Teaching and Learning Inside the Classroom [The learning environment – Display and Layout] - PowerPoint PPT Presentation

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Teaching and Learning Inside the Classroom [The learning environment – Display and Layout]

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  1. Teaching and Learning Inside the Classroom[The learning environment – Display and Layout] Yr 1 Professional Practice Semester 2 Week 9 University of Winchester PP1 2010 KP

  2. Phil Beadle as The Guardian’s teacher of the year 2005 quoted intellectual Linda Powell: • If the environment in which a child learns is shoddy or in disrepair, then a child’s sense of themselves is undermined. Devalue the school buildings, devalue the child.” • What are your views? Discuss. • Now consider what Phil discovered… University of Winchester PP1 2010 KP

  3. It was the same person who told me my classroom should be "an Aladdin's cave of learning". I found this difficult to achieve, though I respected the idea. Display was not something that came together particularly easily in my first years of teaching. I am a boy and a retired Goth. I don't go much for pretty colours. • But, under advice, I took a trip to a local primary school. This, to my surprise, revealed fresh vistas of wonder. This place was riven - I mean, literally overflowing, floor to ceiling - with cultural artefacts: washing-lines hung across classrooms festooned with kids' work, dresses stuck to walls, papier-mâché severed heads, macramé weapons and, in one instance, a Bedouin tent in the corner of the classroom. • Here there seemed to be an ethos, a belief system, around the fripperies on the walls; a genuine sense that an exciting environment makes for an excited child. You could tell that the children loved, and felt loved by, the place in which they learned, and this affected how well they learned the stuff they were meant to learn, and how happy they were doing so. Look what I can do, mum Colourful displays of work in the classroom make for happy and valued pupils Philip Beadle guardian.co.uk, Tuesday 12 April 2005 02.11 BST University of Winchester PP1 2010 KP

  4. Display – What’s it For? • In groups of 4/5, discuss the reasons for creating displays in the classroom. • Consider the following points: • Will the same reasons apply to displays in: • public areas e.g. the hall, the school entrance? • How might class displays differ for the different ages of the pupils? • What features might be incorporated to include pupils with specialeducational needs? University of Winchester PP1 2010 KP

  5. Teachers create displays to: • Celebrate • Stimulate • Inform University of Winchester PP1 2010 KP

  6. Purposeful Displays A visual means of focusing on specific learning outcomes, which form part of the current curriculum.(Hughes, P. 2008) In your table groups consider effective features of display. University of Winchester PP1 2010 KP

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  8. A well thought-out and organised classroom environment can greatly enhance children’s learning. Task 2 Now look at the following slide. In your groups discuss what you think the main rationale was for the teacher organising the classroom in this way. University of Winchester PP1 2010 KP

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  11. Classroom LayoutsTask • Discuss how pupils’ tables have been arranged in the following slides. • What are the advantages / disadvantages for learning? University of Winchester PP1 2010 KP

  12. Computer Walls & Pillars Storage Moving Tables Board Mel (1) • Arrangement for “Small Group” work University of Winchester PP1 2010 KP

  13. Mel (2) • Arrangement for “Large Group” work University of Winchester PP1 2010 KP

  14. Mel (3) • Arrangement for “Quiet Work” (individual, paired or whole class work) University of Winchester PP1 2010 KP

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  16. On a practical note … • Is this space comfortable (for me as well as the children)? • Is there enough space and easy access? • Are health & safety requirements met? University of Winchester PP1 2010 KP

  17. Will the space I have created support the learning and teaching I have planned? • Will it send appropriate signals to the children, creating positive expectations? • Will it support positive behaviour? • Are different learning styles catered for? • Will children’s social needs be addressed? • Will it support inclusion? University of Winchester PP1 2010 KP

  18. Video Debate Identify the key points from this clip: What are the educational reasons? http://www.teachers.tv/video/17831 What are your views? You may wish to refer to Phil Beadles views at the beginning of the session. Discuss the implications of the video for a teacher University of Winchester PP1 2010 KP

  19. Independent Study Task • Read (in Reading Pack) Hastings and Chantry (2002) – Does classroom organisation matter? • In your Reflective Journal: • Consider your views: What kind of classroom would you like? • On SE observe the way in which the layout of the classroom supports learning. • Visit other classrooms – how does organisation differ? Why might this be? University of Winchester PP1 2010 KP

  20. References: Hastings, N., Chantrey Wood, K. (2002) Reorganising Classroom Learning, Buckingham: Open University. Hughes, P., (2008) Principles of Primary Education. Abingdon: Routledge. Kyriacou, C. (2001) Essential Teaching Skills, Cheltenham: Nelson Thornes. Smith, A. Lovatt, M., Wise, D. (2003) Accelerated Learning – A User’s Guide, Stafford: Network Educational Press. Teachernet University of winchester PP1 2009 KP