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Module 3: Managing the Learning Environment

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Shaping a Positive Learning Environment

Several years ago, American surgeon, author, and public health researcher Atul Gawande experimented with using a two-minute checklist in operating rooms in eight different hospitals. One unexpected result was that a round of team-member introductions before surgery lowered the average number of surgical complications by 35%. Learning names and building a positive environment at the outset of this short-term medical community experience made huge impacts on their ability to function effectively together. How might we apply this and other community-building principles to establish positive learning environments that facilitate student learning?

Learning is an emotional process—we feel excitement when learning a new skill, embarrassment about mistakes, and fear of being misunderstood. Fostering positive emotions in your classroom will motivate students to learn, while negative emotions such as stress and alienation will inhibit their learning.

Research tells us students learn better when they are part of a supportive community of learners. When you create a positive learning environment where students feel accepted, seen, and valued, they are more likely to persist in your course, in their majors, and at the university.

In How Learning Works: Seven Research-Based Principles for Smart Teaching , Susan Ambrose et al. address the many and complex factors that influence learning environments, including intellectual, social, emotional, and physical (2010).

They offer a few key takeaways for educators:

Learning doesn’t happen in a vacuum. Your classroom community is made up of individuals with diverse identities, backgrounds, and experiences; the act of learning is intertwined with a variety of socioemotional influences.

Classroom climate is determined by both intentional and unintentional actions, and by both explicit and implicit messages. And their impact on students is not always obvious. Seemingly well-meaning or unimportant choices and remarks can have unintended effects on student learning.

The good news: You have more control over the learning environment in your courses than you might guess. If you know how learning environments influence student learning, you can employ a variety of strategies to consciously shape a welcoming and inclusive classroom.

Sense of Belonging in College

In a welcoming and inclusive classroom, students are more likely to feel a sense of belonging . A sense of belonging is a basic human need. That is,  everyone  needs to belong. In the college context, sense of belonging refers to whether or not students feel respected, accepted, valued, included, cared for, and that they matter—in your classroom, at the university, or in their chosen career path (Strayhorn, 2012).

Although everyone needs to belong, students’ feelings of comfort in your class largely depends on their identities and experiences (Strayhorn, 2012; Walton & Cohen, 2007). Being the only student, or one of a few, of a particular identity group can lead students to feel detached, apathetic, or reluctant to participate. They may feel marginalized by the course content or by other students’ comments.

Indeed, research shows that minoritized students tend to report a lower sense of belonging than their peers (Johnson et al., 2007; Strayhorn, 2008a). Academic performance or preparation can also raise or lower students’ perceived sense of belonging (Hoops, Green, Baker, & Hensley, 2016; Strayhorn, 2008b; Zumbrunn, McKim, Buhs, & Hawley, 2014). Particularly for minoritized students, academic struggle can be internalized as a sign that they do not belong (Walton & Cohen, 2007).

Research by DeSurra and Church in 1994 provides a spectrum for understanding learning environments that ranges from explicitly marginalizing, where the course climate is openly hostile and cold, to explicitly centralizing, where multiple perspectives are validated and integrated into the course. While this particular research was based on sexual orientation, the earliest research on learning environments—the “chilly climate studies”—focused on gender and had similar findings (Hall, 1982; Hall & Sandler, 1984; and Sandler & Hall, 1986). These early studies demonstrated that marginalization of students does not require an openly hostile environment. Rather, the accumulation of microaggressions alone can adversely impact learning. Later studies showed similar effects based on the race and ethnicity of students (Hurtado et al., 1999; Watson et al., 2002).

Diversity and Inclusion 

Students, like all of us, are complex human beings—they have a gender, race, class, nationality, sexual orientation, and other axes of identity. These overlapping identities mean that an individual may face multiple barriers at once to feeling welcome in your class. Rather than thinking your course should support “a” student of color or “a” student with a disability, craft a learning environment that is welcoming to as many students—and their complexities—as possible. 

Students struggling with sense of belonging are less engaged. They may sit in the back of class, be inattentive during lecture, or avoid participation in discussion or group activities. They may even skip class or show up late more often than others. However, sense of belonging is not static but dynamic, and it can fluctuate with transitions from class to class, year to year, or situation to situation. For example, a student who feels they belong in your course today may suddenly doubt they belong if they score poorly on an exam tomorrow. Therefore, it is important to continually observe students’ behavior and support their belonging throughout the term.

Sense of belonging affects students’ academic engagement and motivation, as well as their emotional wellbeing. The bottom line is this: Students who feel they belong are more likely to succeed.

For more insight into college students’ sense of belonging, watch this engaging TEDx talk by Ohio State professor Dr. Terrell Strayhorn.

In Practice

You want all students to feel they belong in your course. What concrete strategies can you use to shape a positive learning environment?

Set a positive tone from the start

Simple efforts to establish a welcoming atmosphere in the early days and weeks of class can help students feel more comfortable, included, and confident.

Use positive language in your syllabus . Your syllabus is the first impression students have of your course. Framing policies and expectations in friendly and constructive language, rather than with strong directives or punitive warnings, can increase students’ comfort.

Get to know students and help them get to know each other . On the first day, ask students their preferred names and pronouns and facilitate icebreaker activities to build community. Use Namecoach in CarmenCanvas to have students record the pronunciation of their names and set their pronouns. Surveys and polling, such as through Top Hat , are great ways to informally assess students’ motivations, learning goals, and prior knowledge early in the course.

Be warm, friendly, and present . Greet students when they enter the class, make yourself available before and after class, and set up office hours. Share your enthusiasm about the course and relevant personal experience—this can humanize you and increase students’ connection to the material.

Share positive messages about student success . Show students you believe in their capacity to succeed. Avoid negative statements such as, “Only 1 in 4 of you will pass this class.” Instead, normalize academic struggle and assure students they can master difficult content with effort.

Online Instructor Presence

Strong instructor presence in online courses has been shown to increase participation, facilitate knowledge acquisition, and foster a healthy learning community. When teaching online, you can make meaningful connections to students through video introductions, online office hours, and regular and planned communication. Read more about online instructor presence .

Foster open discourse and communication

Meaningful class discourse requires more than a friendly demeanor. Be prepared to address complex issues, difficult questions, and conflict in collaborative ways.

Develop a classroom agreement . Involve students explicitly in shaping the learning environment. Help them craft a (potentially living) document that outlines community norms and ground rules for respect, civil discourse, and communication.

Resist “right” answers . Encourage discussion that promotes critical thinking rather than simple consensus. Invite students to offer their perspectives before sharing your own, and guide them to consider multiple viewpoints and avenues to solving problems.

Respond to classroom conflict . Consider how you will frame controversial content or “hot topics” in your course. Rather than avoiding these conversations, plan in advance how to facilitate a productive and civil discussion. Refer students back to the ground rules they laid out in the classroom agreement. See Calling in Classroom Conflict for more information. 

Get feedback from students . Provide opportunities for students to give frequent anonymous feedback on your course—and show you value their input by acting on it. Surveys or exit slips, in addition to conventional midterm feedback, can bring to light issues that affect students’ sense of belonging or inhibit their learning.

Create an inclusive environment

Embrace multiple perspectives, ways of learning, and modes of expression so all students feel included and supported.

Choose inclusive course content . Do the authors of your course materials represent the spectrum of identities of people in your field? Of students in your class? Who is depicted in the readings and videos you assign? Include course material representing diverse identities, perspectives, and experiences to help all students connect to your content.

Use a variety of teaching methods . Incorporate multiple strategies that appeal to various abilities and preferences: lecture, whole-group and small-group discussion, think-pair-share, in-class writing exercises, case studies, role-playing, games, technology tools, and more. And don’t limit yourself to conventional “texts”—film and video, podcasts, and guest lectures are all engaging ways to present content.

Provide assignment options . Support student success by offering multiple modes to complete assignments. Options range from traditional, such as papers, presentations, and posters, to creative, such as websites, blogs, infographics, games, videos, and podcasts. Allow both individual and group work options, when feasible.

Make space for differing participation . Fear of being called on can hinder students’ comfort and motivation. Encourage, but don’t force, participation during in-class discussions, and acknowledge introverted students when they contribute. Consider alternate ways students can share ideas, such as via written reflections, online discussion posts, and lower-pressure think-pair-shares. Giving students time to reflect on “big questions” before discussion can also increase their confidence to speak up.

Organize your course to support students

The structure and content of your course, in addition to how you deliver it, are key to creating a supportive course climate.

Communicate learning outcomes . Being explicit about what you want students to do—and why it matters—can increase their motivation. Discuss the purpose of your course and its relevance to their lives, tell them what you will cover at the beginning of each class, and share a rationale for all assignments.

Be transparent and efficient with grading . Create student-friendly rubrics that lay out clear expectations for all assignments. Grade and return student work in a timely manner, with actionable feedback that helps them understand their progress and areas for improvement.

Ensure course materials are accessible . When content is accessible , students with vision, auditory, motor, and cognitive disabilities can successfully navigate, use, and benefit from it. Using heading structures in documents, providing alternate text for images, and captioning videos are a few practices that make your course material accessible, as well as more clear and user-friendly for everyone.

Share resources . In addition to extended material on your course subject, link students to helpful resources for mental health, stress, and learning assistance.

Carmen Common Sense

Consult Carmen Common Sense , a student-authored list of ten solutions to a student-friendly course, to learn how to build a supportive learning environment in Carmen.

Icebreaker Activities

Tips for learning student names, addressing offensive comments in class.

Students are more likely to succeed in positive learning environments where they feel a sense of belonging.

There is no singular or perfect learning environment. Every class you teach is a unique community made up of individuals with diverse identities, backgrounds, and experiences. A number of strategies can help you foster a classroom climate that is welcoming, inclusive, and responsive to their needs.

Set a positive tone from the start through your syllabus, community-building activities, a warm demeanor, and constructive messages about student success.

Foster open discourse and communication through classroom agreements, addressing complex issues and conflict productively, and collecting regular feedback from students.

Create an inclusive environment by choosing diverse and representative course material, using a variety of teaching methods, and providing options for assignments and participation.

Organize your course to support students by making your goals, rationale, and expectations for the course and assignments clear, ensuring materials are accessible, and providing resources to support students’ wellbeing.

• Office of Diversity and Inclusion (website)
• Teaching for Racial Justice (website)
• Classroom Climate: Creating a Supportive Learning Environment (website)
• Encouraging a Sense of Belonging (video)
• Namecoach for Instructors (guide)

Learning Opportunities

Ambrose, S. A., & Mayer, R. E. (2010).  How learning works: seven research-based principles for smart teaching . Jossey-Bass.

DeSurra, C. J., & Church, K. A. (1994). Unlocking the Classroom Closet Privileging the Marginalized Voices of Gay/Lesbian College Students . Annual Meeting of the Speech Communication Association, New Orleans, LA. Distributed by ERIC. https://eric.ed.gov/?id=ED379697

Hall, R. (1982). A classroom climate: A chilly one for women?. Association of American Colleges. https://eric.ed.gov/?id=ED215628

Hall, R., & Sandler, B. (1984). Out of the classroom: A chilly campus climate for women?. Association of American Colleges. https://eric.ed.gov/?id=ED254125

Hoops, L. D., Green, M., Baker, A., & Hensley, L. C. (2016, February). Success in terms of belonging: An exploration of college student success stories. The Ohio State University Hayes Research Forum, Columbus, OH.

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ERIC Clearinghouse on Higher Education in cooperation with Association for the Study of Higher Education. The George Washington University. https://eric.ed.gov/?id=ED430514

Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups.  Journal of College Student Development ,  48 (5), 525–542. https://doi.org/10.1353/csd.2007.0054

Sandler, B., & Hall, R. (1986). The campus climate revisited: Chilly for women faculty, administrators, and graduate students. Association of American Colleges. https://eric.ed.gov/?id=ED282462

Strayhorn, T. L. (2008). Sentido de Pertenencia: A hierarchical analysis predicting sense of belonging among Latino college students.  Journal of Hispanic Higher Education ,  7 (4), 301–320. https://doi.org/10.1177/1538192708320474

Strayhorn, T. L. (2009). Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?  NASPA Journal ,  45 (4).  https://doi.org/10.2202/0027-6014.2009

Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement.  Journal of Personality and Social Psychology ,  92 (1), 82–96. https://doi.org/10.1037/0022-3514.92.1.82

Watson, L. W., Person, D. R., Rudy, D. E., Gold, J. A., Cuyjet, M. J., Bonner, F. A. I., … Terrell, M. C. (2002).  How Minority Students Experience College: Implications for Planning and Policy . Stylus Publishing.

Whitt, E. J., Edison, M. I., Pascarella, E. T., Nora, A., & Terenzini, P. T. (1999). Women's perceptions of a "chilly climate" and cognitive outcomes in college: Additional evidence.  Journal of College Student Development, 40 (2), 163–177. https://eric.ed.gov/?id=EJ590847

Zumbrunn, S., Mckim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study.  Instructional Science ,  42 (5), 661–684. https://doi.org/10.1007/s11251-014-9310-0

Related Teaching Topics

Creating an inclusive environment in carmenzoom, supporting student learning and metacognition, search for resources.

Home / Business / Enhancing the Learning Experience with Innovative PowerPoint Presentations in Education

Enhancing the Learning Experience with Innovative PowerPoint Presentations in Education

Technology altered how students receive and process information. The learning environment is shifting. The days of mundane lectures and textbooks are gone. With innovative PowerPoint presentations, educators can now better engage their students. They can do so with more stimulating methods. Yet, finding creative means to make them more interactive is essential.

This article will explore how innovative PowerPoint presentations can enhance your learning. From tips and tricks about designs to methods to captivate your audience, there is no shortage of ways to boost your presentations. Hence, let us dive into the following article to discover the power of PowerPoint in education!

The Benefits of Innovative PowerPoint Presentations for Essay Writing

Sometimes, you might have to submit a presentation for one of the essays you write in class. Presenting your work allows you to portray your unique and innovative findings. You should aim to use PowerPoint presentations as they increase student engagement. But before that, use  Edu Zaurus   for essay help and free examples. Having excellent-quality samples to know what you should aim for. Before being able to present your ideas, it is vital to ensure your essay itself is dynamic and interactive.

Once you hone your essay abilities, it is time to understand the power of using PowerPoint to present your creativity. First of all, they allow you to enhance your learning retention. You can offer ideas more visually, making remembering key ideas and concepts easier. Moreover, having your writing essays presented provides enhanced organization. Creating an outline or presentation of your main points ensures that your essay is well-organized.

Tips for Creating Effective PowerPoint Presentations

Creating an effective PowerPoint boils down to following some tips to make it engaging. While it might sound daunting, you can always boost engagement in your presentation by following some guidelines. You can check the  National Conference of State Legislatures PowerPoint  tips. For more detailed recommendations, consider the guidelines below when creating a presentation.

Know your audience

Before creating your presentation, figure out who you will be presenting to. Who is going to view the presentation? What are the guidelines and expectations? By tailoring it toward the viewers, you can create a more effective and engaging presentation.

Keep it simple

When it comes to presenting some ideas and concepts, simplicity is critical. Make sure you follow the motto of less is more. Try to avoid cluttering the slides with too much information or images. Keep your slides simple, easy to read, and clean.

Use multimedia elements

Incorporate some multimedia elements. Consider using some images, videos, and audio. These can allow you to make your presentation more engaging and dynamic. Yet, avoid cluttering your presentation and focus on high-quality content for a spell for good grades.

Incorporate storytelling

If you want to engage your audiences, consider one of the many examples of storytelling. Telling a story is a powerful tool to captivate the attention of others. Try to add some anecdotes, case studies, or different stories to illustrate your main points.

Use creative design techniques

You should include your creative elements in presentations. You should emphasize your design techniques to make your PowerPoint unique and engaging. Hence, consider altering the colors, fonts, and layout to make it more memorable.

Case Studies of Innovative PowerPoint Presentations in Education

You should focus on some real-world examples. This allows you to understand the power of presentations. Moreover, you will know why they have become a popular tool. Below are some examples of case studies of innovative PowerPoint presentations in education.

• Flipped” Classroom : This teaching model  encourages students to watch recorded presentations before class. Then, classroom time is for discussions, group work, and problem-solving. The flipped classroom allows people to view presentations beforehand. It also pushes them to focus more on learning outcomes in class.
• Visual Presentations : Consider a creative and appealing design if you want a student contract for grades. By adding some enjoyable attention, you can capture the audience’s attention. These presentations are especially effective for subjects like art, music, and history.
• Interactive Presentations : Instead of going for traditional formats, consider opting for an interactive option. A student like you should aim for more interactive options. Professors get tired of grading college papers. They will be glad to see polls, quizzes, and interactive simulations for your PowerPoint.

Best Practices for Delivering PowerPoint Presentations

Delivering a presentation can be nerve-wracking. Following the tips below for the best practices during your presentation is essential. They will help whether you want to present your research paper or a new idea:

• Practice your presentation several times before delivering it. This will make you more confident and comfortable.
• Engage with your audience by making eye contact. Also, use a clear and confident speaking voice. Vary your tone to avoid boring others.
• Use open and confident body language. This includes standing up straight and making purposeful gestures to convey authority.
• Encourage others to interact throughout the presentation. Consider asking questions, soliciting feedback, and adding interactive elements like polls or quizzes.

Final Thoughts

Innovative PowerPoint presentations can boost your education. Not only does it keep students’ attention, but it allows you to organize your thoughts and information. You can create practical and memorable presentations by following the abovementioned best practices. Real-world case studies have demonstrated the power of innovative PowerPoint presentations in education. There is the flipped classroom model for interactive, personalized, and visual presentations. They are all examples of how educators use PowerPoint. They help improve learning outcomes and create a more engaging learning environment.

So, when you want to write an essay and present your findings next time, consider using PowerPoint to enhance your learning experience. Aim to keep it simple, know your audience, and incorporate creative design techniques. This way, your presentation will leave a long-lasting remark on the audience.

About The Author

Priyanshu Bharat

Priyanshu is a copywriter who loves to tune into what makes people tick. He believes in presenting his ideas with flair and wit, which has made him an expert at standing on stage and charming the pants off of any audience he's faced with. Priyanshu lives for learning as much as he can, so if you ever need help understanding something - just ask!

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Creating a 21st Century Learning Environment - PowerPoint PPT Presentation

Creating a 21st Century Learning Environment

Develop maps and charts to include 'hot spots' on campus ... encourage students to participate in the different ethnic holidays during the school year. ... – powerpoint ppt presentation.

• A Matter of Choice
• Updated campus improvement plan that is a working document
• Discipline framework
• Climate of high expectations for student academic success
• Positive campus leadership
• Everyone rowing in the same direction
• Effective communication
• between all stakeholders
• Should be updated from school wide data and deficit areas
• Document should be a collaborative effort from the campus leadership team and include input from all stakeholders
• Allocation of school funding should be directed to areas of concern and driven by your school data
• Should align with the district improvement plan
• Should include areas of improvement from the district level.
• TAKS data strengths and deficit areas should be addressed
• Timeline for improvements must be included in the CIP
• Parental involvement must be included in your plan and building positive relationship should be a priority.
• Parent meetings, parent literacy programs, and inclusion of parents in college nights.
• Parents should be encourage to join booster clubs, PTA or any organization that includes students from your school.
• Form a committee that includes a student representive, faculty member, administrator, and parent
• Using PEIMS data, determine what are the major offenses that are addressed daily on your campus
• With teacher collaboration, develop a discipline framework for minor classroom offenses
• Develop maps and charts to include hot spots on campus
• Make sure that these areas are always under supervision
• Ensure that teacher develop classroom rules and regulations and are posted in the classroom in view for all students to see
• Have teachers review rules and regulations with the students
• for clarity
• Stress the importance of parental involvement in the discipline framework
• Develop a system for positive student phone calls and develop a whale done board to reward positive student behavior
• Increase the administrative classroom walk-throughs to support any changes in the school discipline framework
• Make sure positive declines in discipline referrals are posted and develop incentives for students who display positive student behavior
• Determine the effectiveness of your ISS program for in school suspension
• Monitor the quality of instruction being administered in ISS
• Go over the changes yearly with your faculty and staff
• Go over your expectations with your faculty and staff concerning the discipline handbook and make sure everyone in rowing in the same direction.
• Develop incentives for faculty and staff who exhibit a drop in classroom discipline referrals
• Post teachers names who exhibit lowest classroom discipline referrals
• Develop an intervention plan for teachers in need of classroom management strategies and high discipline referrals
• Conference with teachers in need of assistance when needed.
• Develop schedule to meet and discuss discipline problem affecting the campus
• Create an environment for positive collaboration to brainstorm effective change
• Develop suggestion boxes for teachers, students and staff around campus
• As building principal, are you discussing your discipline data with your assistant principals and leadership team?
• How effective is the level of instructions in ISS or in school suspension?
• Are students given opportunities to work their way out of in school suspension?
• How often do you go by ISS to check on the level of instruction.
• Effective school wide communication starts with the Principal
• Empowering the members of your team will only strengthen the communication between your leadership team and the staff
• Create a system of trust and
• family within your school
• Create a system within your school where the students have a voice
• Provide opportunities where faculty and staff can meet and share quality time with each other
• Develop a call system to inform parents of activities within the school
• Encourage teachers and staff to make positive phone calls to parents to share in the success of their child
• Constantly change and update your school marquee to inform the parents and community of events
• Send a monthly newsletter to parents and community members highlighting positive events at the school
• Inform the local newspaper and television stations of important
• events at your school
• Make presentations at the board meeting to showcase your school
• Start each school year by presenting a powerpoint presentation highlighting your vision for the students, teachers and staff and include any physical changes to the building
• Ensure that your leadership team knows the vision and mission of the school and are a part of the developmental process
• Meet constantly with curriculum assistant principal to ensure that the academic vision of the school and your expectations of student success are in line with the campus and district improvement plan.
• Attend department meetings with your curriculum assistant principal to ensure that the academic vision of the school is being met based on the data of your school.
• On each newsletter sent to the parents, make sure that you make a statement concerning the school and include some words of wisdom
• Work hard to establish relationships with the parents for yourself and all of your faculty
• Develop book studies with your administrative team, department chairpersons, and your campus improvement committee
• Find ways to reward student success
• Effective use of the campus announcements, bulletin boards and live television broadcast
• Whale Done Board (catching students doing something good)
• Establish mentors from local businesses
• Bring in local business owners to your school to mentor and motivate your students
• Talk to local businesses about employment of your students
• Send personal invitations to local businesses to attend functions at your school
• Invite local businesses to provide funding for activities at your school.
• Always keep in mind the correlations between discipline and academic achievement.
• Make your school visually stimulating.
• Post examples of student work to build self esteem.
• Increase the number of organizations on campus to include more students
• Encourage students to participate in the different ethnic holidays during the school year.
• Emphasis the need for your students to understand diversity within your school.
• Constantly retain sponsors who are committed to student success
• Encourage students to form study groups and provide agenda for all students on your campus to help students with their organizational skills
• Encourage students to use after school tutorials
• All staff development training for teachers and staff should be driven by your school data
• Actions taken as a result of data driven decision making should be included in the campus improvement plan
• Staff development training should be ongoing and updated on your campus improvement plan
• Effective use of Benchmark assessments to drive decision making
• Developing effective timelines to ensure success on the TAKS test
• Using checkpoints to align instructions
• After the benchmark assessment, are you asking the proper questions to ensure future success of your students
• 1. What happened?
• 2. How will you ensure that the students
• that were not successful master the
• information?
• 3. How will you prevent what happened
• on this assessment not occur on
• future assessments?
• Make sure you are monitoring the ethnic breakdown of the students not being successful on all assessments and a strategy is being used to ensure mastery
• Conference with teachers who students are not being successful on benchmark assessment and make sure they have a strategy in place to address their students with deficits
• Post scores around the building to monitor progress and motivate teachers and students to raise their expectations
• Provide incentives for classes with the highest scores on the benchmark assessment.
• Foster a competitive spirit within the core subjects
• Create a climate of high academic achievement for students
• Create a discipline framework for your campus
• Raise the expectations of your teachers and staff
• Provide incentives for students who attend school daily
• Add programs to build the self esteem of your students
• Increase the parental involvement in your school
• Closely monitor the academic success of your at risk students
• Use your school data to drive decision making in your school
• Increase the number of classroom walk through for your administrative team
• Build a sense of family within your students and staff
• Constantly recruit and retain quality staff members
• Use your data in selecting staff development training your faculty
• Ensure that the students are tested on what they are taught

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Child centred learning environment

Apr 08, 2019

390 likes | 995 Views

Child centred learning environment TIME SPACE EQUIPMENT/MATERIALS TIME: guidelines allows time for self selection, group activities, routines and transitions balance between quiet time and group activities balance between group and individual activities TIME: guidelines

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• intrinsic joys
• large group circle time
• abstract experience
• active exploration
• time space equipment
• large blocks

Presentation Transcript

Child centred learning environment TIME SPACE EQUIPMENT/MATERIALS

TIME: guidelines • allows time for self selection, group activities, routines and transitions • balance between quiet time and group activities • balance between group and individual activities

TIME: guidelines • work time and play time both necessary • indoor and outdoor blocks weather permitting • flexible time schedule

TIME: guidelines FLEXIBILITY: • Think about some examples • Pair with a partner • Share with your group Examples? • large cement truck is in view • activity time extended if very interested in new items at centres

TIME: guidelines FLEXIBILITY: Examples? • if it’s rained for 3 days and today is beautiful and sunny, extend outdoor play time • if restless during group activity, shorten the time • if chickens start to hatch at story time, forget the story for now

SPACE : guidelines(also handout) • small enclosed areas promote quiet activities and interaction among small groups of children • physical boundaries around areas reduce distraction which increases attention to activities

SPACE : guidelines(also handout) • large spaces allow for active large group activities that are more boisterous and noisy • clearly organized play space and clear paths results in fewer disruptions and more goal directed behaviour

EQUIPMENT/MATERIALS: guidelines BRAINSTORMING: What guidelines should influence our purchases and ordering of equipment and materials?

EQUIPMENT/MATERIALS: guidelines • Does this piece of equipment support the program’s needs and philosophy? • Is the equipment appropriately sized? • Is it durable? • Is there room for it?

EQUIPMENT/MATERIALS: guidelines • Can it be constructed rather that purchased? • Is it aesthetically pleasing? • Is it easy to clean and maintain? • Will it accommodate everyone? • Is it compatible with the concept of diversity?

EQUIPMENT/MATERIALS: guidelines for materials • Does it encourage fine and/or gross motor activity? • Does it exercise cognitive processes? • Can it promote language use? • Does it encourage socialization? • Does it provide outlets for emotional needs? • Does it invite creativity?

EQUIPMENT/MATERIALS: guidelines for materials • Is it developmentally appropriate? • Does it promote active exploration? • Does it provide for open-ended learning? • Is it feedback oriented? • Is it multipurpose?

EQUIPMENT/MATERIALS: guidelines for computers BRAINSTORMING: • What guidelines do you already know that would be the same for JK – grade 3? • Are there any additional cautions you can think of?

EQUIPMENT/MATERIALS: guidelines for computers • age appropriateness>realistic expectations for children • child control>children decide on flow of activity • clear instructions> verbal or graphic • expanding complexity>current skill and then expands • independence> minimal adult supervision

EQUIPMENT/MATERIALS: guidelines for computers • process oriented>intrinsic joys of exploring and discovering • real world models> reliable models of the world • technical features>high quality • trial and error> allows for problem solving • transformations>can change objects and situations and see results.

PROGRAM PLANNING developmentally appropriate guidelines

PROGRAM PLANNING:developmentally appropriate guidelines Alternate active and quiet time: • children need to expend energy and rest • for example, if you plan large group activity, small group activities and snack together you’ll have restless children • need to plan a transition time from very active gym activity to large group circle time • examples?

PROGRAM PLANNING:developmentally appropriate guidelines Balance child initiated and teacher initiated activities • large blocks of time in which children can make decisions about the activities in which they will participate • teacher directed group activities also available Now with new kindergarten curriculum guides children in daily programs are spending increasing amounts of time in teacher directed large and small group activities. Discuss.

PROGRAM PLANNING:developmentally appropriate guidelines Activity level of children: • most young children must have many opportunities to expend energy • some need more than others • knowing your children and being flexible allows for individual needs

PROGRAM PLANNING:developmentally appropriate guidelines Developmental level of children: • attention span increases with age • planning should reflect this • kindergarten age children can work in large group activities for up to 20 minutes • can spend longer if really interested • young students need to be actively involved in problem solving during group activities • Varga (1997) caution handout

PROGRAM PLANNING:developmentally appropriate guidelines • Concrete Experience: • What is it? • Why do we always start with concrete experience for new concepts? • Young children must manipulate materials in order to learn. • By manipulating things, there are usually two inputs to the brain - the kinesthetic and the linguistic. • EXAMPLES?

PROGRAM PLANNING:developmentally appropriate guidelines 2. Semi concrete experience • What do we mean by semi concrete experience? • pictures or something that represents something else • these work best if the children manipulate them • EXAMPLES?

PROGRAM PLANNING:developmentally appropriate guidelines 3.Abstract Experiences: • What do we mean by abstract experience? • Some experiences can be “abstract” if they have had lots of previous real experience. • EXAMPLES?

PROGRAM PLANNING:developmentally appropriate guidelines • Go to the various learning centres around the room that have been set up to teach the initial consonant “S”. • Which match concrete experience, semi concrete experience and abstract experience? • How would you order these activities?

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