Draft flexible educational specifications stating activities and needs rather than fixed dimensions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends that educators give architects specifications describing intended activities and program needs rather than prescribing shapes and dimensions, so the architect retains autonomy and can modify specifics as the plan develops. The author states: "Using the model produces educational specifications which are highly flexible in the actual process of designing schools." For example, a flexible specification for a space facilitating plant growing could materialize as a growth room using artificial light even when specific window requests are rejected.

Design Implications¶

Context¶

Requirements¶

• Educators must attempt to aid translation into facility specifications in a general manner, e.g. specifying conduits for computerized teaching machines

Constraints¶

• Specific requests running counter to major design factors would likely be ignored by the architect

Target Learners¶

• students in grades nine through twelve

Target Learning Goals¶

• facilities that support the intended science instructional program

Affordances¶

• Goals Methods Facilities Planning Model

Related Strategies¶

• Select a few goals per course rather than all-inclusive goal statements when designing facilities

Examples¶

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Key Sources¶

• Engelhardt, David Frederic. (1966). Space Requirements for Science Instruction Grades 9-12. Harvard Univ., Cambridge, Mass. Graduate School of Education. https://eric.ed.gov/?id=ED022353