SMART TEACHING
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30. Brain-Friendly School Design

DESIGN RECOMMENDATIONS.  Seven researched or historical realities are listed below.  Under each, design recommendations for school space are listed:

1. Cognitive research shows that different youngsters have different learning styles and talents.  Refer to separate Topic #6 and Topic #7.  Given the management convenience and efficiency of having a teacher or teacher team get to know a group of youngsters and to facilitate their learning, classroom operational units with these characteristics should be defined:
   1. The classroom space should be flexible, allowing members of the class to work in groups (interpersonal) or as individuals (intrapersonal).  This involves movable furniture, possibly light space dividers, or even space niches on the elementary level.  This flexibility can accommodate different teaching styles and changes evolving from future cognitive research.  Fortunately this is already a practice in most school design.
   2. Teaching supplies, equipment, and even staff training should be designed to support different learning styles (auditory, visual, somatic, reflective) and talents (multiple intelligences).  Unfortunately too many new school projects build the flexible space but fail to plan and budget properly for the equipment and new teaching materials that will make that space truly effective.  See items #2 and #3 below.
2. Research shows that learning is improved by active involvement.
   1. In the classroom; work tables, storage cabinets, white boards including an interactive board for color drawings and text, computers with software, a multi-media project, and wall space for fireproof visual displays by students are all part of the equipment that will enable students to “do” projects and produce materials that will give meaning to their learning.
   2. Equipment specifications should call for suppliers to provide free training to staff members for any technology items new to the staff. Staff members should be given opportunities to visit schools where students use modern technology to learn and to produce their reports.
3. Computers, the internet, and multimedia devices can make significant contributions to bringing the world and different learning style opportunities to students.  Interactive computer software is especially powerful in serving different learning styles and talents - - graphics programs for visual concepts and work, simulations for hands-on learning, spreadsheet and database and statistical programs for mathematical analysis, word processing for literacy production and rapid revision, effective programs for developing reading skills including speed, internet search engines for research, computer-assisted and hands-on music learning (See www.musicineducation.com for an example.), science probes connected to computer programs are examples.  Blended (computer-assisted plus human interaction) learning is moving us toward a computer-for-every-student environment.  A new facility should anticipate that reality with storage, wireless service, and repair support.  At the very least, these three considerations should be pursued:
   1. Every classroom should have a minimum of two computers, one for the teacher and one for a student production station.  Many should have multiple stations on the perimeter with screens facing into the center of the classroom for supervision purposes, depending on the purpose of the classroom.  Mobile computer labs are also now a possibility with wireless service.
   2. Schoolwide support for internet and computer operation, use of multimedia devices, and student/staff use of software like PowerPoint should be provided.  This involves space, staffing, equipment, some centralized production facilities, and repair service.  Integration of library and media operation should be considered in the design phase.
   3. Special computer labs should be considered for specific purposes such as computer-assisted reading remediation, diagnostic testing including learning style analysis, science lab work, and technology supported music instruction.
4. Environmental factors have a direct impact on readiness for learning.  Some of the most important considerations here are:
   1. Extraneous noise should be carefully limited in classrooms.   For example, chairs and tables moving on hard-surface floors can be very distracting by taking attention away from learning.  Carefully selected carpeting or soft covering on furniture feet can solve this noise problem.  Also, classrooms should not be located near any exterior or interior high noise areas.
   2. Lighting affects learning.  Natural lighting from windows can improve learning as long as excess light is controlled with blinds or shades.  Windows also offer a positive and reassuring connection to the outside world and weather assuming that views of distracting activities are avoided.  The necessary artificial lighting should be selected carefully for the natural light spectrum and should be controlled with multiple switches for audio-visual and balancing concerns.  Have architects select any fluorescent lighting very carefully to avoid color, noise, and eye sensitivity problems.  Use supplementary lighting as necessary in niche areas; incandescent lighting that can be dimmed might be useful there.  Plan lighting and space use to avoid glare on computer or other multi-media screens.  For example, if any inside bank of ceiling lights is to be left “on” for note taking, inexpensive shades might have to be installed on one side of the bank of lights to prevent a glare line from appearing on a large television or computer screen on the opposite side of the room.
   3. Hydration can be a concern in classrooms.  If students are not allowed to carry water bottles for various reasons, resulting dehydration can lower the state of readiness for learning.  Designing each classroom with a drinking fountain in its sink can eliminate this problem or the distraction of students having to leave the room for access to drinking water.

Of course, there are other environmental concerns like temperature and air quality and color schemes that affect readiness for learning.  However, this article concentrates only on those which have often not been addressed adequately.  Items like lighting and floor covering have too often been designed for maintenance effectiveness rather than impact on learning. Also, the new multi-media devices that are useful in addressing different learning styles have often been treated as simple add-ons to the designed classroom rather than devices which should influence initial design more significantly beyond a simple requirement for more electrical capacity and outlets.

5. The “community” can be an important source of learning for students.  As research stimulates a refocus on learning by doing and learning by experiencing, designing for community involvement in schooling should get more attention.  Here are some samples of design features that can be useful under this theme:
   1. Each classroom and learning space (library, auditorium, etc.) can have one or more large screen monitors that have cable or satellite access to programs (world, national, local communities), perhaps a connection to a school TV studio (the school community), and the capability of connection to a video player in the classroom (the “class” community) and to a computer with internet service.  Then world and local events become learning opportunities, and team or class productions can be used to support and document learning.  Classrooms should not be a place where students are bored by words and four walls; classrooms should involve students in learning from the world.
   2. The television and computer facilities of the school can be used to produce a presence of the school in the community - - a great school web site constructed by staff and students, school television programs hosted on local cablevision, etc.  Some schools even provide web-cam views of early childhood centers so that anxious parents can check on how their sons or daughters are adapting to being away from home.  Possibilities are endless here.
   3. Large group spaces (lecture halls and/or auditorium or cafetorium) can provide the opportunity for community-size presentations and experiences (all third graders, all freshmen, etc.).
   4. A parent/visitor room or hosting center can be provided.  Comfortable furniture, some television views into the school, school literature, periodic options for tours hosted by staff members or students are possible considerations.  Literature can explain school programs and policies, provide ways to volunteer for school service, and describe procedures for arranging meetings over concerns.  A room like this gives messages - - Welcome, how to work together for our youngsters, etc.
   5. A staffed community office can be provided and charged with one or more outreach activities - - arranging field trips, arranging work-learning experiences for students with area companies, etc.  Again, possibilities are wide open for improving learning with experiences and involvement beyond the classroom.
   6. A community activity room can be designed to host special learning opportunities.  Two simple examples are (1) a computer learning room where seniors are given introductory daytime courses in computer and internet use by a high school teacher and her students and (2) a larger school area activity room that hosts such activities as inter-school competition like science fairs and career fairs supported by local companies.  Of course, career/technical high schools should go well beyond such examples and use their career laboratories to give students the learning experience of directly serving public customers in such areas as vehicle repair, child care, restaurants, graphic projection, cosmetology, retail sales, off-campus construction and landscaping, etc.
   7. A community health center can work in conjunction with school health services, amplifying both the school and the community value.

Students who learn from community experiences and from serving their communities are benefiting from the great power of the too often neglected experiential learning style.  A school can and should be designed to support that learning style.

6. The power of a system approach to learning (See topic #2.) can be supported by school design.  A system approach to organizational productivity gives better results in any field including education.  In education, such an approach involves using research-based models (i.e., brain-friendly teaching), use of well prepared teams, and the use of data to guide constant improvement efforts.   Here are some design features that support a system approach in a school, an approach compatible with current national and state accountability laws for education:

1. An in-service or training center for staff members is needed to give all staff members a common system background and to provide specialized small group training as needed.  Local planners can decide whether this center can operate in space also used for another purpose (library, auditorium, etc.) or whether a dedicated training center is needed.  Then school space should be designed accordingly to ensure proper support for the staff training function.
2. Space and equipment must support extensive use of data by staff and students.  Some relevant questions to be answered before finishing space designs in this context are these:

• What space and equipment will support our local testing program? - - Such a program can involve pre-testing of students in subject areas and learning styles.  Well-equipped computer installations might be useful here.
• What space will adequately support the state-mandated testing program? - - Standard classrooms and large group rooms are usually adequate for this.  Clearly a highly functional schoolwide communication system would then be necessary; however such a system is a normal part of school design.
• What special data collection and analysis systems will we ask teachers and students to use to monitor and guide progress on learning in individual classes?  - - Once local data systems are defined, you can decide whether special computer and software installations are necessary or whether regular classroom equipment and software will be adequate.  For example, a highly effective use of student and classroom data can be based on teachers and students using Microsoft Excel.  (See Topic #23 and Topic #24.)  Or, a school or district could decide that more sophisticated and complex data analysis will require a specialized, staffed and equipped space is needed in each school building to assist teachers in collecting and receiving and using data.   Once a decision is made, space and equipment can be specified accordingly.
• What specialized space might be needed to follow-up on use of data? - - For example, in designing its system approach, one high school decided significant numbers of students were failing a tenth grade high stakes test because they had entered grade nine with inadequate reading skills.  They used standardized diagnostic tests to diagnose reading skill problems and mandated that every student reading below the sixth grade level on entry to ninth grade had to enroll at once in a computer lab program that had been carefully selected to adjust to different learning styles and raise reading levels an average of three to four grade levels in one year.  That computer lab space and software and a dedicated server had to be installed.  If a school staff recognizes reading skill development as a critical need and decides that a learning style based software program is needed and is available to serve this need effectively, facility specifications can be designed and pursued as an appropriate follow-up to proper use of data.

7. School design can serve as a model for teaching and addressing critical concerns of the global community.  Let us just consider one example of experiential learning here.
   
   Conserving energy and reducing pollution are worldwide concerns as we attempt to care for the planet on which we live.  New space can be designed to have the lowest initial dollar cost, or it can be designed using “green school” standards that will prove less costly in long-term operational expenses and in harm to our environment.  In our classes of the future, we shall be discussing energy and pollution concerns.  Moving past that discussion, what we show our students with what we build will undoubtedly teach them more than mere words.  Educators, building committee members, taxpayers, and architects should insist that green school standards are pursued in all new construction school facilities.  All experienced school architects can offer a clear explanation of these standards.  Good examples of green standards can now be found in nearly every state - - solar panels, air to air heat exchangers, higher insulation values in walls and windows and roofs, flexible fuel systems, recycling programs, etc.

In addition to the seven areas above, these more general suggestions are presented:

1. Space should be designed to be as flexible as possible. - - Individual teachers will have different teaching styles.  Cognitive research will continue to produce new information and recommendations.  New national and state policies will evolve.  Basic techniques of promoting flexibility remain desirable.  Samples are use of non-load-bearing walls, lift-in ceiling panels with space above for wiring and pipes and hangers, capped conduits through load-bearing walls above the drop-down ceiling height for possible future wiring, etc.
2. Heavy emphasis should be placed on staff and consultant development of educational specifications before actual space designs are produced.  - - For example, research on the value of natural lighting and on the need to combat dehydration is very clear and not something to be taken lightly when designing teaching space that will be used for many years.
3. While classroom space is the most critical, all of the other components of school design need to be coordinated also to provide the best possible learning environment.  - - Careful placement of library space with modern technology, student-friendly areas for guidance and relaxation, carefully designed security systems (lockable or supervised entrances, television surveillance, schoolwide communication system that will operate even when power is lost, emergency lighting), an attractive and relaxing cafeteria environment, adequate and well equipped health service space, adequate and well lighted and colorful corridors, attractive display areas; these all make a contribution to the safety and comfort and aesthetic stimulation of students.  That contribution influences readiness for learning.
4. Special attention needs to be given to physical education, music, and art facilities in school design.  Contemporary emphasis on word and number testing can lead to inattention to these important areas even though we understand such concepts as:

• Sound minds in sound bodies (bodily/physical “intelligence)
• Visual/spatial intelligence, the value of artistic expression, the way that art and patterns can help us understand other subjects from mathematics to science
• The impact of music and rhythm on feelings, enjoyment, communication, and even career options.
• For the best possible learning environment, do not make the sad mistake of neglecting these areas.