At a Glance

Discipline

  • Applied Arts

Instructional Level

  • College & CEGEP
  • University

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Collecting & seeking information
  • Discussing
  • Solving problems
  • Reading

Technical Details

Useful Technologies

  • Laptops

Time

Single class period (< 90 mins)

Overview

In this case study activity, students use their knowledge of the National Building Code to examine classrooms in their school. Students are given assigned readings on the National Building Code as homework. Individually, students pick a classroom they want to assess and visit the classroom when it's unoccupied. They take notes about what they observe (e.g., if the room follows the Code, its design, the function of the space, etc.). Students then take their notes and produce a small presentation (~5 minutes) which they will present in class. Students take turns presenting their summary (observations and opinion) of the classroom ...

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In this case study activity, students use their knowledge of the National Building Code to examine classrooms in their school. Students are given assigned readings on the National Building Code as homework. Individually, students pick a classroom they want to assess and visit the classroom when it's unoccupied. They take notes about what they observe (e.g., if the room follows the Code, its design, the function of the space, etc.). Students then take their notes and produce a small presentation (~5 minutes) which they will present in class. Students take turns presenting their summary (observations and opinion) of the classroom they visited, and the class discusses their observations.

Because of the limited size of a school, multiple students may pick the same classroom to visit, or will have picked classrooms of similar design. After the presentations, the instructor divides the class into groups based on the classrooms/similarity of classrooms the students visited. In these focus groups, students work together to answer more specific questions based on the National Building Code as it pertains to the classroom design they visited. Groups submit their answers to these questions for evaluation by the instructor.

Read Less -

Instructional Objectives

  • Students should learn observational and critical thinking skills.
  • Students will gain a deeper understanding of the National Building Code through hands-on assessment of classrooms in their school, and also through problem-solving in focus groups.

Workflow & Materials

Activity Workflow

The Ideal Classroom

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Contributor's Notes

Leigh Barnett Shapiro
Leigh Barnett Shapiro

Dawson College, Montreal, QC

Benefits

Students enjoy the hands-on work rather than sitting and memorizing information from the National Building Code. This activity improves student engagement and retention of the key concepts they are expected to know from the National Building Code.

Challenges

Some students might not do a very thorough job of examining the classroom they’ve picked.

Tips

By putting students into focus groups where they have to work together to answer questions, students who may not have worked as hard on their classroom visit/presentation will nevertheless learn more about National Building Code than they would if they hadn’t performed the activity.

Applied Strategies

  1. 1
    Case Studies
  2. 2
    Problem-Based Learning

Feedback

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