Tuesday, March 24, 2009
Friday, March 20, 2009
The Ideal Classroom
Our classroom is composed of fifteen 6th grade students, ages twelve and thirteen. Twelve of the fifteen students are Caucasian Iowa natives. The other three students are Asian, Hispanic, and African American. There are nine girls and six boys. One of our male Caucasian students is diagnosed with ADHD and takes medication. This student has regular check-ups with a resource aid from outside the classroom to be sure he is positively progressing. The male Asian student has been diagnosed with Dyslexia. When partnered or grouped he is paired and placed with a higher achieving student(s) who are stronger and more proficient in reading. This student also is assisted by the classroom aid and gets extra attention from the general education teacher.
This particular classroom and its teachers utilize the technology to teach science and social studies, as well as mathematics, literature, and writing. Because of the classroom resources the science and social studies content areas are strong and highly valued. This is shown through the following example of an extensive nature lesson taught in science and social studies:
With the use of digital cameras the students are asked to look around their school and home to locate and photograph the different types of plants, flowers, and trees that are native to their environment. With those photographs the students then learn the names, the characteristics, traits, and classifications. Where collected plant samples are available, the students will use the classroom microscopes to examine the specimens further.
After their extensive study on the nature of their surroundings the students will then crop, drag, and collage the various photos using the Promethean Boards. Titles and short descriptions of the names, characteristics, and traits will be required to complete the collage.
Prior to this unit, the classroom teachers have connected through the Global School Network (www.gsn.org) with a classroom in Belgium. They are collaboratively completing the same cross-curricular activity and have been working on the same project with the idea that their work will be shared over Skype.
These lessons and overall unit become cross-curricular when, along with the science portion, there is a social studies aspect gained through learning about the area and school of there connected classroom in Belgium.
The students will be asked to research Belgium using computers and the Internet. They will be expected to tell about the countries location and about its environment. Then, using Skype, the students will talk to the Belgium classroom, sharing information about their own plant life and environment in Iowa. The students are able to share a first hand experience learning about a location in another country through the use of technology the exchange of their gathered information.
To achieve the units and lessons that we want to cover their needs to be specific physical and technological requirements of the classroom. Along with the natural light that enters the room through the large window there is florescent lighting throughout the class to ensure our labs and activities are well lit. Each wall has an ample number of outlets so equipment and technology can be plugged in anywhere it is most convenient. Projection technology is set at the front of the classroom so that every student can view it. Speakers are located in every corner of the room so that every student can hear what is being presented.
The room consists of four groups of student desks located in the center of the room leaving ample space for group floor work and space for floor activities. Along the first wall, or at the head of the class, there are two Promethean Boards where the Elmo projects. On this wall there is also a bookshelf for storage. The back wall is mostly window with Sprout and Grow greenhouses in the ledge. Here sets a half circle table for conferences and group work. On the last wall hangs two tack boards and another bookshelf. There is also a two worktables along this wall.
Located in the far left corner is the teacher’s office. The office includes an L shaped desk and shelves for storage. Next to the office is a storage room full of shelves and a desk with chairs. On the opposite side of the room is an attached classroom greenhouse for outdoor learning.
1. Begin by identifying the grade level and age of your prospective students.
- Upper Elementary (6th)
2. What are the learning styles of your students?
- Majority are Visual & Tactical Kinesthetic learners.
3. What subject(s) will be taught in this room?
- Science, Art, Social Studies, Writing
4. Identify at least 2 units that will be taught in this room.
- Nature, Belgium
5. Identify the types of technologies that will fit the needs and learning styles of your students.
- Digital Cameras (16), Computers (15), Use iPhoto, Promethean Boards, Skype, Microscopes (16), Elmo,
6. Research the technologies, furniture, equipment and other resources that help to address learning styles, cognitive styles, and/or multiple intelligences.
- Promethean Boards – to help Visual/Spatial, Bodily-Kinesthetic Learners, Active Learning Style, Sensory Learning Style.
- Mini Greenhouses – Bodily-Kinesthetic, Naturalist Learners, Sensory Learning Style, Active Learning Style, Global Learning Style.
- Desks for Students – Intrapersonal Learners, Reflective Learning Style. Sequential Learning Style.
- Elmo – Visual/Spatial Learners, Reflective Learning Style.
- Rectangular Tables – Interpersonal Learners, Global Learning Style, Verbal Learning Style, Active Learning Style.
- Half Circle Desk – Interpersonal Learners, Global Learning Style, Verbal Learning Style, Active Learning Style.
- Computers – Linguistic, Logical, Visual/Spatial, Musical, Interpersonal, Intrapersonal Learners, Active Learning Style, Sensory Learning Style, Sequential Learning Style, Global Learning Style.
- 10 ft. by 4 ft. Tack Board – Visual/Spatial, Reflective Learning Style.
- Digital Camera’s (16) – Visual/Spatial, Interpersonal, Sensory Learning Style.
- Microscopes (16) – Active Learning Style, Visual/Spatial, Sensory Learning Style, Global Learning Style, Sequential Learning Style, Logical.
7. Meet with your colleagues to verbally brainstorm what the ideal learning environment would include.
- Teacher controlled temperature, appropriate lighting, carpeted floors for comfort, large floor space for group work, lots of outlets for all the technology, storage area to store materials to facilitate student learning, large window to provide natural lighting, technology to help make research easier and to help the students become technological savvy, 2 exits for better convenience.
8. Create a formal list or mind map of all the technology, furniture, equipment, and other resources you want to buy.
- Promethean Boards (2)
- Mini Greenhouses (2)
- L-Shaped Teachers Desk
- Desks for Students (4 groups of 4 Desks)
- Elmo
- Rectangular Tables (2)
- Storage Shelves (30)
- Bookshelf
- Half Circle Desk
- Computers (16)
- Chairs (30)
- Teacher’s Chairs (2)
- 10 ft. by 4 ft. Tack Board (2)
- Digital Camera’s (16)
- Flexi Roll Carpet (40 ft. by 40 ft.)
- Laptop Cart
- Microscopes (16)
9. Further research the materials and resources that you want to purchase. Identify the resources that support your selection.
This particular classroom and its teachers utilize the technology to teach science and social studies, as well as mathematics, literature, and writing. Because of the classroom resources the science and social studies content areas are strong and highly valued. This is shown through the following example of an extensive nature lesson taught in science and social studies:
With the use of digital cameras the students are asked to look around their school and home to locate and photograph the different types of plants, flowers, and trees that are native to their environment. With those photographs the students then learn the names, the characteristics, traits, and classifications. Where collected plant samples are available, the students will use the classroom microscopes to examine the specimens further.
After their extensive study on the nature of their surroundings the students will then crop, drag, and collage the various photos using the Promethean Boards. Titles and short descriptions of the names, characteristics, and traits will be required to complete the collage.
Prior to this unit, the classroom teachers have connected through the Global School Network (www.gsn.org) with a classroom in Belgium. They are collaboratively completing the same cross-curricular activity and have been working on the same project with the idea that their work will be shared over Skype.
These lessons and overall unit become cross-curricular when, along with the science portion, there is a social studies aspect gained through learning about the area and school of there connected classroom in Belgium.
The students will be asked to research Belgium using computers and the Internet. They will be expected to tell about the countries location and about its environment. Then, using Skype, the students will talk to the Belgium classroom, sharing information about their own plant life and environment in Iowa. The students are able to share a first hand experience learning about a location in another country through the use of technology the exchange of their gathered information.
To achieve the units and lessons that we want to cover their needs to be specific physical and technological requirements of the classroom. Along with the natural light that enters the room through the large window there is florescent lighting throughout the class to ensure our labs and activities are well lit. Each wall has an ample number of outlets so equipment and technology can be plugged in anywhere it is most convenient. Projection technology is set at the front of the classroom so that every student can view it. Speakers are located in every corner of the room so that every student can hear what is being presented.
The room consists of four groups of student desks located in the center of the room leaving ample space for group floor work and space for floor activities. Along the first wall, or at the head of the class, there are two Promethean Boards where the Elmo projects. On this wall there is also a bookshelf for storage. The back wall is mostly window with Sprout and Grow greenhouses in the ledge. Here sets a half circle table for conferences and group work. On the last wall hangs two tack boards and another bookshelf. There is also a two worktables along this wall.
Located in the far left corner is the teacher’s office. The office includes an L shaped desk and shelves for storage. Next to the office is a storage room full of shelves and a desk with chairs. On the opposite side of the room is an attached classroom greenhouse for outdoor learning.
1. Begin by identifying the grade level and age of your prospective students.
- Upper Elementary (6th)
2. What are the learning styles of your students?
- Majority are Visual & Tactical Kinesthetic learners.
3. What subject(s) will be taught in this room?
- Science, Art, Social Studies, Writing
4. Identify at least 2 units that will be taught in this room.
- Nature, Belgium
5. Identify the types of technologies that will fit the needs and learning styles of your students.
- Digital Cameras (16), Computers (15), Use iPhoto, Promethean Boards, Skype, Microscopes (16), Elmo,
6. Research the technologies, furniture, equipment and other resources that help to address learning styles, cognitive styles, and/or multiple intelligences.
- Promethean Boards – to help Visual/Spatial, Bodily-Kinesthetic Learners, Active Learning Style, Sensory Learning Style.
- Mini Greenhouses – Bodily-Kinesthetic, Naturalist Learners, Sensory Learning Style, Active Learning Style, Global Learning Style.
- Desks for Students – Intrapersonal Learners, Reflective Learning Style. Sequential Learning Style.
- Elmo – Visual/Spatial Learners, Reflective Learning Style.
- Rectangular Tables – Interpersonal Learners, Global Learning Style, Verbal Learning Style, Active Learning Style.
- Half Circle Desk – Interpersonal Learners, Global Learning Style, Verbal Learning Style, Active Learning Style.
- Computers – Linguistic, Logical, Visual/Spatial, Musical, Interpersonal, Intrapersonal Learners, Active Learning Style, Sensory Learning Style, Sequential Learning Style, Global Learning Style.
- 10 ft. by 4 ft. Tack Board – Visual/Spatial, Reflective Learning Style.
- Digital Camera’s (16) – Visual/Spatial, Interpersonal, Sensory Learning Style.
- Microscopes (16) – Active Learning Style, Visual/Spatial, Sensory Learning Style, Global Learning Style, Sequential Learning Style, Logical.
7. Meet with your colleagues to verbally brainstorm what the ideal learning environment would include.
- Teacher controlled temperature, appropriate lighting, carpeted floors for comfort, large floor space for group work, lots of outlets for all the technology, storage area to store materials to facilitate student learning, large window to provide natural lighting, technology to help make research easier and to help the students become technological savvy, 2 exits for better convenience.
8. Create a formal list or mind map of all the technology, furniture, equipment, and other resources you want to buy.
- Promethean Boards (2)
- Mini Greenhouses (2)
- L-Shaped Teachers Desk
- Desks for Students (4 groups of 4 Desks)
- Elmo
- Rectangular Tables (2)
- Storage Shelves (30)
- Bookshelf
- Half Circle Desk
- Computers (16)
- Chairs (30)
- Teacher’s Chairs (2)
- 10 ft. by 4 ft. Tack Board (2)
- Digital Camera’s (16)
- Flexi Roll Carpet (40 ft. by 40 ft.)
- Laptop Cart
- Microscopes (16)
9. Further research the materials and resources that you want to purchase. Identify the resources that support your selection.
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