Classroom Environment Design

Paper Summary:

The objective of this work is to design a secondary classroom environment. This work includes a statement of which child development theory best represents the needs of the grade level together with an explanation of why this theory is believed to be superior to other theories. The writer additionally provides clear indications that the plan takes into account the child developmental stages and variations that may exist among students of the same chronological age. The writer concludes that the classroom environment that is characterized by different learning activities as well as cooperative and inclusive learning, will provide a solid base to prepare students for entrance into the world as effective and functionally adept individuals.

Outline:
Objective
Introduction
Child Development Theories
Application of Theories in Classroom Environment Design
Specific Classroom Components
Summary and Conclusion

From the Paper:

"The computer center will be used by students on assigned days for groups of students and will be an interactive group learning activity as well as will the activity center; small group learning center; and library-reading center. Each student will be assigned to a group that utilizes each of these centers on a rotating basis with each group being assigned to each learning center at least one day per week. The classroom-learning environment will be designed in a manner that is characteristic of cooperative and collaborative learning. Group assignments will take into consideration the ability of students and will assign students into groupings making sure to include more capable students, students with mid-levels of capability and the less capable students evenly throughout the groupings so that the more capable students are able to assist those less capable in the assigned learning tasks. The use of the various learning activities integrates Gardner's theory of 'multiple intelligences' into the learning environment that is supported by Vygotsky's theory of the 'zone of proximal development' in order to further the learning potential of students. Rules of conduct in the classroom will be of mutual respect with stated rules of classroom behavior made clear so that no misunderstanding might occur."

Sample of Sources Used:

• Burgstahler, Sheryl (2002) Universal Design in the Classroom and Computer Lab. Washington Education Staff webpage. Online available at: http://staff.washington.edu/sherylb/univ_pacer.html.
• Riddle, Elizabeth (1999) Lev Vygotsky's Social Development Theory. Helen A. Kellar Institute for Human Disabilities. Online available at: http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm.
• Top 10 Design Ideas for Schools of the 21st Century (1998) American School & University. 1 January 1998. HMRH Architects. Online available at: http://asumag.com/mag/university_top_design_ideas/.
• Armstrong, Thomas (2000) Multiple Intelligences - Online available at: http://www.thomasarmstrong.com/multiple_intelligences.htm.
• Dorman, J.P.; Fisher, D.L.; and Waldrip, B.G. (nd) Classroom Environment, Students' Perceptions of Assessment, Academic Efficacy and Attitude to Science: A LISREL Analysis" Online available at: http://www.worldscibooks.com/education/etextbook/5946/5946_chap1.pdf.

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