M

U
L
U
C :
I
R
N
R
G
U
I
C ES
D
IN

K
N
C
I
L PA
S

G
S
E

D
N
A
A

IC

IN

JULIE K. MARSH
COLLEGE OF WILLIAM &
M A RY

CURRICULUM CONTEXT

Core
Principles

Educationa
l Principles

Sustainabil
ity

Essential
Learning
Goals

Attributes of a successful
learner

Sec
ond
ary
Lev
el
Lea
rner
s

Social skills
Bridge home and
school
Curiosity
Sense of identity
Interest in
autonomy
Independent
thinkers
Apply learning to
outside world
Personalized
learning
Connections to
future

Domains

Physical, personal,
and social learning

Discipline-based
learning

Interdisciplinary
learning

Authentic learning

Delivering
Applying
Creating
Communicatin
g
Decision
Making

Teacher as facilitator

Resourcebased

Selfdirecte
d

Skills:
Reading
Writing
Integrated
Commun
Presenting
curriculum
Competencie
Creating
ity based
s:
Critical
thinking
Communicatin
g
Meaning
Collaborati
Collaborating

making

ve teams

Interdisciplin
ary

Teacher as facilitator

Project-based

Principle
Supportive and
productive environment

Pedagogical approach
Learner-centered
pedagogy with multiple
learning settings

Environment promotes
autonomy and intrinsic
motivation

Peer-to-peer learning,
integrated problembased

Deeper thinking and

application

Problem-based learning

Needs and diverse

backgrounds reflected in
learning

Theory linked to practice,

resources used
creatively, integrated
curriculum

Assessments mirror
teaching and learning
practices

Continuous, aligned
assessment

Learning connects to
communities beyond
classroom

Project and resourcebased learning on real

world problems

Pedagogical activity

Delivering

Applying

Implications for
building design
Design reflects
community diversity;
students have access to
teachers
Breakout spaces for
individual and peer work;
furniture is available for
cooperative learning

Access to ICT to support

authentic learning

Creating

Communicatin
g

Decision
Making

Quiet spaces; multipurpose rooms; teacher

spaces to promote
inter/cross-disciplinary
work
Spaces for studentteacher conferences;
digital tools for ongoing
monitoring of progress
Facilities that allow
community into the
school; ICTs to support
curriculum links to
professional and
community practice

Pedagogical
activity

Pedagogical
attribute

Delivering

Applying

Process steps

Formal
presentations
Passive learning

One-to-one
Master and
apprentice
Active learning

Creating

Communicating

Deliver to an
audience
Assess
understanding

Instructor as lead
Bring information
to audience

Knowledge
transferred by
demonstration
Practice by
recipient
Understanding
achieved

Learner-centered
Apprentice model

Innovation or
knowledge
Moved from
abstract to product

Multiple disciplines
Leaderless
Distributed
attention
Informal/casual
Active learning

Divergent thinking
Incubation
Interpret into
product and/or
innovation

Knowledge is
dispersed
Casual
Active learning

Organize
information
Receive and
interpret
Confirm

Share information
Provide quick
exchange

Review data
Generate
strategy/plan
Implement one
course of action

Make decisions

Decision making

Behavioral
premise

Knowledge
dispersed
Information shared
Leader sets final
direction
Semi-formal to
formal
Passive/active
learning

Spatial icon

Individual Settings

Group Settings

Group Settings (cont.)

Activity Rich Settings

Informal Learning

Staff Settings

DISCUSSION AND Q&A

o Student outcomes
o Space is powerful

Q
&
A
?