1. Webscape – Mindmap OR task ‘to do’ list – Time management task – embedded calendar – Video is optional – Will publish GOOGLE calendar with deadlines ePortfolio – Task 1 due Sunday – Tasks 2 to 5 every fortnight thereafter

2. DIIGO group

3. Managing the physical environment

5. Your favourite shop What physical characteristics of a shop make you ENJOY shopping? Make a list on your own. Layout? Product display? Atmosphere? Staff?

6. Your least favourite shop What physical characteristics of a shop make you NOT LIKE shopping? Make a list on your own. Layout? Product display? Atmosphere? Staff?

7. Change seating Two rows, backs to each other

8. Your shopping experience Compare your lists with a partner. How do the physical characteristics affect your shopping experience?

9. Change seating Horseshoe

10. What about the classroom? With your partner discuss what parallels there are between shopping and learning and the physical characteristics of shops and classrooms?

11. Your learning experiences Watch the slide show of some classrooms. Make a note of positive and negative physical characteristics from the different classrooms you see.

19. Your learning experiences List positive and negative physical characteristics on board. What affect do you feel these have on the learning experience?

20. Who ‘owns’ the class space? ‘For teachers their classroom is more of a private space, for students it is more of a public space’ GORDON, T. & LAHELMA, E. (1996) ‘School is like an ants’ nest’— spatiality and embodiment in schools, Gender and Education, 8(3), pp. 301–310. ‘For teachers their classroom is more of a private space, for students it is more of a public space’ GORDON, T. & LAHELMA, E. (1996) ‘School is like an ants’ nest’— spatiality and embodiment in schools, Gender and Education, 8(3), pp. 301–310.

21. A physical learning environment is positive Meets the students’ … – needs Meets the teacher’s … – philosophy Addresses what is being – taught Takes into account the students’ – age and the developmental needs

22. 5 functions of classroom environment Steele, F,l., (1973), Physical settings and organization development. Reading, MA: Addison-Wesley.

24. Security and shelter involve the physical conditions that affect their senses – for example… – Air quality, temperature, noise, light and comfortable seating Why? – students feel secure, comfortable, safe and protected.

26. Social Contact enable interaction between – Students – teacher and students. Common seating arrangements are – rows, – clusters of two or more desks, and – Semicircles Arrange room for the interaction you want – Rows are more _____centered, clusters or circles are more _____centered

27. Why use these?

29. Symbolic Identification Students identify with the classroom through personal identification, by displaying… – work samples, personal information, photographs, posters, etc. Why? – personalise the classroom – show students' (and teacher’s) accomplishments, personal background, interests, and activities

31. Task Instrumentality Help carry out tasks and activities for working… – Individually, in pairs, in groups Make sure frequently used materials are… – accessible. Make sure students know where things… – Belong and they have a personal space for belongings Plan pathways to avoid – Traffic jams and distraction. Situate your desk – in a place that supports task and interaction patterns

33. Pleasure Wienstein noted that students who were in classrooms that they found attractive had a tendency to be more persistent on tasks, had better attendance and a sense of group cohesiveness, and participated actively in class discussions.

34. Pleasure Use a moderate variety of colours that are… – warm and cool Use a moderate variety of textures ranging… – from smooth to rough. Provide a variety of surfaces, ranging … – from hard to soft. Provide for a variety of spaces (e.g., open, … – private, formal, and informal)

36. ArrangementWhat types of instruction/activities is this suitable for? What types of instruction/activities is this NOT suitable for? Traditional Facing sides Horseshoe Centres

37. A checklist Work with a partner, and think of two or three points you would include in a checklist to evaluate the classroom environment for: 1.Security and shelter 2.Social contact 3.Symbolic indentification 4.Task Instrumentality 5.Pleasure

38. Use your checklist Review the pictures of the classrooms from before. How do they measure up to your checklist?

39. Webscape – Mindmap OR task ‘to do’ list – Time management task – embedded calendar – Video is optional – Will publish GOOGLE calendar with deadlines ePortfolio – Task 1 due Sunday – Tasks 2 to 5 every fortnight thereafter

40. DIIGO group