iep2 - Pondering Facility Planning

We have all done it; looked in the window of a restaurant or a store and then decide if that place is for us or not, but how do we know….?  When I was younger my mom said not to go into a store with wooden hangers...not sure where this came from. We all automatically stop at a counter at the doctor’s office or restaurant.  Social norms and the environment speak to us, so what does your school say about you? I am currently in the process of helping a District decide on new furniture for a STEM building. During the process  I asked the question "what are you trying to say?"  If this is a building of collaboration, investigation and creation, then what should the furniture look like?  In the end, two person tables with casters were chosen for most spaces to maximize flexibility in the creation of groups and move through a variety of activities. Work benches and science lab tables will fill out the rest of the building. Furniture can have a huge impact on our perceptio

Getting bogged down by the jargon on 21 st century learning? You are not the only one.  One of my first tasks in starting a relationship with a District is discovering the District’s terminology for departments and special programs.  Special education is always an area where terms like Special Day Class can mean a whole host of different things and require different type of spaces.  Different approaches to learning and the world of technology have exploded the learning vocabulary to the point there needs to be a dictionary.   A Dictionary For 21st Century Teachers: Learning Models & Technology Creating common language is key to making any organization work.   One of the unsung heroes of a facilities master plan is the cross pollination of jargon, philosophy and purpose different departments have in an organization and how they affect the final environment.    Teachers will ask why they can’t paint their classroom a different color and the maintenance department will deman

I recently listened to “ This American Life ” radio episode on expectations.  The episode focused on the visually impaired and how societies’ expectation of what they can do is holding them back from what is really possible and it got me thinking how are our expectations of students holding us back from designing and implementing schools? I remember a programing meeting in particular, which one of the more common debates of classroom design was debated: visual connection.  I have always been fascinated by how this discussion goes because our standard structure for programming goes as follows: Meeting 1: Discuss overarching goals of the facility Meeting 2: Define in general each space needed and the size and quantity of those spaces Meeting 3: Prioritized the spaces to fit budget and arrange the “pieces” functionally to meet the adjacency needs of the facility Meeting 4:Define the specifics of each space such as the cabinetry, need for sinks, accessories and amenities