Promoting Learning Theories in School Design
Linking Educational Theories to Design
When designing educational spaces, it is imperative that we keep the activity of learning in mind. Just as there are varying styles of learning amongst students, there should also be diverse types of learning spaces, and not all classrooms should look the same. There are many different theories on how students learn, and classroom design should support these pedagogies. In this article, we will review some popular learning theories and how the built environment can support them.
Theory of Self-Actualization
Abraham Maslow created the Theory of SelfActualization, commonly illustrated by his famous hierarchy of needs. The theory states that one’s basic needs must be met before psychological needs can begin to flourish. Once both basic and psychological needs have been met, one can then achieve selffulfillment.
The building itself can meet the basic physiological needs of its occupants when designed to provide accessibility and to control acoustics, lighting, and temperature. If a building is too hot or too cold, too dark or too bright, too loud or too quiet, students can become distracted. Building systems should be designed with these factors in mind. The ability to move is another physiological need, and opportunities for movement can be provided with flexible seating in classrooms and collaborative spaces, and the inclusion of spaces accommodating movement such as physical education spaces, outdoor play areas, and movement rooms.
Students must feel safe to academically succeed. A student’s basic need for safety is both physical and emotional. The building itself can provide physical safety through various elements, and emotional safety can be satisfied by creating a culture of school safety. These items were previously reviewed in our threepart Safety and Security Insights Series.
Part 1: www.beckermorgan.com/news/studentfocused-safety-security-in-school-design
Part 2: www.beckermorgan.com/news/studentfocused-safety-security-in-school-design-part-2
Becker Morgan Group Emphasizes Student-Focused Safety & Security in School Design: Part 3
focused-safety-security-in-school-design-part-3
In addition to accommodating basic physiological and safety needs, the building design can support psychological needs for belonging and esteem. Informal gathering spaces provide opportunities to initiate and strengthen friendships. Student-made décor is far more relevant and effective than teacher-made or catalog-bought materials. When hallways and classrooms are adorned with student work, students feel they have contributed to their environment, providing them with a sense of accomplishment and a boost of selfesteem through recognition and approval from their peers.
Theory of Cognitive Development
Lev Vygotsky’s Theory of Cognitive Development is focused around the Zone of Proximal Development or ZPD. This zone is described as the space between the hardest task a student can do on their own and the most challenging task they can do with help. This theory supports group work to teach students new tasks. The building can support this theory by including places for social interaction, as well as areas for collaboration and small group activities.
Theory of Multiple Intelligences
Howard Gardner’s famous Theory of Multiple Intelligences claims students process data in diverse ways. The theory states that there are eight forms of intelligence and students deserve to learn in the way that works best for them. These intelligences may be the easiest to implement in building design. Intelligence-enhancing features sprinkled throughout the building provide educators with opportunities to integrate these intelligences in day-to-day activities.
Bodily-Kinesthetic intelligence is the capacity to manipulate objects and use physical skills and is fostered in tinkering spaces such as low-tech labs, repair shops, or clay studios. A roll-up door can be installed between two rooms to create a larger space if needed to move about.
Linguistic intelligence is the ability to use and understand written and spoken language and is fostered in story walls, whiteboards, and corridor libraries.
Logical-Mathematical intelligence is the ability to manipulate, reason, and apply logic and is fostered in student learning spaces displaying different patterns of form, texture, and color.
Interpersonal intelligence is the ability to effectively interact with others and is fostered in collaboration rooms.
Intrapersonal intelligence is the ability to understand our innermost feelings and is fostered in private places for alone time, easily accommodated by differing seating arrangements.
Spatial intelligence is the concept of deriving insight from visual data and is fostered in visual displays, the inclusion of beauty and aesthetics in the built environment, and opportunities for art, engineering, and tinkering.
Musical intelligence is the ability to appreciate and produce musical skills and is fostered in rhythmic design, and the provision of music centers.
Naturalist intelligence is the ability to identify and manipulate elements of the environment and is fostered via natural light, views to the outside, living walls, roof gardens, easy access to outdoors, and outdoor classrooms.
Conclusion
School districts, forced to make tough decisions on how to spend limited financial resources, often choose to reduce building costs by limiting square footage and installing low first-cost building systems. But studies indicate the physical environment is important to a student’s educational experience, and when applying learning theories to design, the physical environment can promote instruction and impact each child’s ability to learn. This can be accomplished through thoughtful incorporation of collaboration, informal gathering, and individual learning areas, and spaces for music, movement, and art in classrooms and corridors throughout the building. Flexible seating arrangements should be provided to accommodate learner preferences and teaching methods. Spaces should be naturally lit, providing views and access to the outdoors where possible, without compromising security. Building system selections should limit distractions, thereby enhancing instruction, resulting in long-term learning and cost benefits.
