Designing a school: taking science out of the classroom
Submitted by minh on 22 February 2012
You could come across a student film crew working on their latest media project, or a science class dissecting frogs in an open workspace. There are few traditional classrooms and there is certainly no head teacher’s office.
“The design of the building encourages teachers to organise lessons that involve the students more,” explains Allan Anderson, head teacher of the school. “The idea is that teachers talk a lot less and, hopefully, students work a lot more, with more active work, more communication and more knowledge sharing.”
In the four years since the completion of the building, the school (whose students are aged 16-19) has become the most popular in Denmark. Its concept embraces a theme that runs through every class, from media, communication and culture (the school’s profile) to languages, mathematics and science – that the physical design of the building matters. And it is a formula that is working.
“Perhaps students do not learn more in terms of traditional content, but they do learn about co-operation, expressing themselves and working with technology,” Allan says. “For example, because of our strength in media and communications, teachers try to teach science in a different way. They use a lot of videos and virtual laboratories. Instead of traditional experimental write-ups, students might create a podcast or develop an advertising campaign working together with local organisations or industry. Lots of students who have difficulties writing about science find it much easier to talk about it. The school has only been running for four years, so I can’t yet prove it, but I do believe that our students leave with competencies that they don’t gain in the same amount from other schools.”
“The idea is that teachers and students should have interactions that move away from that of authority and towards that of colleagues,” Allan explains. “When they know there are teachers around who can help them with their work, then students can develop a responsibility for their own learning.”
There are plans to build in more private space for teachers to ‘recharge’, but the overall goal of a new vision of content, subject matter, organisation and learning remains unchanged. “The school has become somewhat of an icon,” Allan explains. “On a school day, it is a really exciting experience just to walk around and see everything that is happening. In a normal school everything happens behind closed doors, but here you can see everything.”
In April 2013, the next Science on Stage international festival will take place in Słubice-Frankfurt (Oder) on the Polish-German border, with teachers from 27 countries sharing their most innovative teaching ideas in workshops, on-stage performances and the teaching fair. Each country will be represented by a delegation of teachers selected in a national event.
Participation is free for the delegates. To be considered for your national delegation, contact your national organisers now, as the selection events are already beginning in some countries. There will also be a limited number of places for non-delegates, who will be charged a registration fee. See the Science on Stage Europe websitew2 for details.
Hayes E (2011) Science teachers take to the stage. Science in School 19: 6-9. www.scienceinschool.org/2011/issue19/sons
w1 – To read more about Ørestad Gymnasium, see: www.oerestadgym.dk/welcome
w2 – To learn more about Science on Stage Europe, see: www.scienceonstage.eu
For a glimpse inside the Ørestad Gymnasium, see a 24-hour film of the school: www.youtube.com/watch?v=je2Fc4uS9bo
To read other Science in School articles about Science on Stage, see: www.scienceinschool.org/sons
If you enjoyed this article, you might like to browse the other teacher profiles in Science in School. See: www.scienceinschool.org/teachers
Adam Gristwood studied politics and philosophy at the University of York, UK, before working in events and publishing, focusing on education, local government, policing and science. Since 2009, he has been a communications officer at the European Molecular Biology Laboratory.
Dr Eleanor Hayes is the editor-in-chief of Science in School. She studied zoology at the University of Oxford, UK, and completed a PhD in insect ecology. She then spent some time working in university administration before moving to Germany and into science publishing in 2001. In 2005, she moved to the European Molecular Biology Laboratory to launch Science in School.