ELM 500 Clayton State University Wk 5 Classroom Arrangement Styles Discussion

User Generated

yrneayrnea2020

Humanities

ELM 500

Clayton state university

ELM

Description

Classroom Arrangements and Cooperative Learning

Students learn in a variety of settings and environments. Group learning creates an environment of engagement and motivation. It gives students a chance to learn from each other in a cooperative learning setting. The arrangement and layout of the classroom should provide opportunities to work productively and cooperatively to achieve learning goals.

For this assignment, you will design a classroom arrangement for your selected grade level and the students outlined in the “Class Profile.” Consider your experiences in your field experience classroom, and conduct an Internet search to identify a variety of classroom environments. Take note of the materials found in each environment and the physical arrangement of the classrooms. Use one of the classroom design websites in Topic Materials to design your classroom. Your design should create a learning environment that focuses on creating opportunities for group and cooperative learning.

Your classroom design should include:

  • Classroom layout (i.e., where the desks/tables will be placed) that facilitates group learning.
  • Resources and technological tools, and where they will be located.
  • Traffic flow consistent with age-appropriate physical and social development.
  • Equal access to the room’s resources and technological tools for students of all ability levels.

In addition, write a 200-300 word rationale that explains how the classroom arrangement:

  • Minimizes distractions and maximizes classroom time and space to facilitate students working productively.
  • Encourages cooperative learning groups that foster respectful and safe communication to cooperatively achieve learning goals.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Resources

Read Chapter 8.

URL:

https://www.gcumedia.com/digital-resources/pearson/2016/classroom-management-for-elementary-teachers_10e.php

Read “The Structural Approach to Cooperative Learning,” by Kagan, from Educational Leadership (1989).

URL:

https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/224857174?accountid=7374

Explore the Community Playthings website. Use the information to help design your classroom.

URL:

http://www.communityplaythings.eu/index.html

Explore the Classroom Architect website. Use the information to help design your classroom.

URL:

http://classroom.4teachers.org/

Explore the Teaching Heart’s Learning Centers page of the Teaching Heart website. Use the information to help design your classroom.

URL:

http://www.teachingheart.net/LC.htm

Explore the Primary Education Links page of the Cybrary Man’s Educational Web Sites. Use the information in the design of your classroom.

URL:

http://www.cybraryman.com/primaryed.html

Unformatted Attachment Preview

Course Code ELM-250 Class Code ELM-250-O500 Criteria Criteria Percentage 100.0% Classroom Layout 20.0% Traffic Flow and Equal Access 20.0% Rationale: Student Productivity 15.0% Rationale: Cooperative Learning 15.0% Organization 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 20.0% Total Weightage 100% Assignment Title Classroom Arrangements and Cooperative Learning No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 40.0 Insufficient (65.00%) Classroom model lacks structure, is not clearly labeled, or is missing important elements. Traffic flow is poor or not appropriate for student physical and social development. Resources are not accessible to students of all ability levels. Explanation of how classroom arrangement minimizes distractions and maximizes classroom time and space facilitate student productivity is vague. Model is not based in best practices that encourages cooperative learning groups, and does not foster respectful and safe communication to cooperatively achieve learning goals. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Approaching (75.00%) Classroom model has basic structure, contains most important elements. Traffic flow is adequate for student physical and social development. Resources are generally accessible to students of all ability levels. Explanation of how classroom arrangement minimizes distractions and maximizes classroom time and space facilitate student productivity is broad. Model minimally encourages cooperative learning groups, and attempts to foster respectful and safe communication to cooperatively achieve learning goals. The content is adequately organized, generally providing the audience with a sense of the main idea. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Acceptable (85.00%) Classroom model is detailed, reasonably structured, clearly contains important elements. Traffic flow is effective for student physical and social development. Resources are accessible to students of all ability levels. Explanation of how classroom arrangement minimizes distractions and maximizes classroom time and space to facilitate student productivity is logical. Model directly encourages cooperative learning groups, and competently fosters respectful and safe communication to cooperatively achieve learning goals. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Target (100.00%) Classroom model is innovative, creatively structured, skillfully contains all important elements. Traffic flow demonstrates out-of-the-box thinking for student physical and social development. Resources are insightfully accessible to students of all ability levels. Explanation of how classroom arrangement minimizes distractions and maximizes classroom time and space to facilitate student productivity is comprehensive. Model expertly encourages cooperative learning groups, and insightfully fosters respectful and safe communication to cooperatively achieve learning goals. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Comments Points Earned Arturo Yes Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Two years above grade level Low SES Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No © 2016. Grand Canyon University. All Rights Reserved. One year below grade level One year below grade level Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level No Mid SES African American Female No None Grade level At grade level No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level Hispanic Fatma Yes Low SES Frances No Francesca No Fredrick No Ines Jade Kent Mid SES Low SES Grade level Internet Available at Home White No Grade level One year above grade level Parental Involvement No Enrique Female Math Performance Level Reading Performance Level Male Tier 2 RTI for Reading Low SES White Age Other None Mid SES Gender IEP/504 Ethnicity Socio-economic Status English Language Learner Student Name No No Emma At grade level Low Yes At grade level Low No One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes At grade level At grade level Med Yes At grade level Two years above grade level Low Yes At grade level One year below grade level One year below grade level © 2016. Grand Canyon University. All Rights Reserved. Nick No Low SES White Male Noah No Low SES White Male Sharlene No Mid SES White Female Sophia No Mid SES White Stuart No Mid SES Terrence No Wade Internet Available at Home Parental Involvement Math Performance Level Other None Reading Performance Level IEP/504 No Low SES Age Gender Ethnicity Socio-economic Status English Language Learner Student Name Male No Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med No No None Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med Female No None Grade level At grade level At grade level Med Yes White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Mid SES White Male No None Grade level At grade level At grade level Med Yes No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes No Mid SES No NOTE: School does not have gifted program One year below grade level Low Yes Mason Yung White Asian Male One year below grade level One year below grade level Two years above grade level © 2016. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level © 2016. Grand Canyon University. All Rights Reserved. © 2016. Grand Canyon University. All Rights Reserved.
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Explanation & Answer

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Running Head: CLASSROOM ARRANGEMENT STYLES

Classroom Arrangement Styles
Name
Institution
Date

1

CLASSROOM ARRANGEMENT STYLES

2

Classroom Arrangement Styles
I understand that my classroom arrangement style is just as important as the syllabus. The
classroom-style should be in harmony with the sitting style for effective teaching and positive
educational outcomes (Simmons et al., 2015). The classroom arrangement style for my
classroom is the cluster style. This arrangement style promotes the student to student interaction.
This is where the desks are placed into small groups or clusters in the classroom. Each cluster
will have four students where, when necessary; they can break out into pairs. The technology
tools will be placed at the front of the classroom (center). This is the central place where all the
students with different learning abilities can look and effectively use the tools. Where necessary,
the students who have specialized needs will be arranged into the front clusters. This
arrangement style will facilitate easy traffic flow considering that the students are in pre-school.
They will be able to move around between the clusters since the teacher will have the clusters
with enough spaces that people can pass through.
Rationale
This classroom arrangement minimizes classroom distra...


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