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68 and democratically decide who gets to use which space when. That said, each teacher will have a professionally outfitted workspace alongside their colleagues in the teacher’s office, which is also part of the SLC. 12 The Language of School Design Café & Project Area its own science room, its own teacher workroom with the transparency needed for the space to serve as "eyes on the street", its own toilets, its own science lab and its own central multi-purpose social space that can be used for project work, independent study, distance learning, collaborative work, technology-based work and so on. Figure 1-9 shows a simpler arrangement than the SLC described above with Learning Studios clustered around small group rooms and a café that doubles as a project area. But even at this simple level, it is possible to create an effective SLC. 1c: Learning Communities How effectively do the principal learning areas support the organization of the school as a cluster of learning communities? This particular pattern could be modified to show each SLC having its own direct connection to the outdoors. Additionally, each Learning Studio itself could have an outdoor connection. The floor plan (Figure 1-10) and photograph of the Djidi Djidi Aboriginal School in Australia (Figure 1-11) feature another example of how Learning Studios can be combined with other common spaces to create self-contained Small Learning Communities. Small Group Room Learning We have utilized one more image to represent the SLC Studio model. Figure 1-12, the High Tech Middle School in San AFigure 5.3: small learning community allows for greater Figure 1-9. Diego, California illustrates how a common area shared by flexibility Design in teaching Pattern #1e: and Learning learning Studio-based groups Small an SLC might be used. Learning Community (SLC). Figure 5.4: Science Labs at Oyster-Adams Bilingual School in Washington, DC The DCPS Facility Design guidelines call for “academic clusters” (early childhood, primary and intermediate); “houses” (middle school), and “academies” (high school). These three concepts can be broadly described as learning communities –smaller units within the school comprised of students and teachers who collaborate and learn together. They use a variety of instructional Figure 1-11. strategies and grouping sizes beyond the standard classroom. Research shows that the size of a learning community should be no larger than 150 students to maintain a sense of community where all are known and feel valued. 1d: Areas for Hands-On Experimentation How well equipped are spaces for hands-on experimentation of the natural world through the sciences, mathematics and other curricula? Figure 1-10. Djidi Djidi Aboriginal School d Architect: Edgar Idle Wade. Djidi Djidi Aboriginal School, a Hands-on experimentation is critical for building understanding in the sciences and mathematics. Both advanced placement (AP) and international baccalaureate (IB) programs require hands-on experimentation and lab time. In fact, AP has recently increased its requirements for lab time. The following criteria were used to evaluate the effectiveness of learning spaces to support hands-on experimentation both inside and outside of labs.
Figure 5.5: Transparency allows for passive supervision of student-directed activity at Hillel School of Tampa, FL Figure 5.6: Campfire spaces support lectures and teacherdirected learning at Harbor City International School in Duluth, MN 1e: Transparency To what extent are there visual connections between spaces to ease transitions from learning activities and support passive supervision of learning activities? Transparent boundaries, such as glass walls, between spaces encourage more flexible use of those areas and dynamic learning by allowing teachers to supervise students outside of their immediate classroom. Transparent spaces also encourage chance meetings and informal discussions that can enhance collaborative learning. 1f: Campfire Spaces How well do campfire spaces function? Noted educational futurist David Thornburg outlines several “Primordial Learning Metaphors” to understand the modes through which we gain information. These metaphors set the stage for the variety of ways we learn and the types of spaces needed to support these ways of learning. The first of these spatial types is called the campfire, where one learns from stories of experts, teachers or student presenters. 1g: Watering Hole What is the quality of watering hole spaces? One of David Thornburg’s Primordial Learning Metaphors, the watering hole, is a space where peers share information and learn from each other. 69
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2013 PUBLIC EDUCATION MASTER FACILI
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TABLE OF CONTENTS CHAPTER FIVE: FAC
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2 HIGH QUALITY EDUCATION FOR ALL CH
Page 9 and 10:
ASSESSMENT OF NEED ASSESSMENT OF NE
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Cluster Number 2 Cluster Name DCPS
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LONG-TERM STRATEGIES Some of the re
Page 16 and 17:
12 BACKGROUND As part of the reform
Page 18 and 19:
KEY MAP DCPS & CHARTER SCHOOL DCPS
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16 LEARNING FROM RESEARCH AND BEST
Page 22 and 23: 18 slightly different approach, all
Page 24: 20 PROJECT COMMUNICATION AND OUTREA
Page 27 and 28: GUIDING PRINCIPLES “What matters
Page 29 and 30: RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32: KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 33 and 34: FACILITY CONDITION The information
Page 35 and 36: CHAPTER 3 Enrollment, Capacity and
Page 37 and 38: CAPACITY BY CLUSTER CAPACITY BY CLU
Page 39 and 40: GSF GSF per per Enrolled Student v.
Page 41 and 42: Comparison of Enrollment between DC
Page 43 and 44: ENROLLMENT BY CLUSTER ENROLLMENT BY
Page 45 and 46: GSF Utilization FINDINGS ENROLLMENT
Page 47 and 48: OPPORTUNITIES Meetings with the wor
Page 51 and 52: CHAPTER 4 Population and Enrollment
Page 53 and 54: POPULATION CHANGE BY CLUSTER DEMOGR
Page 55 and 56: FORECAST RANGES Figures 4.6 - 4.7 s
Page 57 and 58: POPULATION FORECAST POPULATION FORE
Page 59 and 60: Population Forecast by DC Office of
Page 62 and 63: 58 PREDICTED ENROLLMENT ENROLLMENT
Page 64 and 65: 60 POPULATION FORECAST PROJECTED UN
Page 66 and 67: 62 SNAPSHOT OF NEIGHBORHOOD CLUSTER
Page 68 and 69: 64 FACILITY QUALITY AND CONDITION S
Page 70 and 71: 66 In general, this index is a rela
Page 74 and 75: 70 Figure 5.7: Cave spaces for quie
Page 76 and 77: Welcoming Entry. m left). elcoming
Page 78 and 79: a ws how the he overall ). r cafés
Page 80 and 81: 76 Figure 5.19: Students dig in the
Page 82: 78 FINDINGS These findings refer to
Page 85 and 86: FACILITY QUALITY QUALITY FACILITY Q
Page 87 and 88: EQUITY EQUITY 1998-2018 DCPS AVERAG
Page 89 and 90: TRAVEL DISTANCE TRAVEL DISTANCE AVE
Page 91 and 92: EFEI Score 50% 45% 40% 35% 30% 25%
Page 93 and 94: Persistent Areas of Need Figure 5.3
Page 95 and 96: Capital Improvement Plan Constructi
Page 97 and 98: CHAPTER 6 Prioritization Framework
Page 100 and 101: 96 CURRENT FIT NEED ASSESSMENT How
Page 102 and 103: 98 ASSESSMENT OF NEED ASSESSMENT OF
Page 104 and 105: 100 2017 PROJECTED FIT AND ITS RELA
Page 106 and 107: 102 1998-2012 DCPS MODERNIZATION EQ
Page 108 and 109: 104 ASSESSMENT OF NEED ASSESSMENT O
Page 110 and 111: 106 2017 PROJECTED NO. OF SCHOOL- A
Page 112 and 113: 108 FACILITY CONDITION AND QUALITY
Page 114 and 115: 110 Facility Needs Measures and Wei
Page 117 and 118: CHAPTER 7 Recommendations
Page 119 and 120: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 121 and 122: STRATEGIES TO ADDRESS NEEDS Short-T
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ST6: CREATE THE SPACE AND ENVIRONME
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Since no Phase 2 modernizations hav
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ACKNOWLEDGEMENTS
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Working Group Alternates Rosalyn Hu
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APPENDIX A: SCHOOL LISTING
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2008 DCPS Facility 2012‐2013 DCPS
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2008 DCPS Facility 2012‐2013 DCPS
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