Introduction

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Introduction. http://www.lretprod.com/CTE_TEACH/Mod2/mod2_ClassroomFloorPlans.html. Essential Question #2. How do visibility, accessibility and distractibility affect classroom layout?. Group by grade. Facilitator: Shortest in height Recorder: Longest fingers - PowerPoint PPT Presentation

Transcript of Introduction

Page 1: Introduction

Introduction

• http://www.lretprod.com/CTE_TEACH/Mod2/mod2_ClassroomFloorPlans.html

http://www.lretprod.com/CTE_TEACH/Mod2/mod2_ClassroomFloorPlans.html
http://www.lretprod.com/CTE_TEACH/Mod2/mod2_ClassroomFloorPlans.html
Page 2: Introduction

Essential Question #2

• How do visibility, accessibility and distractibility affect classroom layout?

Page 3: Introduction

Group by grade

• Facilitator: Shortest in height• Recorder: Longest fingers• Communicator: Birthday closest to today• Cheerleader: Loudest voice

Page 4: Introduction

For each of the 5 functions of the classroom…

• Discuss in your small group. • Remember your roles.• I will ask a group to share their responses on

Doc Cam, so write down your brainstormed list.

Page 5: Introduction

Physical Environment

The six functions of the classroom setting:• Security and shelter• Social contact• Symbolic identification• Task instrumentality• Pleasure• Growth

Page 6: Introduction

#1 Security and Shelter

• How do you make your classroom inviting?• How do you make it accessible to students

with disabilities?• How do you create “softness” and comfort?

Page 7: Introduction

#2 Social Contact

• When are rows appropriate? Inappropriate?• When are clusters of desks appropriate?• When are the best times to use Whole Class

Discussions? Worst times?• Where is the best place for the teacher

during instruction?

Page 8: Introduction

#3 Symbolic Identification

• Discuss bulletin boards. How do you plan to use them?

• How might you use student photos?• How might you display student work?

Page 9: Introduction

#4 Task Instrumentality

• How do you make your instruction visible and accessible for all?

• Where will you store folders, projects, teaching artifacts?

Page 10: Introduction

#5 Pleasure

• How can you make your room inviting?• How can you make your room a fun place to

learn?

Page 11: Introduction

#6 Growth

• This refers to children’s cognitive development and academic achievement

• How do you arrange classroom to invite children into the learning experience

• To explore, observe, investigate, test and discover

Page 12: Introduction

Desk Arrangement-Discuss

• What is the ideal way to arrange desks for instruction?

Page 13: Introduction

Basic designBenefits? Problems?

Page 14: Introduction

Small groupsBenefits? Problems?

Page 15: Introduction

Large Groups:Benefits? Problems?

Page 16: Introduction

Classroom Set-up Guidelines:Summarizing Points of VAD

• Visibility –• Accessibility• Distractibility

Page 17: Introduction

Visibility

• A lack of equal visibility of instructional areas and displays erodes student motivation and accountability.

• The teacher must be able to see all students at all times, whether he or she is instructing the whole class, small groups, or individuals.

• All students must be able to clearly see all instructional areas and displays.

Page 18: Introduction

Accessibility

• Congestion increases the potential for problems.

• You must be able to move easily to any student, especially those who most frequently need help.

• You must be able to easily access needed materials.

• Students must be able to easily access needed materials.

Page 19: Introduction

Distractibility

• Objects, animals, and other students compete with you and academic materials for student attention.

• Seat students away from obvious distracters – e.g, windows overlooking the campus, pencil sharpener, wastebasket, active animals, computer station, etc.

• Separate, and seat away from one another, students who often interact inappropriately.

Page 20: Introduction

In groups…

• Complete the VAD activity.

• (Give specific instructions here)


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