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Classroom Design?

VMDO Architects' Design Diagram


A few dollars became available for classroom furniture recently.  During my tenure, furniture has not been a consideration.  Typically teachers brought in interesting tables, chairs and other objects from yard sales.  Sadly, those "yard sale" pieces were often removed by fire officials since they didn't meet the fire codes.  We also waited for a teacher with a desired piece of furniture to retire so we could inherit a treasured piece. That was the case for me when it came to a paper drawer.  I always wanted one, and finally inherited one about ten years into my teaching career.


Now with a few dollars available to replace broken chairs, old desks and needed tables, I'm wondering what's the best decision to make with regard to that money.  Do we simply replace what we've been using for decades, or do we think deeply about creating learning environments that match our 21st century learning goals and practices?  Tom Whitby has written about this many times and prompted this post.

As you may guess, I want to rethink the classroom environment, and make sure that our purchases support our learning priorities: literacy, numeracy, project base learning in content areas, multi-modal instruction, and 21st century skills: creativity, collaboration, communication and critical thinking skills.  A materials short list might include the following:
  • Comfortable seating for reading, writing and thinking work.
  • Collaborative spaces for small book groups, RTI, and project teams.
  • Whole class meeting area for shared books, discussions, meetings and audio/video shares.
  • Classroom libraries with book shelves for hard copies and storage spaces for digital equipment: iPods, laptops, iPads, earphone, and more.
  • Bulletin boards and white boards for display and collaborative work.
  • Large screen computer(s) and/or white board(s) for presentation.
  • Paper drawers for posters, paper and project materials.
  • Storage cabinets and containers for hands-on learning materials.
As I think aloud, I hope that our school will move towards greater RTI: targeted instruction in small, focused groups throughout the day in all subject areas.  That means our large one-size-fits-all spaces will become spaces that accommodate many learning groups and teachers at once while still leaving areas for larger group presentations and shares.  
People Pads



Last night, I spent a long time searching the web for interesting classroom furniture and objects.  The images posted here intrigue me.

As I continue my exploration of learning design, I realize that the learning environments we create impact what we do.  What furniture, material and set-up do you feel is critical for teaching in the 21st century?  What traditional pieces are essential and what new equipment is needed?  How would you spend your replacement dollars?  Please let me know as I continue this investigation.



















At The Science Leadership Academy in Philadelphia I was struck by their use of what looked to be sturdy, easily moveable tables.  I found one source for "husky tables and desks" that looked interesting: http://www.smithsystem.com/productCategory.asp?categoryID=69














Many of the objects above come from VS Furniture.








Take a look at how students weighed in on this topic: Classroom Design: Children Speak

    You have read this article with the title . You can bookmark this page URL http://the-bookself.blogspot.com/2012/01/classroom-design.html. Thanks!

    ePortfolios

    Do you employ ePortfolios in your classroom, or are you currently considering using that tool to lift student learning?  Students in my fourth grade class started using ePortfolios in September.  Each child has a wonderful online collection of poetry, writing and reading response work.  Some students have added math projects and research work to their ePortfolios as well.

    If you're considering this venue, I offer the following suggestions:
    1. Create your own ePortfolio first to try it out and use as an example when you are teaching students about the venue.
    2. Walk students through the creation process slowly.
    3. Allow students to choose their own template design.
    4. Start with a consistent, regular routine of ePortfolio work; you can loosen those parameters as you move forward.
    5. When choosing page settings, I prefer the "announcement" setting for student work.  That way each time they add a section under a main heading, they simply add a new post.
    6. When possible, have students add images to their work on ePortfolio as that seems to boost their writing and description.
    7. Complete the first piece together in class.  Troubleshoot together, then make sure you add a positive comment to each child's first post.  That will inspire future posts.
    8. Limit sharing at first while students get used to the venue.  My students only shared with me at first, then ventured out to their classmates.  
    9. Pay attention to privacy settings and make sure they fit your school's policies.
    I hope those tips are helpful to people starting out with this tool. It's a great vehicle for student learning and sharing.  I look forward to hearing others' success stories in this regard.  I plan to continue to build my use of this tool in the months to come. 

    Related Posts
    You have read this article with the title . You can bookmark this page URL http://the-bookself.blogspot.com/2012/01/eportfolios.html. Thanks!

    Letters From Rifka: Building Deep Understanding

    Next week our class will embark on the interactive read aloud, Letters From Rifka by Karen Hesse.  The focus of this read aloud will be to deepen student understanding, discussion and knowledge.

    I will focus on Ellin Oliver Keene's work related to the cognitive markers of deep understanding.  I'll begin by introducing students to the markers using a series of mini posters, then I'll provide a guide sheet to lead our daily discussions.

    Since my students represent a wide range of reading levels, we'll only read a few pages each day and night.  For those who have trouble accessing the text, I'll provide a means to understanding such as a book on tape or a reader.  This daily dose of a shared book will create community and foster discussion while still leaving time for individual's just right books and targeted reading.

    I've created a shared website to guide our work as well.  Photos, maps, and other images that deepen understanding will be added to the website as we read together.  Students will also be asked to add their thoughts and comments to the shared site.  Assignments will be added as well.

    As with all units, we will revise and enrich as the book moves along.  I'm excited to put Keene's work into action, particularly since she will be visiting and presenting at our school this week.
    You have read this article with the title . You can bookmark this page URL http://the-bookself.blogspot.com/2012/01/letters-from-rifka-building-deep.html. Thanks!
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