|Home : Volume 28 : Spring 2002 :|
|Applying the small school advantage to large schools|
Architect and Engineering Professional Development Professor Jeffery Lackney isn't trying to build a high school he's seeking to build a culture within one.
Like many urban schools, Madison Memorial High School teems with more than 2,000 students who take classes based on age and ability. A junior strong in math might never interact with a freshman weak in the subject in spite of research that shows students learn better in small communities that mix age groups, socioeconomic backgrounds and academic skills. Many big schools are now exploring ways to restructure classroom space and dynamics to create the atmosphere and benefits to learning of a smaller school.
As part of a U.S. Department of Education three-year grant program, Memorial is turning its student body into a community, grouping students randomly into one hundred "back yards," each served by a teacher. The back yards link together to form blocks, complete with group projects and elected councils; blocks link into neighborhoods, each with its own 2,000-square-foot community center.
The initial grant proposal for the project was developed by a team of Memorial teachers, parents and School of Education faculty, explains Pamela Nash, Memorial's principal and project director.
Lackney, who's interested in the sociological effects of space, has been involved in the design of the community centers. "Physical space can encourage pro-social behaviors, such as extracurricular activities and leadership opportunities," he says. "As a result, you can improve a culture through design." (Lackney's work recently received mention in The New York Times.)
Student-designed layout of one neighborhood center.
Shown in gray are the designated areas for four neighborhood centers, where students can both study and socialize.
To help create a better learning climate at Memorial, Lackney helped four groups of students brainstorm how the community centers should be designed. "While all four centers are different, each has space for private and group studying and recreation," says Lackney. Many designs included television, telephone, radio, pool table, computer stations, plush chairs, plants and area rugs.
Lackney says the experiment helped students work together and take ownership in their learning environment. And, "when students take more control of their education," he says, "they become more empowered in learning."
Some students' designs have been approved by school administrators and are in the process of being implemented. Lackney plans to study how the centers, students and culture evolve together.
By Emily Carlson
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Date last modified: Tuesday, 07-May-2002 11:29:00 CDT
Date created: 07-May-2002
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