After 26 years in international education, one of the things I have enjoyed the most has been the rich, diverse and rewarding discussions with colleagues around the world. One of the common themes across Nord Anglia Education in recent years has been, how do we educate our students for their future?
Part of that discussion has been increasingly around the design of school buildings and learning environments. How can we expect to develop learning to meet the needs of 21st century learners when the buildings we work in still follow the same ‘industrial’ concepts used for years?
So, imagine being given the opportunity to be part of designing, building and opening a brand new, state-of-the-art, ‘school of the future’. Along with the Nord Anglia Corporate Development team and lead architect, Ed Schmidt, that’s exactly what we just did in Houston.
The basic premise was quite simple, instead of building a school around a standardized model of education and the requirements of teachers and teaching, what happens if you build it around the varied and personal needs of learners and their learning?
The usual concept for school buildings has traditionally been classrooms, each belonging to a teacher, all connected by corridors. Students move from room to room either based on their age or based on the subject they are being taught at that time. Rooms, furniture, displays are usually fixed. Of course, this model matches the traditional, industrialized and standardized model for education that has been in place for many years. In addition, rectangular boxes, joined by straight corridors are cheap and easy to build.
But, the real world does not work in isolation and we know that learners do not learn best in isolated classrooms. Connectivity is everywhere and modern schools must be willing to adapt.
Imagine the conversation with our teachers a few years ago. It went something like:
We are going to have a new campus (lots of cheers).
But, teachers will not have their own classrooms (fewer cheers).
There will not even be offices for individual administrative staff (even fewer cheers).
There will be no teacher’s desks, teacher’s white boards or even fronts to rooms (deafening silence and obvious shock in the room).
I have to give full credit to our staff. They have been incredibly open minded, hardworking and willing to try new ideas. This transition could have been very tough without such a team and they deserve a great deal of the credit.
Our new 275,000 square foot campus opened this summer. Spanning 34 acres and accommodating over 2000 students, the school features an array of facilities and exciting learning areas that enrich the student experience.
- The entire campus was designed and built around the varied and personal needs of learners and their learning
- All learning spaces are variable and flexible
- Teachers are not assigned to a specific room. Instead the campus is built in ‘neighborhoods’ to which teachers are assigned
- Each neighborhood has eight learning spaces, with flexible and moveable furniture
- Learning environments within neighborhoods can be adapted, changed and developed to support teacher and student needs
- Many teachers allow the students to design the learning environment most appropriate for the learning at that moment
- The interior is mainly glass, very transparent and very light
- Each neighborhood has a variety of floor to ceiling collaborative writing walls, interactive projectors as well as large screen TVs
- All projectors and TVs are connected wirelessly via Apple TVs; this 1:1 environment allows any student to project their work in any place at any time
One of the things that never ceases to amaze me is that every time I walk around the building the layout is different. The neighborhoods change every hour, depending on the needs of the learners.
Architectural Learning Concept
In his book ‘From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments,’ David Thornburg talks about the need to create a balance in spaces such as caves, campfires, watering holes and mountain tops. Each has a particular learning function, from quiet reflection to research, discussion, collaboration and presentation.
Similarly, every area in our school purposefully has possibilities.
The center of the building is the Agora, the Greek ‘Market Place’ where anyone can come to share ideas, research and collaborate. This is the heart of the building, from where you can see the whole school in motion. The glass allows visibility in to all learning spaces and sometimes I just like to sit here and observe.
At any time in the Agora you will see younger children reading, older students researching, a class being taught, teachers lesson planning and a few parents chatting over a coffee, all at the same time. You will also see several administrators working, since this has become the chosen ‘office space’ for the leadership team. It’s a great place to be easily found.
While we need more time and a larger study to measure the full impact of the new learning environment, some things have been immediate and obvious. We have had many visitors come in the new facility since it opened and everyone seems to have the same feedback: students in all year groups are highly engaged and move around the building with a high level of purpose and ownership of their learning.
This is very clear to all of us who work in the building on a daily basis. We need to study it in more detail, but we believe it has a lot to do with the fact that the entire building is built for learners; it is their school. In this school, learning is not something that is done to students. Instead, it is something that we empower our students to embrace and nurture, encouraging them to take responsibility for their individual growth on every level.
I have to say that this project has surpassed our expectations in many areas. We learned so much from our NAE colleagues around the world and from visiting other schools, so we would like to warmly invite anyone who is in the area to come and take a look. We never get tired of showing people around.