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Notes:

Pursuing Meaningful Learning

Placed Based Learning

CUNY CUE CONFERENCE MAY 2, 2014

CAREFUL OBSERVATION

Jason A. Montgomery, NCARB LEED AP

outline:

1. assessment of student learning process

1a. time: pressure to be efficient

1b. focus: real life responsibilities + urban distrations impact ability to focus

1c. classroom: interactive or passive?

2. rote learning versus meaningful learning (theory)

3. rote learning versus meaningful learning (practice)

4. how can a place based case study facilitate meaningful learning?

didactic experiences - some physical settings "speak" to the observer - through the drama of the design, the poetic power, the spiritual presence

working backward from final assembly to "kit of parts"

Site

Assistant Professor

Department of Architectural Technology

NYC College of Technology

PAYING ATTENTION (CAREFUL OBSERVATION)

Student Goals:

Performance Goal

Work-Avoidance Goal

Learning Goal

Our Competition...

1. Careful observation:

1a. Brooklyn Historical: understanding the whole

1b. Yale Center for British Art: subtleties of structure

1c. 2-d and 3-d: representation and translation

2. Didactic Places:

2a. Yale Museums

3. Serving the Community:

3a. Red Hook Winery

MEANINGFUL LEARNING

ROTE LEARNING:

ENGAGED

ACTIVE

EXPERIENTIAL

MOTIVATED

CONTEXTUAL

DISENGAGED

MECHANICAL

INFORMATION ACQUISITION

EFFICIENT

USUALLY STRIPPED OF CONTEXT

Bloom's Taxonomy and Place Based Learning

CREATE

AUTHENTIC PROJECTS

assemble, construct, rearrange, transform

Motivation

Theory Overlaid

EVALUATE

appraise, assess, critique, weigh

ANALYZE

APPLY

demonstrate, construct

diagrams, show how it

goes together

breakdown, pull apart,

compare / contrast

UNDERSTAND

DIDACTIC

REMEMBER

dimensions, bays, floors

classify, differentiate (relationship of parts to whole)

depiction of spatial sequence

breakdown, pull apart,

compare / contrast

Case Studies:

PRIMARY SOURCES

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