Welcome to Deep Learning Experiences in SCDSB

We are using this blog to share learning experiences from our classes across Simcoe County District School Board. Many of us are focusing our learning on trying to create learning experiences for our students that lead to deep learning.

For this purpose, we describe deep learning as that in which leads to students developing the (draft) Ontario 21st Century/Global Competencies including;
- critical thinking and problem solving
- innovation, creativity, and entrepreneurship
- learning to learn/self-aware & self-directed learning
- collaboration
- communication
- global citizenship

Many of us also used the OECD framework Seven Design Principles of Innovative Learning Environments to help guide our work and planning. Here is an article about the 7 principles.

These are not perfect and polished examples of learning activities. They are artefacts of our learning.

Tuesday, 16 June 2015

Sample (LONG): Designing a School



My students are in a unique situation. Part way through their educational career they will merge with another local high school into the current building. Then, they will all move into a new building for their last year of high school together. Currently the board team is assessing the site, formalizing designs and planning the new building.

This led to a final task idea. Students designed a new school and created a scale model. However, due to our unique situation we are able to step this up a bit to make it a bit more authentic.

Mr. Dance (Superintendent) and Mr. Parker (an architectural technologist) from our school board came in as guest speakers. Mr. Parker ran us through the process of making decisions for school design. Right from the spreadsheet supplied by the Ministry that helps you determine the square meterage per student, number of classrooms and other spaces, up to the virtual walk through created using 3D design software. For the record, the virtual walkthrough example Steve created of our current building got actual “ohhhhhh’s and ahhhhhh’s” from the students.

Before I explain the rest of the students task – a quick shout out to Steve Parker who actually took my task idea and designed his presentation with my curriculum expectations in mind. He also let us totally pick his brain over the pathway he took to get such an amazing job. We learned about the college programs, different streams in the same field and experiences. He brought in the big idea of environmental impact and sustainability. Lastly, he connected to the software technology we have in our technology department in the school, to engage students in design tech courses as well.

I had no idea how a school was designed. I can’t believe I even dreamed of doing this task before going and learning with Steve myself first. As he worked through the process, he touched on ratios and critical thinking when deciding on rooms and spaces needing to meet the Ministry “benchmarks” (another new term I learned). Steve also showed us what “bubble diagrams” are and how they are kind of like visual brainstorming in proportions. I had never seen these. Students described them as “sick”.

After the guest speaker session I had to revamp the task based on the great things I learned and student input. We ended with students using the Ministry spreadsheet to work with the ratios and end up at a correct number of classrooms, washrooms, special function rooms, etc. Then, they created a bubble diagram and a sketch with approximate dimensions. Lastly, they created a scale model using their choice of 3D design software, Minecraft, Lego, cardboard, etc. At the end, students presented their schools to the class. We were invited to send in digital copies of student designs to Mr. Dance and Mr. Parker.

In the future I would definitely start this long before June and work in pieces throughout the semester. I would also bring in a component where students connected with other students to see what they wanted in a new school. Perhaps surveying students in other schools who have just moved into new buildings. I would also collaborate with a science class to get more exposure and connections to the environmental aspect of designing new buildings.



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