The Teaching -Learning Matrix

 

3.1 Classroom

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

OVERVIEW:Ý ÝThe shape ofÝ the classroom and its overall size, though inflexible variables,Ý areÝ manageable (and thus, in a sense, "flexible" ) if correct decisions are made concerning in-classroom furniture, resources, and traffic pattern. Purposeful manipulation ofÝ these variables is not arbitrary.

 

1. FORM AND FUNCTION

1.       FormÝ must enable function; but form must not restrict dynamic function.

2.       A classroom which meets the needs of all students and of each student demands and defines dynamic function.

3.       Therefore, form must remain as flexible as possible.

 

 

 

(4) STORAGE ISSUES

1.       Items and supplies which are not for use by the students should be out of sight-out of mind- and out ofÝ the way.

Items and supplies for student use should be in locations accessible and convenient for students to pick up themselves.

(2) STUDENT SEATING

1.        Tables are preferred over desks

2.        Desks of uniform shape and height are preferred overÝ a variety of sizes

3.        Seating should promote co-op learning; but be flexible enough to provide quite, private space when desired.

 

 

(5) COMMUNICATION AND MOVEMENT PATTERNS

1.       Students must be able to "see what they hear" . ***For direct instruction or presentations, the speaker (teacher or student presenter) should stand in the midst of classmatesÖ ***For discussions, students should be able to have unobstructed eye-contact with each participant of discussion.Ý

2.       Suggested patterns includeÝ :Ý **Facing semi-circlesÝ ** U - Shaped or *** 280 degrees amphitheater style

Movement patterns must guarantee safety and teacher proximity to each studentÝ throughout the room and in each of various educational activities

 

(3) LEARNING STATIONS

1.       Tables, chairs, rugs, bean bag chairs, open space, corners, corrals, benches should be arranged inÝ moveable and interchangeable patterns Ö.form -fitted to the particular educational activity at hand

2.      Placement in or near classroom and out of line-of-sight of other student activities promotesÝ the quality ofÝ time on task and concentration which enhances learning taking place

3.      Strategic placement of bookshelves, cabinets, etc. as "dividers' can buffer the rest of the classroom from the noise and activity of some of the more "active learning" work stations

(6) THE TEACHER'S DESK

1.        Teacher's desk is for record keeping and for use as a consulting stationÖ not a primary instruction station or podium.

2.        It is a peripheral, placedÝ so as to allow observance of students as well as movement by students.