ Architecture

[email protected]

Robert Nicholson, JCJ Architecture

[email protected]

Thank YouContact Information

Documents

Presented by: Peter C. Lippman , Assoc. AIA, REFP JCJ Architecture, New York, New York