so the year was 1998 I was a young architect and I was really excited to be
architect and I was really excited to be
architect and I was really excited to be working on my first project it was a
working on my first project it was a
working on my first project it was a school for deaf children Central
school for deaf children Central
school for deaf children Central Institute for the Deaf right here in st.
Institute for the Deaf right here in st.
Institute for the Deaf right here in st. Louis there they are
Louis there they are
Louis there they are it was a big project so this was a big
it was a big project so this was a big
it was a big project so this was a big team with a lot of really smart people
team with a lot of really smart people
team with a lot of really smart people on the team architects engineers on my
on the team architects engineers on my
on the team architects engineers on my side on the client side were some really
side on the client side were some really
side on the client side were some really smart people deaf educators who had been
smart people deaf educators who had been
smart people deaf educators who had been teaching deaf children for 20-30 years
teaching deaf children for 20-30 years
teaching deaf children for 20-30 years there were even a couple of research
there were even a couple of research
there were even a couple of research scientists who were experts in sound and
scientists who were experts in sound and
scientists who were experts in sound and human hearing so imagine that whole
human hearing so imagine that whole
human hearing so imagine that whole group of smart people around a really
group of smart people around a really
group of smart people around a really big table and we got all the drawings
big table and we got all the drawings
big table and we got all the drawings spread out all over the table and we’re
spread out all over the table and we’re
spread out all over the table and we’re going through this thing and the task
going through this thing and the task
going through this thing and the task that we were on right then was figuring
that we were on right then was figuring
that we were on right then was figuring out how to make this building as quiet
out how to make this building as quiet
out how to make this building as quiet as possible so there was a kind of a
as possible so there was a kind of a
as possible so there was a kind of a break in the action at one point and and
break in the action at one point and and
break in the action at one point and and I popped off with that question that you
I popped off with that question that you
I popped off with that question that you might be thinking right now that turned
might be thinking right now that turned
might be thinking right now that turned out to be a really provocative question
out to be a really provocative question
out to be a really provocative question and that question was this is a school
and that question was this is a school
and that question was this is a school for deaf children why would it need to
for deaf children why would it need to
for deaf children why would it need to be quiet
be quiet
be quiet immediately all attention was focused
immediately all attention was focused
immediately all attention was focused straight on me everybody looked up from
straight on me everybody looked up from
straight on me everybody looked up from what they were doing and they’re all
what they were doing and they’re all
what they were doing and they’re all looking at me and all their gazes said
looking at me and all their gazes said
looking at me and all their gazes said exactly the same thing wow he really
exactly the same thing wow he really
exactly the same thing wow he really doesn’t know I think they were tickled
doesn’t know I think they were tickled
doesn’t know I think they were tickled actually I think there were they were
actually I think there were they were
actually I think there were they were really played by my curiosity because in
really played by my curiosity because in
really played by my curiosity because in the next few minutes I learned one of
the next few minutes I learned one of
the next few minutes I learned one of the first things about human ability
the first things about human ability
the first things about human ability that really started me on a journey and
that really started me on a journey and
that really started me on a journey and that was the deafness at least at this
that was the deafness at least at this
that was the deafness at least at this school is not an all-or-nothing
school is not an all-or-nothing
school is not an all-or-nothing condition at CID
condition at CID
condition at CID they teach kids spoken English spoken
they teach kids spoken English spoken
they teach kids spoken English spoken oral communication and but they can only
oral communication and but they can only
oral communication and but they can only do that in a really quiet environment
do that in a really quiet environment
do that in a really quiet environment over the next 20 years I’ve been
over the next 20 years I’ve been
over the next 20 years I’ve been learning more broadly about human
learning more broadly about human
learning more broadly about human ability and the lesson has been the same
ability and the lesson has been the same
ability and the lesson has been the same and that’s that human ability is never
and that’s that human ability is never
and that’s that human ability is never an all-or-nothing condition now I want
an all-or-nothing condition now I want
an all-or-nothing condition now I want to dispense here with a word it’s a word
to dispense here with a word it’s a word
to dispense here with a word it’s a word that I’ve begun to distrust as a
that I’ve begun to distrust as a
that I’ve begun to distrust as a designer and that were
designer and that were
designer and that were is disability and I’ve learned to
is disability and I’ve learned to
is disability and I’ve learned to distrust it not just because it’s
distrust it not just because it’s
distrust it not just because it’s impolite or or hurtful but because it’s
impolite or or hurtful but because it’s
impolite or or hurtful but because it’s imprecise it doesn’t tell us anything
imprecise it doesn’t tell us anything
imprecise it doesn’t tell us anything useful that we can use for design to
useful that we can use for design to
useful that we can use for design to generate any ideas I’m gonna I’m gonna
generate any ideas I’m gonna I’m gonna
generate any ideas I’m gonna I’m gonna luminate this with an example
luminate this with an example
luminate this with an example consider a bird – a bird every single
consider a bird – a bird every single
consider a bird – a bird every single one of us every person in this room has
one of us every person in this room has
one of us every person in this room has the same tragic disability we can’t fly
the same tragic disability we can’t fly
the same tragic disability we can’t fly so now imagine Olympic athlete an
so now imagine Olympic athlete an
so now imagine Olympic athlete an Olympic gold medalist would you call
Olympic gold medalist would you call
Olympic gold medalist would you call that Olympic gold medalist disabled
that Olympic gold medalist disabled
that Olympic gold medalist disabled because they can’t fly now is it not
because they can’t fly now is it not
because they can’t fly now is it not descriptive it belies everything that
descriptive it belies everything that
descriptive it belies everything that they’re capable of it skips right over
they’re capable of it skips right over
they’re capable of it skips right over focusing on that one disability and it
focusing on that one disability and it
focusing on that one disability and it focuses it takes focus away from
focuses it takes focus away from
focuses it takes focus away from everything that human being is capable
everything that human being is capable
everything that human being is capable of doing and it’s the same thing in
of doing and it’s the same thing in
of doing and it’s the same thing in design so in my work what I’ve been
design so in my work what I’ve been
design so in my work what I’ve been trying to do is to try to invert that
trying to do is to try to invert that
trying to do is to try to invert that instead of focusing on disability and
instead of focusing on disability and
instead of focusing on disability and barrier-free design and and trying to to
barrier-free design and and trying to to
barrier-free design and and trying to to focus on what people can’t do to turn it
focus on what people can’t do to turn it
focus on what people can’t do to turn it around and focus on ability and focus on
around and focus on ability and focus on
around and focus on ability and focus on what people can do and I found that to
what people can do and I found that to
what people can do and I found that to be a more productive source of design
be a more productive source of design
be a more productive source of design ideas very noble thank you it is noble
ideas very noble thank you it is noble
ideas very noble thank you it is noble but it requires a deeper understanding
but it requires a deeper understanding
but it requires a deeper understanding of human ability and it turns out of how
of human ability and it turns out of how
of human ability and it turns out of how to create that for myself a more varied
to create that for myself a more varied
to create that for myself a more varied understanding of human ability I
understanding of human ability I
understanding of human ability I developed these four as as lenses that
developed these four as as lenses that
developed these four as as lenses that you can look through to look at a design
you can look through to look at a design
you can look through to look at a design or a building or even a school and when
or a building or even a school and when
or a building or even a school and when you look through just one of these
you look through just one of these
you look through just one of these lenses say say social ability human
lenses say say social ability human
lenses say say social ability human social ability and all the differences
social ability and all the differences
social ability and all the differences in human social ability it illuminates a
in human social ability it illuminates a
in human social ability it illuminates a lot of problems in in a typical school
lot of problems in in a typical school
lot of problems in in a typical school or a typical design but it also
or a typical design but it also
or a typical design but it also illuminates a world of solutions and
illuminates a world of solutions and
illuminates a world of solutions and that means that each of these four is
that means that each of these four is
that means that each of these four is also a seed for a thousand different
also a seed for a thousand different
also a seed for a thousand different design ideas that that that’s bring
design ideas that that that’s bring
design ideas that that that’s bring forth I’m gonna I’m gonna talk about
forth I’m gonna I’m gonna talk about
forth I’m gonna I’m gonna talk about some of those I’m gonna talk about the
some of those I’m gonna talk about the
some of those I’m gonna talk about the bottom three of these because physical
bottom three of these because physical
bottom three of these because physical ability has been really well covered and
ability has been really well covered and
ability has been really well covered and I only have a short period of time so
I only have a short period of time so
I only have a short period of time so I’m going to start with sensory now
I’m going to start with sensory now
I’m going to start with sensory now human sensory ability is really
human sensory ability is really
human sensory ability is really important for schools because you can’t
important for schools because you can’t
important for schools because you can’t go directly into the brain the only way
go directly into the brain the only way
go directly into the brain the only way to get knowledge into the brain is to go
to get knowledge into the brain is to go
to get knowledge into the brain is to go through the census generally through the
through the census generally through the
through the census generally through the eyes
eyes
eyes the ears and the other senses play a
the ears and the other senses play a
the ears and the other senses play a role and we’ll talk about that in a bit
role and we’ll talk about that in a bit
role and we’ll talk about that in a bit but the only way you there’s no way to
but the only way you there’s no way to
but the only way you there’s no way to just just insert knowledge into the
just just insert knowledge into the
just just insert knowledge into the brain now I knew this intuitively as an
brain now I knew this intuitively as an
brain now I knew this intuitively as an architect but when you become a father
architect but when you become a father
architect but when you become a father you learn it more viscerally my wife and
you learn it more viscerally my wife and
you learn it more viscerally my wife and I have three children actually in the
I have three children actually in the
I have three children actually in the room tonight
room tonight
room tonight so and they’re beautiful right and I
so and they’re beautiful right and I
so and they’re beautiful right and I love these guys but I gotta confess that
love these guys but I gotta confess that
love these guys but I gotta confess that on occasion I’ve been tempted to just
on occasion I’ve been tempted to just
on occasion I’ve been tempted to just make a minor modification just minor
make a minor modification just minor
make a minor modification just minor surgery go in and just put a USB port
surgery go in and just put a USB port
surgery go in and just put a USB port right in the center of their forehead so
right in the center of their forehead so
right in the center of their forehead so you could imagine you take a flash drive
you could imagine you take a flash drive
you could imagine you take a flash drive and just go and just plug that right in
and just go and just plug that right in
and just go and just plug that right in there and upload maybe common sense
there and upload maybe common sense
there and upload maybe common sense 2.0 right right into the brain right but
2.0 right right into the brain right but
2.0 right right into the brain right but but I can’t do that I have to go through
but I can’t do that I have to go through
but I can’t do that I have to go through their senses so what I resort to doing
their senses so what I resort to doing
their senses so what I resort to doing and they hear this all the time is to
and they hear this all the time is to
and they hear this all the time is to say my children all your father really
say my children all your father really
say my children all your father really wants is your attention attention that’s
wants is your attention attention that’s
wants is your attention attention that’s the gold standard in the classroom
the gold standard in the classroom
the gold standard in the classroom that’s what we need for communication
that’s what we need for communication
that’s what we need for communication right if I have your eyes if I have your
right if I have your eyes if I have your
right if I have your eyes if I have your ears I have some chance of getting you
ears I have some chance of getting you
ears I have some chance of getting you to learn something so not only did I
to learn something so not only did I
to learn something so not only did I have to understand human ability in a
have to understand human ability in a
have to understand human ability in a better context I actually had to define
better context I actually had to define
better context I actually had to define attention this is my definition of human
attention this is my definition of human
attention this is my definition of human attention in a design standpoint it is
attention in a design standpoint it is
attention in a design standpoint it is focus on signal in the context of noise
focus on signal in the context of noise
focus on signal in the context of noise and it’s simple it’s it’s beautifully
and it’s simple it’s it’s beautifully
and it’s simple it’s it’s beautifully simple and in this context signal is
simple and in this context signal is
simple and in this context signal is everything that reinforces learning it’s
everything that reinforces learning it’s
everything that reinforces learning it’s everything that carries the lesson
everything that carries the lesson
everything that carries the lesson it’s the teachers voice it’s the image
it’s the teachers voice it’s the image
it’s the teachers voice it’s the image on the smart board it’s the the formulas
on the smart board it’s the the formulas
on the smart board it’s the the formulas that are scrawled on the blackboard
that are scrawled on the blackboard
that are scrawled on the blackboard noise is anything that interrupts so it
noise is anything that interrupts so it
noise is anything that interrupts so it could be a bus rumbling outside a window
could be a bus rumbling outside a window
could be a bus rumbling outside a window just outside the classroom it could be
just outside the classroom it could be
just outside the classroom it could be footfalls of corridor traffic on the
footfalls of corridor traffic on the
footfalls of corridor traffic on the other side of the classroom it could be
other side of the classroom it could be
other side of the classroom it could be a kid who sits in front of you with a
a kid who sits in front of you with a
a kid who sits in front of you with a really big head and you can’t see the
really big head and you can’t see the
really big head and you can’t see the blackboard I may or may not have been
blackboard I may or may not have been
blackboard I may or may not have been that kid so I’m gonna tread lightly here
that kid so I’m gonna tread lightly here
that kid so I’m gonna tread lightly here signal and noise is not just a good
signal and noise is not just a good
signal and noise is not just a good definition for attention it turns out
definition for attention it turns out
definition for attention it turns out that it’s a really good strategy also a
that it’s a really good strategy also a
that it’s a really good strategy also a design strategy and I’ve learned that
design strategy and I’ve learned that
design strategy and I’ve learned that what you can do is you can take all of
what you can do is you can take all of
what you can do is you can take all of the decisions thousands of decisions
the decisions thousands of decisions
the decisions thousands of decisions that go into designing a school or
that go into designing a school or
that go into designing a school or designing a classroom and you can apply
designing a classroom and you can apply
designing a classroom and you can apply those decisions through that lens
those decisions through that lens
those decisions through that lens through that that that understanding of
through that that that understanding of
through that that that understanding of signal noise every wall every ceiling
signal noise every wall every ceiling
signal noise every wall every ceiling every door every window the mechanical
every door every window the mechanical
every door every window the mechanical system every one of those decisions
system every one of those decisions
system every one of those decisions thousands of them can all be leveraged
thousands of them can all be leveraged
thousands of them can all be leveraged towards signal and noise and
towards signal and noise and
towards signal and noise and occasionally you have a chance to
occasionally you have a chance to
occasionally you have a chance to elevate the signal but mostly it’s about
elevate the signal but mostly it’s about
elevate the signal but mostly it’s about keeping background noise low especially
keeping background noise low especially
keeping background noise low especially with regard to the mechanical system I’m
with regard to the mechanical system I’m
with regard to the mechanical system I’m going to showcase a few of those ideas
going to showcase a few of those ideas
going to showcase a few of those ideas here with a single classroom this is
here with a single classroom this is
here with a single classroom this is from the Delaware School for the Deaf we
from the Delaware School for the Deaf we
from the Delaware School for the Deaf we designed this one sometime after CID the
designed this one sometime after CID the
designed this one sometime after CID the difference is that this population
difference is that this population
difference is that this population they don’t teach spoken communication
they don’t teach spoken communication
they don’t teach spoken communication here all instruction is in American Sign
here all instruction is in American Sign
here all instruction is in American Sign Language so when you learn math you’re
Language so when you learn math you’re
Language so when you learn math you’re learning math through American Sign
learning math through American Sign
learning math through American Sign Language it’s all it’s purely visual and
Language it’s all it’s purely visual and
Language it’s all it’s purely visual and it’s beautiful to watch by the way the
it’s beautiful to watch by the way the
it’s beautiful to watch by the way the richness of that language but it meant
richness of that language but it meant
richness of that language but it meant that our classrooms had to be really
that our classrooms had to be really
that our classrooms had to be really keen and really keenly focused around
keen and really keenly focused around
keen and really keenly focused around that sensory ability of the visual
that sensory ability of the visual
that sensory ability of the visual experience so I’m gonna explain a few of
experience so I’m gonna explain a few of
experience so I’m gonna explain a few of the things that we did here out of the
the things that we did here out of the
the things that we did here out of the thousands look at that window the window
thousands look at that window the window
thousands look at that window the window that that’s low enough that you can see
that that’s low enough that you can see
that that’s low enough that you can see out of and you notice that it’s at the
out of and you notice that it’s at the
out of and you notice that it’s at the back of the room if I had placed that at
back of the room if I had placed that at
back of the room if I had placed that at the front of the room close to the
the front of the room close to the
the front of the room close to the chalkboard then you’re sitting there
chalkboard then you’re sitting there
chalkboard then you’re sitting there trying to attend to a lesson and you can
trying to attend to a lesson and you can
trying to attend to a lesson and you can see your friends playing on the
see your friends playing on the
see your friends playing on the playground out that window and if you
playground out that window and if you
playground out that window and if you can do that if I’ve given you the
can do that if I’ve given you the
can do that if I’ve given you the ability to do that your brain could very
ability to do that your brain could very
ability to do that your brain could very easily decide that your friends are the
easily decide that your friends are the
easily decide that your friends are the signal and the algebra is the noise and
signal and the algebra is the noise and
signal and the algebra is the noise and I know this because my brain decided
I know this because my brain decided
I know this because my brain decided that many many times when I was in
that many many times when I was in
that many many times when I was in school also notice the shape of the room
school also notice the shape of the room
school also notice the shape of the room it’s kind of a long skinny room most
it’s kind of a long skinny room most
it’s kind of a long skinny room most classrooms are kind of squarish this one
classrooms are kind of squarish this one
classrooms are kind of squarish this one is narrow enough that we can put slide
is narrow enough that we can put slide
is narrow enough that we can put slide those desks forward and put them in a
those desks forward and put them in a
those desks forward and put them in a nice arc and everyone has the same
nice arc and everyone has the same
nice arc and everyone has the same visual access to the teaching wall and
visual access to the teaching wall and
visual access to the teaching wall and everybody’s really close to it nobody
everybody’s really close to it nobody
everybody’s really close to it nobody sits behind anybody else this one has
sits behind anybody else this one has
sits behind anybody else this one has nothing to do with your ability to see
nothing to do with your ability to see
nothing to do with your ability to see or hear but it was really important as
or hear but it was really important as
or hear but it was really important as well in the early
well in the early
well in the early hood classrooms this is Delaware and it
hood classrooms this is Delaware and it
hood classrooms this is Delaware and it gets cold in the winter in the early
gets cold in the winter in the early
gets cold in the winter in the early childhood classrooms where the kids
childhood classrooms where the kids
childhood classrooms where the kids spend the majority of the day on the
spend the majority of the day on the
spend the majority of the day on the floor we’ve provided radiant floors
floor we’ve provided radiant floors
floor we’ve provided radiant floors radiant heated floors and that’s not so
radiant heated floors and that’s not so
radiant heated floors and that’s not so much about signal it’s about noise
much about signal it’s about noise
much about signal it’s about noise because when your legs are numb and
because when your legs are numb and
because when your legs are numb and turning blue
turning blue
turning blue learning is pretty much done another
learning is pretty much done another
learning is pretty much done another thing that we did in those classrooms in
thing that we did in those classrooms in
thing that we did in those classrooms in that building is we provided a dedicated
that building is we provided a dedicated
that building is we provided a dedicated ventilate a dedicated fresh air
ventilate a dedicated fresh air
ventilate a dedicated fresh air ventilation system not just because
ventilation system not just because
ventilation system not just because young brains need a steady supply of
young brains need a steady supply of
young brains need a steady supply of oxygen but because sometimes cafeterias
oxygen but because sometimes cafeterias
oxygen but because sometimes cafeterias like to bake cookies and if my
like to bake cookies and if my
like to bake cookies and if my mechanical system is recirculating air
mechanical system is recirculating air
mechanical system is recirculating air in such a way that I’m pushing this
in such a way that I’m pushing this
in such a way that I’m pushing this smell into classrooms all around the
smell into classrooms all around the
smell into classrooms all around the building then we haven’t just lost the
building then we haven’t just lost the
building then we haven’t just lost the students we’ve lost the teachers so
students we’ve lost the teachers so
students we’ve lost the teachers so that’s sensory it and I’ve talked a
that’s sensory it and I’ve talked a
that’s sensory it and I’ve talked a little bit about how signal and noise
little bit about how signal and noise
little bit about how signal and noise impact the the sensory landscape of the
impact the the sensory landscape of the
impact the the sensory landscape of the classroom now we’re going to go straight
classroom now we’re going to go straight
classroom now we’re going to go straight into the brain I’m going to talk about
into the brain I’m going to talk about
into the brain I’m going to talk about that cognitive ability now I’d love to
that cognitive ability now I’d love to
that cognitive ability now I’d love to tell you that I’ve found ways to make a
tell you that I’ve found ways to make a
tell you that I’ve found ways to make a school that makes children more
school that makes children more
school that makes children more intelligent and I haven’t done that I’m
intelligent and I haven’t done that I’m
intelligent and I haven’t done that I’m still working on it but you can’t do it
still working on it but you can’t do it
still working on it but you can’t do it so when we’re talking about cognitive
so when we’re talking about cognitive
so when we’re talking about cognitive ability what I’m talking about is
ability what I’m talking about is
ability what I’m talking about is something called executive function
something called executive function
something called executive function which is decision-making it’s it’s how
which is decision-making it’s it’s how
which is decision-making it’s it’s how kids navigate not only the school day
kids navigate not only the school day
kids navigate not only the school day but it’s how they begin to learn how to
but it’s how they begin to learn how to
but it’s how they begin to learn how to navigate life and it has to do with
navigate life and it has to do with
navigate life and it has to do with decisions about behavior but take you to
decisions about behavior but take you to
decisions about behavior but take you to another school this is the Maryland
another school this is the Maryland
another school this is the Maryland School for the Deaf and and for this
School for the Deaf and and for this
School for the Deaf and and for this school we did three buildings to take
school we did three buildings to take
school we did three buildings to take kids all the way from birth through
kids all the way from birth through
kids all the way from birth through grade five now with regard to decisions
grade five now with regard to decisions
grade five now with regard to decisions and you may know this if you have
and you may know this if you have
and you may know this if you have children with regard to decision where
children with regard to decision where
children with regard to decision where kids fail a lot is in transitions so you
kids fail a lot is in transitions so you
kids fail a lot is in transitions so you imagine in this environment this kind of
imagine in this environment this kind of
imagine in this environment this kind of sprawl of three buildings really well
sprawl of three buildings really well
sprawl of three buildings really well organized but still it’s a lot to manage
organized but still it’s a lot to manage
organized but still it’s a lot to manage all the transitions that go on in that
all the transitions that go on in that
all the transitions that go on in that school day-to-day hour-to-hour and then
school day-to-day hour-to-hour and then
school day-to-day hour-to-hour and then year to year to try to make all of those
year to year to try to make all of those
year to year to try to make all of those decisions rational more comprehensible
decisions rational more comprehensible
decisions rational more comprehensible to kids who are still learning how to
to kids who are still learning how to
to kids who are still learning how to make those decisions
make those decisions
make those decisions cognitive signal is when designers use
cognitive signal is when designers use
cognitive signal is when designers use all of those decisions about the
all of those decisions about the
all of those decisions about the interior of the building finishes colors
interior of the building finishes colors
interior of the building finishes colors lighting to try to communicate the
lighting to try to communicate the
lighting to try to communicate the children the kind of behavior that’s
children the kind of behavior that’s
children the kind of behavior that’s expected of them
expected of them
expected of them in each space to give them that
in each space to give them that
in each space to give them that predictability might be easier to
predictability might be easier to
predictability might be easier to imagine if you imagine in Reverse that
imagine if you imagine in Reverse that
imagine if you imagine in Reverse that cognitive noise is when you take a child
cognitive noise is when you take a child
cognitive noise is when you take a child and you put them in let’s say in an over
and you put them in let’s say in an over
and you put them in let’s say in an over stimulating classroom get a new teacher
stimulating classroom get a new teacher
stimulating classroom get a new teacher who just goes crazy and decorates the
who just goes crazy and decorates the
who just goes crazy and decorates the room and everything about that room is
room and everything about that room is
room and everything about that room is telling that child dial up dial up and
telling that child dial up dial up and
telling that child dial up dial up and the teacher is saying no dial down
the teacher is saying no dial down
the teacher is saying no dial down that’s cognitive noise that’s when the
that’s cognitive noise that’s when the
that’s cognitive noise that’s when the building is working at cross-purposes
building is working at cross-purposes
building is working at cross-purposes and sending mixed messages to children
and sending mixed messages to children
and sending mixed messages to children about the decisions that they should be
about the decisions that they should be
about the decisions that they should be making one of the things I really like
making one of the things I really like
making one of the things I really like about this building is that we also made
about this building is that we also made
about this building is that we also made it narrative this this sort of this
it narrative this this sort of this
it narrative this this sort of this stream this ecosystem that we developed
stream this ecosystem that we developed
stream this ecosystem that we developed along the corridors that connect all
along the corridors that connect all
along the corridors that connect all these buildings to try to not not just
these buildings to try to not not just
these buildings to try to not not just to suggest the behavior that’s required
to suggest the behavior that’s required
to suggest the behavior that’s required but you know the stream what do we do in
but you know the stream what do we do in
but you know the stream what do we do in the stream we move we sort of Bob along
the stream we move we sort of Bob along
the stream we move we sort of Bob along the stream and there are banks where we
the stream and there are banks where we
the stream and there are banks where we can sort of sit and watch the activity
can sort of sit and watch the activity
can sort of sit and watch the activity and there are places little pools where
and there are places little pools where
and there are places little pools where we can just sort of wait and play now
we can just sort of wait and play now
we can just sort of wait and play now making decisions is hard enough but
making decisions is hard enough but
making decisions is hard enough but these kids are making decisions in
these kids are making decisions in
these kids are making decisions in context with other kids who are also
context with other kids who are also
context with other kids who are also learning to make decisions and a lot of
learning to make decisions and a lot of
learning to make decisions and a lot of them getting it wrong so now we’re on to
them getting it wrong so now we’re on to
them getting it wrong so now we’re on to social ability and social ability is
social ability and social ability is
social ability and social ability is really in flux right now and a lot of
really in flux right now and a lot of
really in flux right now and a lot of school populations particularly higher
school populations particularly higher
school populations particularly higher education as the autism spectrum
education as the autism spectrum
education as the autism spectrum generation begins to move forward so
generation begins to move forward so
generation begins to move forward so understanding this is really really
understanding this is really really
understanding this is really really critical I’m going to talk first about
critical I’m going to talk first about
critical I’m going to talk first about social noise I’m going to do it with a
social noise I’m going to do it with a
social noise I’m going to do it with a story we were working on the master plan
story we were working on the master plan
story we were working on the master plan of a high school master planning some
of a high school master planning some
of a high school master planning some changes to an existing high school and
changes to an existing high school and
changes to an existing high school and the principal was taking us on a walking
the principal was taking us on a walking
the principal was taking us on a walking tour through the building and he took us
tour through the building and he took us
tour through the building and he took us into a social Commons and it was a
into a social Commons and it was a
into a social Commons and it was a pretty bad space it was bleak it really
pretty bad space it was bleak it really
pretty bad space it was bleak it really wasn’t very stimulating it was an
wasn’t very stimulating it was an
wasn’t very stimulating it was an antisocial social space and it was
antisocial social space and it was
antisocial social space and it was connected to the lunchroom through this
connected to the lunchroom through this
connected to the lunchroom through this this bottleneck this really bad little
this bottleneck this really bad little
this bottleneck this really bad little space if it if I had to say it was
space if it if I had to say it was
space if it if I had to say it was shaped like anything was shaped like a
shaped like anything was shaped like a
shaped like anything was shaped like a reactor core and and the students would
reactor core and and the students would
reactor core and and the students would come into the Commons and do whatever
come into the Commons and do whatever
come into the Commons and do whatever they’re doing their small groups and
they’re doing their small groups and
they’re doing their small groups and then they would transition at a certain
then they would transition at a certain
then they would transition at a certain point into the cafeteria they’d walk
point into the cafeteria they’d walk
point into the cafeteria they’d walk through that bottleneck and the
through that bottleneck and the
through that bottleneck and the principal walked us into the bottleneck
principal walked us into the bottleneck
principal walked us into the bottleneck and he said guess where the fights
and he said guess where the fights
and he said guess where the fights happened that’s social noise that’s when
happened that’s social noise that’s when
happened that’s social noise that’s when the building is working at
the building is working at
the building is working at cross-purposes with what you’re trying
cross-purposes with what you’re trying
cross-purposes with what you’re trying to do to help make meaningful
to do to help make meaningful
to do to help make meaningful interactions and not unplanned ones not
interactions and not unplanned ones not
interactions and not unplanned ones not surprise encounters not taking hot
surprise encounters not taking hot
surprise encounters not taking hot groups of social
groups of social
groups of social interaction among teenagers who are
interaction among teenagers who are
interaction among teenagers who are probably talking about one another and
probably talking about one another and
probably talking about one another and then move them and funnel them through a
then move them and funnel them through a
then move them and funnel them through a space that’s too small for those
space that’s too small for those
space that’s too small for those interactions finally I want to talk
interactions finally I want to talk
interactions finally I want to talk about social signal now there’s a lot of
about social signal now there’s a lot of
about social signal now there’s a lot of exciting things going on in education
exciting things going on in education
exciting things going on in education and I’m going to start this off by
and I’m going to start this off by
and I’m going to start this off by saying have you ever tried to lecture to
saying have you ever tried to lecture to
saying have you ever tried to lecture to a pre kindergartner and they won’t do it
a pre kindergartner and they won’t do it
a pre kindergartner and they won’t do it which is one of the reasons that that
which is one of the reasons that that
which is one of the reasons that that early childhood education has always
early childhood education has always
early childhood education has always been so rich about creating environments
been so rich about creating environments
been so rich about creating environments where you’ve got teaching modalities
where you’ve got teaching modalities
where you’ve got teaching modalities that are different than just lecture
that are different than just lecture
that are different than just lecture where you’re not you’re not trying to
where you’re not you’re not trying to
where you’re not you’re not trying to command a child’s attention for hours on
command a child’s attention for hours on
command a child’s attention for hours on end so it can be really instructive when
end so it can be really instructive when
end so it can be really instructive when you’re talking about social signal and
you’re talking about social signal and
you’re talking about social signal and how do we design for social signal to
how do we design for social signal to
how do we design for social signal to look at that kind of environment I’m
look at that kind of environment I’m
look at that kind of environment I’m gonna call out a few of these areas and
gonna call out a few of these areas and
gonna call out a few of these areas and I’m gonna talk about how higher
I’m gonna talk about how higher
I’m gonna talk about how higher education for example could maybe learn
education for example could maybe learn
education for example could maybe learn from this right there in the center
from this right there in the center
from this right there in the center you’ve got storytime and that’s easy
you’ve got storytime and that’s easy
you’ve got storytime and that’s easy that geometry is lecture the geometry of
that geometry is lecture the geometry of
that geometry is lecture the geometry of that social interaction is lecture one
that social interaction is lecture one
that social interaction is lecture one person talking to many and if you
person talking to many and if you
person talking to many and if you understand that simple geometry you can
understand that simple geometry you can
understand that simple geometry you can design a room like this you can design a
design a room like this you can design a
design a room like this you can design a college an University lecture hall down
college an University lecture hall down
college an University lecture hall down on the left there’s a little bit more
on the left there’s a little bit more
on the left there’s a little bit more subtle geometry and subtle social
subtle geometry and subtle social
subtle geometry and subtle social exchange going on there it’s the art
exchange going on there it’s the art
exchange going on there it’s the art tables and at the art tables we’re
tables and at the art tables we’re
tables and at the art tables we’re working in close proximity to one
working in close proximity to one
working in close proximity to one another without separation and I’m
another without separation and I’m
another without separation and I’m working on my work but I can see yours
working on my work but I can see yours
working on my work but I can see yours it’s a kind of collaboration where we’re
it’s a kind of collaboration where we’re
it’s a kind of collaboration where we’re inspiring one another and then at a
inspiring one another and then at a
inspiring one another and then at a certain point you take your work and we
certain point you take your work and we
certain point you take your work and we hang it up on the wall and we talk about
hang it up on the wall and we talk about
hang it up on the wall and we talk about it all the social geometry is around
it all the social geometry is around
it all the social geometry is around that are exactly the same as they are in
that are exactly the same as they are in
that are exactly the same as they are in a design studio and if you understand
a design studio and if you understand
a design studio and if you understand those geometries you’re in a position to
those geometries you’re in a position to
those geometries you’re in a position to design for design work all the way up
design for design work all the way up
design for design work all the way up through higher education up at the top
through higher education up at the top
through higher education up at the top right is another one this is a little
right is another one this is a little
right is another one this is a little more subtle this is one of my favorites
more subtle this is one of my favorites
more subtle this is one of my favorites it looks like it’s just play right where
it looks like it’s just play right where
it looks like it’s just play right where we’ve got blocks on the floor and we’re
we’ve got blocks on the floor and we’re
we’ve got blocks on the floor and we’re playing with blocks but look at the
playing with blocks but look at the
playing with blocks but look at the interaction what I do is I build my
interaction what I do is I build my
interaction what I do is I build my little tower with the blocks and you’re
little tower with the blocks and you’re
little tower with the blocks and you’re maybe sitting there watching me doing
maybe sitting there watching me doing
maybe sitting there watching me doing something else and you come over and you
something else and you come over and you
something else and you come over and you knock the blocks over and then you’re
knock the blocks over and then you’re
knock the blocks over and then you’re gonna stack them up in a slightly
gonna stack them up in a slightly
gonna stack them up in a slightly different way maybe you’re going to
different way maybe you’re going to
different way maybe you’re going to build a taller Tower or a more
build a taller Tower or a more
build a taller Tower or a more interesting tower and then we knock them
interesting tower and then we knock them
interesting tower and then we knock them down and together now we’re gonna build
down and together now we’re gonna build
down and together now we’re gonna build something that’s even cooler than that
something that’s even cooler than that
something that’s even cooler than that and we do it again and again that social
and we do it again and again that social
and we do it again and again that social interaction is called prototyping and
interaction is called prototyping and
interaction is called prototyping and the geometry that we see in every
the geometry that we see in every
the geometry that we see in every research and development lab in the
research and development lab in the
research and development lab in the world not just through higher education
world not just through higher education
world not just through higher education but in some of the biggest corporations
but in some of the biggest corporations
but in some of the biggest corporations in the world it’s difficult to summarize
in the world it’s difficult to summarize
in the world it’s difficult to summarize human attention something as big as
human attention something as big as
human attention something as big as human attention but I’m gonna leave you
human attention but I’m gonna leave you
human attention but I’m gonna leave you with this what I’ve learned throughout
with this what I’ve learned throughout
with this what I’ve learned throughout my career so far about signal and noise
my career so far about signal and noise
my career so far about signal and noise about human ability is it noise is
about human ability is it noise is
about human ability is it noise is generally the accident of design noise
generally the accident of design noise
generally the accident of design noise is the unintended consequence of
is the unintended consequence of
is the unintended consequence of something that wasn’t considered about
something that wasn’t considered about
something that wasn’t considered about human ability and I explained how with
human ability and I explained how with
human ability and I explained how with those classrooms if you understand the
those classrooms if you understand the
those classrooms if you understand the human geometry then you’re in a position
human geometry then you’re in a position
human geometry then you’re in a position to design a pretty decent classroom but
to design a pretty decent classroom but
to design a pretty decent classroom but if you understand the differences in
if you understand the differences in
if you understand the differences in human ability that every kid comes to
human ability that every kid comes to
human ability that every kid comes to that classroom with a slightly different
that classroom with a slightly different
that classroom with a slightly different ability in each of those dimensions
ability in each of those dimensions
ability in each of those dimensions some of them come and they’re so engaged
some of them come and they’re so engaged
some of them come and they’re so engaged that they can’t wait to just you know
that they can’t wait to just you know
that they can’t wait to just you know tell you everything they know and others
tell you everything they know and others
tell you everything they know and others that are so terrified that they can’t
that are so terrified that they can’t
that are so terrified that they can’t raise their hands if you take that
raise their hands if you take that
raise their hands if you take that understanding and you will allow it to
understanding and you will allow it to
understanding and you will allow it to nuance that geometry and mostly around
nuance that geometry and mostly around
nuance that geometry and mostly around the edges of a classroom I found and it
the edges of a classroom I found and it
the edges of a classroom I found and it impacts the lighting and it impacts the
impacts the lighting and it impacts the
impacts the lighting and it impacts the furniture and a lot of other choices
furniture and a lot of other choices
furniture and a lot of other choices then you’re finally in a position to
then you’re finally in a position to
then you’re finally in a position to create learning spaces that allow
create learning spaces that allow
create learning spaces that allow everyone to succeed I began with a
everyone to succeed I began with a
everyone to succeed I began with a provocative question and I think as as
provocative question and I think as as
provocative question and I think as as design is never an accident it’s always
design is never an accident it’s always
design is never an accident it’s always a purposeful act it often begins with
a purposeful act it often begins with
a purposeful act it often begins with that purposeful question and in my
that purposeful question and in my
that purposeful question and in my context what I’m saying is that the
context what I’m saying is that the
context what I’m saying is that the purposeful question can be very
purposeful question can be very
purposeful question can be very revealing about human ability and when
revealing about human ability and when
revealing about human ability and when we finally understand human ability
we finally understand human ability
we finally understand human ability we’re in a position to design a better
we’re in a position to design a better
we’re in a position to design a better world around it
world around it
world around it [Applause]
”
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