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Presented by: Peter C. Lippman , Assoc. AIA, REFP JCJ Architecture, New York, New York

How Does Learning Occur? Mastering Formal and Informal Skills CEFPI 85 th International Conference: REFP Workshop September 29, 2008. Presented by: Peter C. Lippman , Assoc. AIA, REFP JCJ Architecture, New York, New York Robert Nicholson JCJ Architecture, San Diego. CA.

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Presented by: Peter C. Lippman , Assoc. AIA, REFP JCJ Architecture, New York, New York

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  1. How Does Learning Occur? Mastering Formal and Informal SkillsCEFPI 85th International Conference: REFP Workshop September 29, 2008 Presented by: Peter C. Lippman, Assoc. AIA, REFP JCJ Architecture, New York, New York Robert Nicholson JCJ Architecture, San Diego. CA P.C. Lippman

  2. PART 1: Normative Theories P.C. Lippman

  3. Normative Theories of Design • the architect’s position is not accepted nor valued in the marketplace; • the position was developed before implementation ; • the intentions of the design are treated as separate from practice; • the architect did not have the design skills to put into practice their intentions (Lang, 1988). P.C. Lippman

  4. Normative Theories of Design • the architect’s position is not accepted nor valued in the marketplace (L-Shaped CR); • the position was developed before implementation. Since the position was never implemented, the consequences of having no practical experience were unforeseen (environments that do not assist teachers and teachers are blamed for spaces not working); • the intentions of the design are treated as separate from practice (Space Program & Educational Program); • the architect did not have the design skills to put into practice their intentions (Integration of Educational Theory). P.C. Lippman

  5. PART 2: Learner-Environment Relationships P.C. Lippman

  6. Learner-Environment Relationship Learner active • Quadrant 3: • Learner active • Environment passive • Quadrant 4: • Learner active • Environment Active Environment passive Environment active Learner passive • Quadrant 1: • Learner passive • Environment passive • Quadrant 2: • Learner passive • Environment active P.C. Lippman

  7. Learner-Environment Relationship Learner active • Quadrant 3: • How Learner chooses to behave in the environment • Quadrant 4: • How the learner influences their environment & how in turn the environment influences the learner - Transactions Environment passive Environment active Learner passive • Quadrant 1: • How the environment does not affect learner & where the learner’s behavior does not change • Quadrant 2: • How environment influences and causes the Leaner to change behavior P.C. Lippman

  8. Learner-Environment Relationship Learner active • Quadrant 3: • Cognitive • Constructivist • Quadrant 4: • Practice Theory Environment passive Environment active Learner passive • Quadrant 1: • Genetic Determinism • Quadrant 2: • Behaviorism P.C. Lippman

  9. Learner-Environment Relationship Learner active • Quadrant 3: • Cognitive • Constructivist • Quadrant 4: • Practice Theory Environment passive Environment active Learner passive • Quadrant 1: • Genetic Determinism • Quadrant 2: • Behaviorism P.C. Lippman

  10. Behaviorist Model • Social Environment • Teacher is the Content Provider This Environment is Teacher-Centered • Physical Environment • Desks arranged in rows to face front of Classroom P.C. Lippman

  11. Behaviorism Does this look familiar? 1920 1960 2000 P.C. Lippman

  12. Learner-Environment Relationship Learner active • Quadrant 3: • Cognitive • MI • Constructivist • Quadrant 4: • Practice Theory Environment passive Environment active Learner passive • Quadrant 1: • Genetic Determinism • Quadrant 2: • Behaviorism P.C. Lippman

  13. Cognition: Active Learner – Passive Environment P.C. Lippman

  14. Multiple Intelligences: Active Learner – Passive Environment • Linguistic intelligence("word smart") • Logical-mathematical intelligence("number/reasoning smart") • Spatial intelligence("picture smart") • Bodily-Kinesthetic intelligence("body smart") • Musical intelligence("music smart") • Interpersonal intelligence("people smart") • Intrapersonal intelligence("self smart") • Naturalist intelligence("nature smart") • Existential (“real world smart”) P.C. Lippman

  15. Constructivism: Active Learner – Passive Environment P.C. Lippman

  16. Social Patterns of Participation PERIPHERAL ENGAGEMENT GUIDED ENGAGEMENT FULL ENGAGEMENT P.C. Lippman

  17. Any age • Age: 6-18 • Anytime • Time: 9-3 • Any place • Place: School • Any activity that stimulates brain development • Activity: 3 R’s - Rote • Resources: Books & Teachers • Any resource - real time (newspapers, interviews) • Any position • Positions: Sitting at a desk or standing Learner, Learning, & the Things to be Learned Conventional Thinking Alternative Thinking P.C. Lippman

  18. Active Learner & Active Learning Environment P.C. Lippman

  19. Learner Alternative Learning : Authentic and Relevant P.C. Lippman

  20. Learner-Environment Relationship • Quadrant 3: • Cognitive & Constructivist – involves Levels of Participation • Acquisition by Discovery • Quadrant 4: • Practice Theory – involves Levels of Participation and grounds learning in physical setting • Interplay of acquisitions & transformations – Transactions Learner active Environment passive Environment active • Quadrant 1: • Learner development is direct result of genetic makeup • Acquisition by Chance • Quadrant 2: • Individual responds / reacts to environment – Learner is influenced by the environment peripherally & is guided by social environment. Leaner must change behavior • Acquisition by exposure Learner passive P.C. Lippman

  21. Understanding Place: Meanings of Constructed Objects (1995) Research Methodology: • Interviews at three stages of project • Video Tape P.C. Lippman

  22. Understanding Place: Meanings of Constructed Objects (1995) Findings: • Use of the Physical Environment (flexible & Integrated) • Zones of Activity • Zone 1: Group Participation • Zone 2: Working with Others • Zone 3:Independent with others • Zone 4: Independent P.C. Lippman

  23. Learner, Learning & the Things to be Learned P.C. Lippman

  24. Learner-Environment Relationship • Quadrant 3: • Cognitive & Constructivist – involves Levels of Participation • Acquisition by Discovery • Quadrant 4: • Practice Theory – involves Levels of Participation and grounds learning in physical setting • Interplay of acquisitions & transformations – Transactions Learner active Environment passive Environment active • Quadrant 1: • Learner development is direct result of genetic makeup • Acquisition by Chance • Quadrant 2: • Individual responds / reacts to environment – Learner is influenced by the environment peripherally & is guided by social environment. Leaner must change behavior • Acquisition by exposure Learner passive P.C. Lippman

  25. Practice Theory: Social Patterns of Participation PERIPHERAL ENGAGEMENT GUIDED ENGAGEMENT FULL ENGAGEMENT P.C. Lippman

  26. Practice Theory: Active Learner, Active Social Environment, & Active Physical Environment P.C. Lippman

  27. Active Learner & Active Learning Environment Real World Work Settings P.C. Lippman

  28. Learner-Environment Relationship Learner active • Quadrant 3: • Active Learner • Social Environment passive • Quadrant 4: • Learner Active • Social Environment Active / Physical Environment Active Environment passive Environment active Learner passive • Quadrant 1: • Passive Learner • Social Environment Passive • Quadrant 2: • Learner Passive • Social Environment Active P.C. Lippman

  29. PART 3: Active Physical Environments P.C. Lippman

  30. Active Physical Environments: Defining Guidelines for Activity Settings • Guidelines for Individual, One-to-One, Small Group, & Large Group Transactions • Privacy • Personalization • Physical Comfort • Control • Access to Resources • Manage Interactions • Place Identity Definition of Activity Settings • access to peers of greater, equal, and lesser ability; • transactions between students and teachers, verbal and otherwise, that occur in the daily routine; • opportunities to investigate an array of activities permitted within the settings; • opportunities to design, redesign, and react to self-generated changes as they work through their goal-directed activities; and • low levels of adult guidance, supervision, and considerable freedom for what students accomplish and how they accomplish it (Tharp & Gallimore, 1997). P.C. Lippman

  31. L-Shaped Classroom:Activity Settings Aspects for Creating an Active Physical Environment Flexible: The ways in which the non-fixed elements, furnishings, in the classroom can be arranged and re-arranged by the teacher and students for the diverse activities that occur in the learning environment. Integrated: The shape allows for the separation of activities and connects activities. It limits distractions and encourages activities to collaboration. Ability to move and through and oversee throughout the space Variable-in-Size: The shape affords different zones to support the diverse ways in which people acquire knowledge. Where zones are layered and overlap "Contexts in which collaborative interaction, intersubjectivity, and assisted performance occur—in which teaching occurs—are referred to as activity settings" (Tharp & Gallimore, 1997, p. 72) P.C. Lippman

  32. L-Shaped Classroom:Activity Settings Flexible: Integrated: Variable-in-Size: P.C. Lippman

  33. Zones outside the classroom:Activity Settings Neighborhood Flexible: Neighborhood Integrated: Variable-in-Size: Neighborhood Neighborhood Lincoln Elementary Schools, Lincoln Nebraska, USA Designed by TAP, USA P.C. Lippman

  34. Zones outside the classroom:Activity Settings Guidelines Privacy, Personalization , Physical Comfort, Control , Access to Resources, Manage Interactions, & Place Identity Maxi, Cavett, Campbell, & Roper Elementary Schools in Nebraska (1990’s) Designed by The Architectural Partnership, USA P.C. Lippman

  35. Zones outside the classroom:Activity Settings Westwoods Upper Elementary Middle School Farmington, Connecticut, USA (2002) Designed by JCJ Architecture, USA P.C. Lippman

  36. Zones outside the classroom:Activity Settings Guidelines Privacy, Personalization , Physical Comfort, Control , Access to Resources, Manage Interactions, & Place Identity Harvey Milk High School New York, New York, USA (2002) Designed by Perkins Eastman Architects, USA P.C. Lippman

  37. Zones outside the Learning Community: Activity Setttings Flexible: Integrated: Variable-in-Size: Main Street: Wilbert Snow Elementary School Middletown, Connecticut, USA (1996) Designed by JCJ Architecture, USA P.C. Lippman

  38. Zones outside the Learning Community : Activity Settings The Downtown School, Minneapolis, Minnesota The Cunningham Group P.C. Lippman

  39. Thank YouContact Information Peter C. Lippman, JCJ Architecture plippman@jcj.com Robert Nicholson, JCJ Architecture bnicholson@jcj.com P.C. Lippman

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