Building To Educate: An Interactive Conversation on Theory & Design

Building To Educate: An Interactive Conversation on Theory & Design The places where we spend time as children have a profound impact on our experiences and our memories, and this is particularly true for the K-12 schools in which students spend so much of their time. How do we, as designers, transform a learning environment from a “space” to a “place”?

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Designing for Multiple Intelligences Ideally, the design of learning environments begins with the understanding that every The places where we spend time as children have a profound impact on our experiences and our memories, and this is particularly true for the K-12 schools in which students spend so much of their time. How do we, as designers, transform a learning environment from a “space” to a “place”? How can we best support the needs of diverse learners? How can we partner with educators to help students reach their full potential? LS3P’s K-12 Education Practice Advancement Center spent a few hours with Dr. Sandra Duncan, a researcher and author specializing in the design of exemplary K-12 learning environments, to find out.

student brings different affinities to the task of learning, and design can provide opportunities to engage all types of students. Kinesthetic learners, for example, thrive with movement; this aptitude can be supported by ample areas for physical activity and connections between the indoors and out. Logical/mathematical learners may be inspired by patterns in form, texture, and color, while verbal/linguistic learners will benefit from story walls or mini libraries tucked into the cafeteria or corridors.

Naturalists need abundant natural light and visual connections to nature as well as quick access to the outdoors through roll-up garage doors or sliding glass doors to outdoor learning spaces.

Dr. Duncan has written seven books focused on designing enriching, supportive places in which children learn and thrive. During an interactive hybrid workshop, she helped

Students may have several preferred learning modalities, and strategies which suit one

LS3P’s K-12 experts build connections and bridge the gap from theory to practice.

type of learner may benefit all. A “tinker center,” for example, allow kinesthetic learners

In illustrating the powerful connections between place, experience, and memory, she investigated the ways in which space influences our thoughts, feelings, and behaviors; empowers or disenfranchises us; and sends messages (intentionally or otherwise). For young learners, turning a “space” into a “place” can open the door to better cognition and learning.

encouraging logical learners to explore patterns and connections. Every element can

to practice small muscle work while also engaging visual learners in spatial tasks and serve multiple functions.

Designing for the Full Range of Human Needs Psychologist Abraham Maslow published his famous “hierarchy of needs,” which envisions human necessities as a pyramid, in 1943. At the bottom are basic physiological needs for survival, followed by safety, love and belonging, esteem, and finally self-actualization. His model meshes well with concepts developed by British brain researcher Dr. Katherine Murray, who also contributed to LS3P’s workshop.

She explained that the brain is roughly divided into the three regions: the brain stem

Many theories of learning and development impact K-12 design. Dr. Duncan unpacked three of the most prominent – Howard Gardner’s theory of multiple intelligences, Abraham Maslow’s hierarchy of needs, and Jean Piaget’s theory of constructivism – to underscore the power of design to influence learning.

(responsible for survival), the limbic brain (responsible for emotions), and the neo cortex (responsible for cognition). The highest level of the brain can only function efficiently when the lower levels of the brain are calm and the needs of survival, safety, and belonging are satisfied. Synaptic connections between the regions of the brain develop rapidly around the ages of 7 or 8, when students transform from more imaginative platy to a newfound capacity for empathy and social awareness. These concepts are critical to cognitive development and academic success.

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Dovetailing with the hierarchy of needs and the physiology of brain development, Dr. Duncan highlighted the increasing need for trauma-informed design in learning environments. More than two-thirds of American adults have experienced at least one “adverse childhood experience” causing trauma, and more than 12% have lived through four or more such experiences. Children enter the learning environment with a broad range of perspectives and memories, not all of them positive, and designers must bring understanding, compassion, and skill to the task of creating learning environments for all.

Elements which address these fundamental human needs for safety and belonging include:

Designing for Cognitive Development The final theory Dr. Duncan explored with the group, Jean Piaget’s theory of constructivism, explains how children assimilate knowledge over time as their cognition develops. As they grow in understanding and experience, children begin to develop “schemas” to help them sort information. They expand and refine these schemas as they encounter new information, and adjust their thinking accordingly to accommodate new perspectives.

Young students in particular need developmentally appropriate, interactive, and supporting learning environments where they can continuously engage with their surroundings, test their understanding of the world around them, and expand their

Light: Natural light is beneficial to people of all ages. It reduces stress, regulates circadian rhythm, and boosts cognitive processes. While fluorescent lights may cause sensory discomfort and anxiety through flickering and buzzing, natural light from windows, doors, or skylights can replace artificial light in many cases for a more soothing environment. Supplemental task lighting at various levels can meet specific needs for visual acuity.

Acoustics: Sudden or steady unwanted noise can be a subtle anxiety trigger for many people. A calming acoustic environment can be created with lower ceilings, soft surfaces and textiles such as area rugs, or even tabletop fountains for water sounds.

knowledge through hands-on experience. As learners develop higher levels of cognition, learning environments which encourage experiential learning continue to be critical to supporting knowledge and skills development.

As our world grows more complex, it is increasingly important for designers to understand human development, cognition, and best practices for meeting the full range of student needs. Teaching and learning modalities may evolve over time, but integrating design strategies to meet students where they are will help us to create environments where every student can thrive.

Visual Design: Visually simple environments with views to the outdoors are most conducive to a sense of safety. Clutter, disorder, and hanging items may trigger hypervigilance and unease.

Biophilia: Connections to nature can include easy access to the outdoors, views to nature and nature-inspired art, natural colors and materials, plants, and organic shapes.

Wayfinding: Generous circulation, easy wayfinding, minimal clutter, and good visibility from place to place all help to minimize anxiety. Students also appreciate the autonomy and power of flexible, movable furnishings and elevated levels like platforms or lofts.

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