Thinking about 'how' you are teaching
OK Amy, you know all of your students, you have touched up on all of their behaviours and come up with strategies to deal with them... Now you have to start teaching the content! Keeping in mind you have to meet the needs of all the students so they are all progressing and given the best opportunity to learn within all KLA's.
Developing the 'whole' person
Throughout the decades, focus on teaching practice has shifted from ‘how best to teach’ to ‘how best to facilitate all students to learn’. Classrooms have progressed from a behaviourist perspective whereby the teacher control the classroom and transmit information through formal and direct instruction promoting students to be passive learners (Geoffrey, 1998). Today students are considered to be active agents within their environment and teaching follows a more constructivist approach allowing the teacher to facilitate students to navigate their learning actively. In the past, schools exclusively focused on the cognitive development of their students. Supporting the ideas of developing the ‘whole’ person and facilitating lifelong learning, schools are now seen as learning environments that foster the social, emotional, spiritual and cognitive needs of each individual student. The different aspects of the environment are collaborated to provide a holistic approach to quality teaching benefiting all students.
Classroom Layout
There are many elements to the learning environment and the implications of these can distinguish a smooth efficient classroom from a cluttered haphazard one. The learning space reflects the teaching habits of the teacher, can enable or constrain learning and influences the behaviour of the students (Dempsey & Arthur Kelly 2007). You have utilised grouped tables and this promotes collaborative learning and positive relationships within the class. They encourage group work, discussions and ‘an interactive style of teaching’ (Cowley 2003). Another fantastic strategy it to display students work around the room. This promotes their sense of ownership and belonging and supports a sense of achievement in each student (Seefeldt 2002).
Real-Life examples of Classroom Layouts and Designs
Amy, if you would like to see some real life examples of some classrooms layouts and designs, uploaded by teachers, click the button vertically opposite!
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Student Centred Learning
Amy, I can see that you would love to facilitate such learning that allows students to explore and immerse themselves in the activities.
Student Centred learning is a great idea! There are many positives of utilisting this type of teaching strategy, such as:
Student Centred learning is a great idea! There are many positives of utilisting this type of teaching strategy, such as:
- Increased student engagement/motivation levels
- Increases self efficacy
- Students take ownership
- Enjoyable for both the students and the teacher
Student-Centered Learning Checklist
- The planning of all aspects of programs involves students to ensure their perspectives, ideas and needs have been accommodated.Students’ ideas and questions are welcomed, valued and encouraged.
- Programs facilitate student choice, such as negotiation of learning outcomes where appropriate; student adaptation of own learning issues and context.
- The student is supported when taking responsibility for their own learning.
- Students are seen as partners in a learning journey.
- Students receive timely and adequate information on which they can works on tasks and make decisions
- Students’ are actively engaged with their learning.
- The teacher, as the facilitator is moving from one co-operative group to another, encouraging and helping where necessary.
(Moore 1999)
Amy, for a more in-depth understanding about student centered learning, take a look at the video presentation below. It has been created by a Year 5 teacher and therefore would be applicable and hopefully directly link to your classroom.
Group Work
Amy, group work requires a very structured learning environment, so that students can interact productively under your indirect guidance as they work towards particular learning outcomes. Based on the other teachers judgement of your desk arrangement I doubt the students are very familiar with working in groups.
Here are some key points to consider when preparing to use group work:
· Prepare your students – perhaps begin with paired work and shorter tasks until you expect them to work in larger groups or on more substantial tasks
· Organise your groups – based on friendships, ability or interests
· Provide detailed guidelines for students to follow – ensure they understand the purpose of the tasks
· Designate roles to students so no one student can dominate.
· Roam the room observing and scaffolding as students work (Killen 2007)
Involve students in the whole process. Let them assess themselves and reflect on the task and their final product. Students must learn to motivate, engage and assess themselves to become successful individuals (Cairo, 1998).
Here are some key points to consider when preparing to use group work:
· Prepare your students – perhaps begin with paired work and shorter tasks until you expect them to work in larger groups or on more substantial tasks
· Organise your groups – based on friendships, ability or interests
· Provide detailed guidelines for students to follow – ensure they understand the purpose of the tasks
· Designate roles to students so no one student can dominate.
· Roam the room observing and scaffolding as students work (Killen 2007)
Involve students in the whole process. Let them assess themselves and reflect on the task and their final product. Students must learn to motivate, engage and assess themselves to become successful individuals (Cairo, 1998).
Some reflective questions you can use to evaluate the success of your group work:
· Did the students achieve the learning outcomes?
· Did the students participate actively in group work?
· Were the groups and their activities manageable?
· Were the group activities sufficiently complex to challenge the students and engage them in higher order thinking?
· Was there sufficient time for each group to finish the set activities and reach a conclusion?
· Were the students engaged in deep or surface learning?
· Did group members fulfill their roles effectively?
· Did the students cooperate with each other and involve all members in discussions and decisions?
· Was the method of ‘reporting back’ effective?
· How could this group activity be improved for future lessons? (Killen 2007:178)
· Did the students achieve the learning outcomes?
· Did the students participate actively in group work?
· Were the groups and their activities manageable?
· Were the group activities sufficiently complex to challenge the students and engage them in higher order thinking?
· Was there sufficient time for each group to finish the set activities and reach a conclusion?
· Were the students engaged in deep or surface learning?
· Did group members fulfill their roles effectively?
· Did the students cooperate with each other and involve all members in discussions and decisions?
· Was the method of ‘reporting back’ effective?
· How could this group activity be improved for future lessons? (Killen 2007:178)
Cooperative Learning
Once your students are responding well to group work you can take that next step to cooperative learning. Essential components of cooperative learning include:
· Positive interdependence – learners must function as a cohesive group and take responsibility for each others learning
· Ongoing, direct interaction – students help each other learn through discussion, exchanging ideas and decision making
· Individual accountability – students must uphold a sense of responsibility when engaging with and understanding the material
· Appropriate interpersonal skills – listening, questioning, negotiating and constructive resolution skills will ensure positive interactions
· Reflective learners – students should reflect on their achievements and ability to function as a group
· Positive interdependence – learners must function as a cohesive group and take responsibility for each others learning
· Ongoing, direct interaction – students help each other learn through discussion, exchanging ideas and decision making
· Individual accountability – students must uphold a sense of responsibility when engaging with and understanding the material
· Appropriate interpersonal skills – listening, questioning, negotiating and constructive resolution skills will ensure positive interactions
· Reflective learners – students should reflect on their achievements and ability to function as a group
A great website has been created, specifically aimed at beginning teachers, providing valuable information on collaborative group work in primary classrooms. We recommend you take a look: