BrainSpaces: Uniting Education &...

BrainSpaces: Uniting Education & Architecture

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

Learning Styles*• Learning Styles*g yEnvironments• Environments

Examples• ExamplespDiscussion• Discussion

* More information can be found at • www vark learn com &


• www.vark-learn.com &• www.learningstyles.net

• Multiple models of “Learning Styles” typologies have been developed to help enhance learning experiences for children

•enhance learning experiences for children.

The model referenced throughout this presentation was conceived by Neil Fleming

•presentation was conceived by Neil Fleming.

The referenced Model for how “Learning Style” theory can take effect in the

•Style theory can take effect in the classroom was developed by Drs Rita and Kenneth Dunn. (Dunn & Dunn)


“For students to thrive, they need a learning • “For students to thrive, they need a learning they need a learning environment that engages

d h ll h•

they need a learning environment that engages

d h ll hand challenges them to reach their individual • and challenges them to reach their individual ch th n potential.”•reach their individual potential.”

SOURCE –

The Secretary's School Initiative: Student Engagement and Options, www.ed.gov/about/offices/list/ovae/pi/hsinit/options


assessing your learning style To gain a better understanding of yourself as a learner,

you should evaluate the way you prefer to learn or process informationprocess information.

By doing so, you will be able to develop strategies which will enhance your learning potentialwill enhance your learning potential.

Its main benefit is to get you to think about yourself, to consider learning alternatives; not to rigidly classifyto consider learning alternatives; not to rigidly classify you.

Follow the link below to complete the evaluation, a short, Follow the link below to complete the evaluation, a short, quick way of assessing your learning style. (No studies have validated this inventory.)


http://www.personal.psu.edu/bxb11/LSI/LSI.htm

If you circled mostly a's you may have a visual If you circled mostly a s, you may have a visuallearning style. You learn by seeing and looking.

If you circled mostly b's, you may have an auditory If you circled mostly b s, you may have an auditorylearning style. You learn by hearing and listening.

If you circled mostly c's, you may have a kinesthetic y y y ylearning style. You learn by touching and doing.


AuditoryIdentify sounds related

to an experience

VisualHave a sharp, clear

picture of an experience

KinestheticDevelop a strong feeling towards an experience

I hear you clearly, I want you to listen . . .

Do you have visual imagesin your head as you are

talking and listening to me? Do you feel what you are saying? Are you in touchy

This sounds good.g g

Can you see what I am saying?

H d th

y g ywith what I am saying?

How do you feel about this How do you hear this

situation going? What do you hear that is stopping

you? S d h

How do you see the situation? What do you see

stopping you? This looks good.

Do you see what I am

How do you feel about this situation? I'm getting a handle on this material.

Let's move together. Does what I am putting you

i t h ith f l i ht?


Sounds heavy.yshowing you? in touch with feel right?

Sounds heavy.

take numerous detailed notes

tend to sit in the front are usually neat and clean

visualize often close their eyes to visualize or remember something

find something to watch if they are bored

like to see what they are learning

benefit from illustrations and presentations that use color are attracted to written or spoken language rich in

imagery find passive surroundings ideal: prefer stimuli to be

isolated from auditory and kinesthetic distraction

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11visualvisual

sit where they can hear but needn't pay attention to what is happening in front what is happening in front

may not coordinate colors or clothes, but can explain why they are wearing what they are wearingexplain why they are wearing what they are wearing

hum or talk to themselves or others when bored

acquire knowledge by reading aloud

remember by verbalizing lessons to themselves remember by verbalizing lessons to themselves

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11auditoryauditory

need to be active and take frequent breaks speak with their hands and with gestures remember what was done, but have difficulty recalling what was

said or seen

find reasons to tinker or move when bored

rely on what they can directly experience or perform activities such as cooking, construction, and art help

th i d l them perceive and learn

enjoy field trips and tasks that involve manipulating materials sit near the door or someplace else where they can easily get up and

move around are uncomfortable in classrooms where they lack opportunities for

hands-on experience p communicate by touching and appreciate physically expressed

encouragement, such as a pat on the back

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11kinesthetic kinesthetic

if you are a kinesthetic learner,

this does NOT fit !this does NOT fit !


this IS it !this IS it !BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

this IS it !this IS it !


graphic design by Susan Rundle

What do we have to work with?

Spaces: Elements:Surfaces: Activities:Spaces:RoomsHallways

Elements: ColorMaterials

Surfaces:FloorsWalls

Activities: ReadingListening

Open AreasOutdoors

FurnitureEquipmentLighting

CeilingsWindowsDoors

DiscussingMakingExploringLighting

VentilationPlantings

DoorsLand

ExploringMovingPlayingSharing


SharingCelebrating

what would it look, • what would it look ,sound and feel like if •

what would it look, sound and feel like if sound and feel like if we really meant it?•sound and feel like if

ll t it?we really meant it?•

we really meant it?

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11just ask kidsjust ask kids

20

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Children’s Museum - Architecture is FUN, Peter Exley, AIA

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Galilee Catholic Learning Community, Australia

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Perspectives Charter School, Chicago, IL | Perkins & Will, graphics by Jandra Fraire

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11First National Child Development Center

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Yuyu-no-mori Nursery School, Yokohama City, Environment Design Institute

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Illinois Institute of Technology, Student Union


School for the Physical City, Rothzeid Kaiserman Thomson

& Bee, New York

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Facebook Headquarters

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Marysville Getchel High School Campus, WA | Design Team: DLR Group, Architects of Achievement & BrainSpaces

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11www.schamburgalvisse.com.au/index.htm

Magis - flying carpet by magis me too collection

flying carpet designed y g p gby eero aarnio for magis. what child wouldn't want his own flying carpet? this unique and clever chair

ill b i ht th fwill brighten the room of any child, and it makes a great addition to any home. the base is spherical allowing 360 degrees of rockingdegrees of rocking motion. made of sturdy polyethylene, the flying carpet is suitable for use both indoors and out.


BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Sketches by Peter Brown, AIA

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Sketches by Peter Brown, AIA - Furniture by V/S

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Marysville Getchel High School Campus, WA | Design Team: DLR Group, Architects of Achievement & BrainSpaces

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Concept Sketch by Peter Brown, AIA

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Mat Su Career &Technical High School - McCool Carlson Green

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Custom Planter/Bench - Design Amy Yurko, AIA

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Custom Planter/Bench - Design by Amy Yurko, AIA

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Gary Comer Youth Center, IL

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Lincoln Middle School, Schiller Park, IL | BrainSpaces, STR Partners Architects

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Lincoln Middle School, Schiller Park, IL

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Lincoln Middle School, Schiller Park, IL | BrainSpaces, STR Partners Architects

BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11Lincoln Middle School, Schiller Park, IL | FF&E Planning by BrainSpaces, Inc.

VIDEO: What students think about their new schoolhttp://www youtube com/watch?v=H ourUgsYcYhttp://www.youtube.com/watch?v H_ourUgsYcY


DISCUSSIONAmy Yurko, AIAwww BrainSpaces com

BrainSpaces: Uniting Education & ArchitectureDISCUSSIONwww.BrainSpaces.com


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