This is the fourth and final article in the series entitled, “What Does 21st Century Education Really Look Like”? In the first three articles, we described the expectations of choice for parents and students in terms of developing the skills of competence, communication, collaboration, and creativity. In this article, the voices of students, parents and educators are heard to magnify the need for dramatic changes in both instructional delivery and school design.
A benefit of the work we do as architects and educational planners is to have the opportunity to listen to the clients and customers we serve, be it in large public meetings or one-on-one discussions with key stakeholders. Some of the most valuable input we receive is obtained through informal small group conversations about what education will look like in the future and what school designs should be created to support the kind and quality of education that parents, students and professional educators need.
We have learned over time to place all feedback in context, and see value in even the most unusual and whimsical comments. For example, when a group of primary school students were asked what would they change in their school, one boy immediately answered, “We need hallways with moveable floors like in airports.” While on the surface that response would seem to offer little practical design guidance, after evaluating students’ movements during the day, it was apparent that the hallways were in fact too narrow and long to efficiently get students to class on time.
Focus groups like these have identified critical, universally desired design elements that support the development of the critical skills of competence, communication, collaboration and creativity, while offering choice to parents and students. Among those elements are:
• Large gathering spaces that promote and encourage students to collaborate. Students say they provide important social spaces where students come together to work on common assignments and provide comfortable gathering spots to socialize. This same space was also cited by professional educators; valuable for both supervision of large student groups and for hands-on activities.
• Safe and welcoming entrances that are convenient for students, parents and the community while maintaining a monitored, safe school for students and staff. Entrances should extend out into the parking/drop-off areas to ensure the transition of children to and from the school. Safe and nurturing schools support and promote the development of competence within all students; it is also a determining factor in a parent’s choice for selecting the school.
• Well-lit learning areas that take advantage of natural lighting. It is well documented that learning spaces with either direct or indirect natural light improve student performance.
• Comfortable, flexible furniture that has the ability to accommodate small group instruction and collaborative activities. Traditional desks are replaced with high-top tables, comfortable chairs and tables easily configured into a variety of shapes.
• Versatile Learning spaces that are designed to accommodate both small group and large group instruction. Differentiated instruction, which acknowledges that every student has their own unique way of learning, requires arranging learning spaces in non-traditional ways. Larger rooms that have student furniture arranged in “working pods” and multiple technologies integrated into daily instruction are important design elements.
• Technology-enriched environments that are designed to incorporate a variety of devices and bring the world into the learning space. Increasingly effective on-line learning opportunities, communicating with practicing professionals, and collaborating with others with similar interests in schools across the nation all require changes in room configuration and supportive infrastructure.
Paul W. Erickson, AIA/NCARB/REFP, is president of ATS&R Planners/Architects/Engineers, Minneapolis, a firm specializing in pre-K to 12 and post-secondary school planning and design.
