What is good quality physical learning environment?

Reino Tapaninen, Chief Architect What is good quality physical learning environment? Utdanningsdirektoratet, 24-25 October, Trondheim

Learning environment supporting the joy of learning Research results* The physical learning environment has a direct impact on learning results and wellbeing in the school Brooks, D. C. (2010) * Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology.

New curricula of schools Early childhood education and care (2016) Pre-primary education (2014) Basic education (2014) General upper secondary education (2015) Learning environments in key role

Lärmiljöer Med lärmiljöer avses de lokaler, platser, grupper och aktiviteter, där studierna och lärandet sker. Lärmiljöerna ska stödja elevernas individuella och gemensamma utveckling, lärande och kommunikation. Målet med utveckling av lärmiljöerna är att de bildar en mångsidig och flexibel pedagogisk helhet. Lärmiljöerna ska ge möjlighet till kreativa lösningar samt till att analysera och undersöka företeelser ur olika perspektiv. Utrymmena ska utvecklas, planeras, utformas och användas så att de är ergonomiska, ekologiska, estetiska och tillgängliga, ljusa, trivsamma, välordnade och rena, de akustiska förhållandena är goda och inomhusluften av god kvalitet. Skolans utrymmen, inklusive möbler, utrustning och redskap ska ge möjlighet att stödja den pedagogiska utvecklingen av undervisningen och elevernas aktiva deltagande. Målet är att eleverna ska ha tillgång till utrymmen, redskap, material och bibliotekstjänster så att de också har möjlighet att studera självständigt.

Lärmiljöer Elevernas delaktighet och förmåga att arbeta kollaborativt ska stärkas och elevernas personliga lärstigar stödjas med hjälp av digitala verktyg. Erfarenheter och upplevelser av att lyckas i olika miljöer och lärsituationer sporrar eleverna att utveckla sina kunskaper. Eleverna ska delta i utvecklingen av lärmiljöerna. Lärmiljöerna ska planeras utifrån elevernas individuella behov. Lärmiljöerna ska utvecklas med beaktande av varje elevs och hela skolans totala välbefinnande. Miljöerna ska vara trygga och hälsosamma och främja elevernas sunda utveckling och välbefinnande i enlighet med deras ålder och förutsättningar. Eleverna ska lära sig att handla på ett ansvarsfullt och tryggt sätt i alla lärmiljöer. Arbetsro och en vänlig och lugn atmosfär stödjer lärandet.

Ongoing changes + reforms

Peruskoulun uudistamisen kärkihanke etenee Johtoryhmä nimitetään Opettajankoulutusfoorumi aloittaa Opettajankoulutuksen verkkoaivoriihi Peruskoulufoo rumi käynnistyy Opettajankoulutuksen kehittämisohjelman julkistus PISAjulkistus 1 2 3 4 5 6 7 8 9 10 11 12 kk 2016 18.1. Maailman suurin vanhempainilta Hyvät oppimisen ympäristöt - työryhmä käynnistyy Avustukset haettavissa Opetushallituksesta 1 2 3 4 5 6 7 8 9 10 11 12 2017 Kokeilu-, kehittämis- ja innovaatiotoimintaa sekä Opetushallituksen Kokeilukeskus kk Opettajankoulutuksen kehittämisohjelman toimeenpanoa Opettajankoulutuksen konferenssi 9.2. Väliarviointi

New pedagogy changes learning Teacher as enabler of learning... Teacher is specialist of learning. Pupil s role is active. The pupil builds his/her own learning, sets goals and evaluates progress.

Success of Finland in PISA evaluations

The school construction in Finland Reino Tapaninen Learning results Young Finns have been among the OECD top in international assessments mathematical skills problem-solving science and reading literacy PISA 2016: Asian countries strongest

Why has The school Finland construction done in Finland so well in PISA? Education free of charge Reino Tapaninen Equal opportunities for education Non-selective basic education Flexible administration Inter-active cooperative way of working Highly qualified teachers Individual support for learning Socio-constructivist learning conception GOOD QUALITY OF THE LEARNING ENVIRONMENT?

The school construction in Finland Reino Tapaninen Good quality of the school buildings What does it consist of? Need of criteria Need of evaluation Need of research Need of norms?

The school construction in Finland Reino Tapaninen School construction norms Construction of schools in Finland highly norm-controlled until 1993 Today governed by general building acts, decrees and regulations that steer all construction In school legislation only one section: A pupil participating in education shall be entitled to a safe learning environment (29, Basic Education Act 628/1998)

School of the Future vs. Current situation

Key figures / Schools in Finland Comprehensive and upper secondary schools = 4800 25 % of the building stock of the municipalities Average age of the school buildings = 50 years 60 % of the schools built before the comprehensive school system 90 % of the schools built before the millennium 2000 35 % of the schools not yet refurbished Indoor air problems Moisture and mold damages : 12-26 % of the facilities (concerns 80 000 160 000 pupils) Reasons: 38 % design flaws, 30 % construction flaws, 13 % poor maintenance, 4 % incorrect use Repair costs in total >1 Mrd > massive renovation programme in future years!

Education providers = municipalities Responsible for building and maintaining schools Responsible for hiring teachers and other staff New forms of ownership Lend and lease (life cycle model) Owner = construction company

School of the Future?

In the 1950s In the 1990s

Old corridor-classroom schools to flexible and versatile learning environments

An example

Refurbishment and maintenance of and old school

Quality criteria for a good school

The school construction in Finland Quality qriteria for a good and safereino school Tapaninen 1. A quality school operates in a flexible and versatile manner, enabling different ways of of working and various interactional situations

The school construction in Finland Reino Tapaninen Quality qriteria for a good and safe school 2. A quality school functions as a versatile cultural and activities centre

The school construction in Finland Reino Tapaninen Quality qriteria for a good and safe school 3. A quality school is a concrete learning aid that inspires, induces creativity and investigative learning, and supports situation-dependent learning

The school construction in Finland Reino Tapaninen Quality qriteria for a good and safe school 4. A quality school is aesthetic and reinforces psychic and social well-being

The school construction in Finland Reino Tapaninen Quality qriteria for a good and safe school 5. A quality school cherishes sustainability

Quality qriteria for a good and safe school 6. A quality school is appropriate in its dimensioning Hösmärinpuisto School, Espoo

The school construction in Finland Quality qriteria for a good and safe school Reino Tapaninen 7. A quality school increases physical health and safety

The school construction in Finland Finnish school today Reino Tapaninen and tomorrow Pupil-centered working methods Concentrating on thematic entities Investigative, experimenting, observative and self-motivated approach

FinnishThe school construction building in Finland Reino Tapaninen today and tomorrow Flexible and variable Seeks its analogy in the urban space environment Resembles a village with a square in the middle Open and transparent

Comprehensive school

New schools

Saunalahti School, Espoo Verstas Architects, 2012 Comprehensive school for 800 pupils

1st Prize 2nd Prize

Saunalahti School, Espoo

Saunalahti School, Espoo

Saunalahti School, Espoo

Saunalahti School, Espoo

Saunalahti School, Espoo

Mårtensbro School, Espoo PLAYA Architects Grades 1-6 (age 7-12) Floor area 7 000 m² Completed 2012 360 pupils

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Mårtensbro School, Espoo

Latokartano School, Helsinki Grades 1-9 (age 7-15) 700 pupils

Latokartano School, Helsinki Architects Pekka Salminen and Tuomas Silvennoinen Completed 2009 Floor area 5 510 br-m2 Costs 18 M

Restaurant

Restaurant

Home base lobby

Kastelli Community Centre, Oulu Completed 2014, Lahdelma & Mahlamäki Architects

Ground Floor

1st Floor

Kastelli Community Centre, Oulu

School architecture competitions Finland has a long tradition in organizing architectural competitions Several open-to-all and invitational competitions annually Users active participation in planning School s mission and operational vision

Jätkäsaari School, Helsinki Architecture competition 2015

Trends Sense of community Holistic approach Open learning landscapes Playfulness / Experiential Analogy: school < > office? Shoeless school

What if the school is not a product, space or a building but a service?

Otaniemi campus

Finnish National Agency for Education / Development projects on learning environment ~2,500,000 / year

Learning Landscape Projects in Finland Funded by: Finnish National Agency for Education >2014-2018 37 projects 9,45 M Co-ordination Research Training

Reino Tapaninen Chief Architect Finnish National Agency for Education Telephone +358-295331209 reino.tapaninen@oph.fi Mange takk - Thank you!

UBIKO Oulu University Teacher Training School https://www.youtube.com/watch?v=wwghoda3yqa