Page 62 - spaces4learning, Fall 2023

spaces4learning DESIGN THAT SUPPORTS SEL
􏰀N OPEN-DOOR PO􏰁IC􏰂􏰃 DESIGNING 􏰄OR SOCI􏰀􏰁- E􏰅OTION􏰀􏰁 􏰁E􏰀RNING By Tysen Gannon
THE JOHN DIEMER ELEMENTARY SCHOOL in Over- land Park, Kan., was recently updated to encourage multiple forms of learning and to blur the lines between classroom and adjacent spaces. The school’s design was intended to value visual openness, flexibility, collaboration and a sense of safety. Crucial to these values were “Co-Labs,” or mini maker spaces between classrooms. They allowed students to learn in ways best suited to their individual learning styles, to collaborate with class- mates and to have access to classroom storage and restrooms.
what’s happening in the classroom and Co-Lab simultaneously.” From an SEL perspective, this flexibility gives educators the freedom to adapt their classroom spaces to specific student needs or lesson plans, aiding the incorporation of SEL competen- cies into the classroom. It also affords students several options for learning, empowering them to self-manage and to make responsible decisions in terms of their own learn- ing. Because the doors can dampen sound by up to 39 decibels, they al- low louder group work to take place in parallel with small groups, 1:1 or solo study, reducing distractions and contributing to an atmosphere that encourages several types of learning
to coexist simultaneously.
Acoustically Isolated Study Rooms for Self- Management
The sliding doors in John Diemer Elementary School contribute to de- signs that support SEL in several ways. However, these doors can be used in other designs, as well. For example, renovations to Juanita High School in Kirkland, Wash., included flexible break-out study rooms. These rooms were walled with floor-to-ceiling
transparent glass and completed with full-lite sliding glass doors. The design balanced access to daylight, visual connection and acoustic isolation. The sliding doors used in these break-out rooms feature perimeter and drop-down seals to improve their ability to at- tenuate sound when fully closed. By significantly reducing any small gaps that may allow noise transfer, the fully enclosed spaces offer a quiet environment in support of focused learning. In collaborative scenarios, students can exchange ideas without acoustic distractions, or individual students can use the space for focused learning or re- spite from larger classroom environments. Similarly, the noise inside
the room is markedly softened for those outside.
They were also designed to double as in the event of an emergency.
“This design solved issues from past projects,” said Duane Cash, principal architect at incite Design Studio. “It’s a big step forward for architects trying to balance education goals and a sense of safety and security for children.”
While these design goals sought to balance the various needs of a school, they also supported social-emotion- al learning (SEL), which focuses on fostering social and emotional skills within school curricula. SEL can take many forms, but it generally adheres to five central competencies: self-awareness, self-management, so- cial awareness, relationship skills and responsible decision-making.
The Co-Labs themselves allow
students to engage more freely with
curricula, and their openings help sup-
port SEL goals. The sliding doors used
in the Co-Labs contribute to flexible
classroom design and offer premium
acoustic performance. Both qualities
allow students and educators several opportunities to incorporate SEL competencies into their class time at John Diemer and in other school projects.
Freedom to Adapt, Freedom to Learn
Because sliding doors glide along walls, they save space that would otherwise be sacrificed to account for swing arc trajec- tories. From a design perspective, this allowed the architects to plan the Co-Labs without reducing classroom size. They also support flexibility. Cash stated, “These doors can easily be opened to spread the kids out or to allow the teacher to observe
shelter-in-place locations
􏰆EC􏰀􏰇SE S􏰁IDING DOORS G􏰁IDE 􏰀􏰁ONG W􏰀􏰁􏰁S􏰈 THE􏰂 S􏰀􏰉E SP􏰀CE TH􏰀T WO􏰇􏰁D OTHERWISE 􏰆E S􏰀CRI􏰄ICED TO 􏰀CCO􏰇NT 􏰄OR SWING 􏰀RC TR􏰀JECTORIES􏰊 􏰄RO􏰅 􏰀 DESIGN PERSPECTI􏰉E􏰈 THIS 􏰀􏰁􏰁OWED THE 􏰀RCHITECTS TO P􏰁􏰀N THE CO-􏰁􏰀􏰆S WITHO􏰇T RED􏰇CING C􏰁􏰀SSROO􏰅 SI􏰋E􏰊 THE􏰂 􏰀􏰁SO S􏰇PPORT 􏰄􏰁E􏰌I􏰆I􏰁IT􏰂􏰊
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