THURSDAY | OCTOBER 29, 2020
3:45 PM – 4:45 PM
Today’s students come to school with a variety of experiences that impact their learning success. Among those experiences is consideration that our K-12 students are learners who are a natural part of both the digital and the ‘real’ world. They have grown up with instantaneous access to the internet through a variety of technologies and software and are social media natives. Today’s students thrive in learning ecosystems where macro and micro space design supports learner and teacher engagement. Emerging neuroscience research informs us how the brain learns and how the brain experiences the environment. Using this knowledge, we can design experiential, multi-sensory learning experiences and environments that lead to academic and social success for all students. The growing body of neuroscience research on how we learn explains brain and bodily cognition of our surroundings. It is not our brains only that perceive everything, but it is how our bodies react to space and send signals to our brains. As we treasure the value of a multi-sensory experience, we renew our awareness of rich spatial organizations. We have learned from neuroscience that a physical space is rarely a neutral factor; it can either enable or hinder learning. Student-centered learning ecosystems support accelerated engagement in safe, supportive and innovative spaces. This conversation opens the exploration of innovative thinking about learning experiences that will prepare all students for their futures and examines the concept that spaces have memory to help us learn more deeply.
#1: Understand components of student engagement and how experiences and space design can accelerate engagement.
#2: Explore how learning spaces enhance human relationships and the specific design features that foster a culture of emotional, physical, cognitive well-being.
#3: Gain knowledge of innovative learning experiences, the influence of the built environment on learning experiences, and brain-body cognition in reacting to the environment.
#4: Become familiar with neuroscience research on how the brain learns, the brain’s reaction to its environment, and the impact of the environment in making long-term memories.
Educational Visioning: Exhibits an understanding of best and next practices related to educationalleadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Community Engagement: Leads the internal and external communities through a discovery process that articulates and communicates a community-based foundational vision, forming the basis of a plan for the design of the learning environment. The vision is achieved through a combination of rigorous research, group facilitation, strategic conversations, qualitative and quantitative surveys and workshops. Demonstrates the skill to resolve stakeholder issues while embedding a community's unique vision into the vision for its schools.
Dr. Page Dettmann, Ph.D / ALEP, Chief Education Evangelist, MeTEOR Education
Dr. Dettmann is the Chief Education Evangelist at MeTEOR Education. She is a leading voice in research and best practice conversations around the intersection of pedagogy and space to accelerate learner engagement. Dr. Dettmann collaborates with district leaders and architects on learning and space transformation to prepare college and career ready students. She speaks nationally on learning engineering, leading cultural change, student engagement, and the application of neuroscience to learning and space.