University of Winchester PP1 2010 KP

Teaching and Learning Inside the Classroom[The learning environment – Display and

Layout]

Yr 1 Professional Practice

Semester 2 Week 9

University of Winchester PP1 2010 KP

Phil Beadle as The Guardian’s teacher of the year 2005 quoted

intellectual Linda Powell:• If the environment in which a child

learns is shoddy or in disrepair, then a child’s sense of themselves is undermined. Devalue the school buildings, devalue the child.”

• What are your views? Discuss.• Now consider what Phil discovered…

University of Winchester PP1 2010 KP

• It was the same person who told me my classroom should be "an Aladdin's cave of learning". I found this difficult to achieve, though I respected the idea. Display was not something that came together particularly easily in my first years of teaching. I am a boy and a retired Goth. I don't go much for pretty colours.

• But, under advice, I took a trip to a local primary school. This, to my surprise, revealed fresh vistas of wonder. This place was riven - I mean, literally overflowing, floor to ceiling - with cultural artefacts: washing-lines hung across classrooms festooned with kids' work, dresses stuck to walls, papier-mâché severed heads, macramé weapons and, in one instance, a Bedouin tent in the corner of the classroom.

• Here there seemed to be an ethos, a belief system, around the fripperies on the walls; a genuine sense that an exciting environment makes for an excited child. You could tell that the children loved, and felt loved by, the place in which they learned, and this affected how well they learned the stuff they were meant to learn, and how happy they were doing so. Look what I can do, mum

Colourful displays of work in the classroom make for happy and valued pupilsPhilip Beadle guardian.co.uk, Tuesday 12 April 2005 02.11 BST

University of Winchester PP1 2010 KP

Display – What’s it For?In groups of 4/5, discuss the reasons for creating displays in the classroom.

Consider the following points:• Will the same reasons

apply to displays in: public areas e.g. the hall, the school entrance?• How might class displays

differ for the different ages of the pupils?

• What features might be incorporated to include pupils with special educational needs?

University of Winchester PP1 2010 KP

Teachers create displays to:

• Celebrate

• Stimulate

• Inform

University of Winchester PP1 2010 KP

Purposeful DisplaysA visual means of focusing on specific learning

outcomes, which form part of the current curriculum. (Hughes, P. 2008)

In your table groups consider effective features of display.

University of Winchester PP1 2010 K P

University of Winchester PP1 2010 KP

A well thought-out and organised classroom environment can greatly enhance children’s

learning.Task 2

Now look at the following slide. In your groups discuss what you

think the main rationale was for the teacher organising the classroom in this way.

University of Winchester PP1 2010 KP

University of Winchester PP1 2010 KP

Group Seating….

is well suited to Small Group Teaching and Group Collaboration ..which are infrequently usedis ill-suited to Individual Tasks and Whole Class Teaching ..which are frequently used.makes much classroom learning unnecessarily difficult for many and immensely difficult for someseems likely to affect attainment and progression adversely when mismatched to task

University of Winchester PP1 2010 KP

Classroom LayoutsTask

• Discuss how pupils’ tables have been arranged in the following slides.

• What are the advantages / disadvantages for learning?

University of Winchester PP1 2010 KP

Mel (1) Arrangement

for “Small Group” work

Walls & Pillars

Moving Tables

Computer

Board

Storage

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Mel (2) Arrangement

for “Large Group” work

University of Winchester PP1 2010 KP

Mel (3) Arrangement

for “Quiet Work”

(individual, paired or whole class work)

University of Winchester PP1 2010 KP

OHP

RED AREA CORRIDOR

BRADLEY Red Area ( Year 5)

University of Winchester PP1 2010 KP

On a practical note …• Is this space comfortable (for me

as well as the children)?• Is there enough space and easy

access?• Are health & safety requirements

met?

University of Winchester PP1 2010 KP

• Will the space I have created support the learning and teaching I have planned?

• Will it send appropriate signals to the children, creating positive expectations?

• Will it support positive behaviour?• Are different learning styles catered for?• Will children’s social needs be addressed?• Will it support inclusion?

University of Winchester PP1 2010 KP

Video DebateIdentify the key points from this clip:What are the educational reasons?

http://www.teachers.tv/video/17831

What are your views? You may wish to refer to Phil Beadles views at the beginning of the session.

Discuss the implications of the video for a teacher

University of Winchester PP1 2010 KP

Independent Study Task

• Read (in Reading Pack) Hastings and Chantry (2002) – Does classroom organisation matter?

• In your Reflective Journal:- Consider your views: What kind of

classroom would you like?- On SE observe the way in which the

layout of the classroom supports learning.

- Visit other classrooms – how does organisation differ? Why might this be?

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References:Hastings, N., Chantrey Wood, K. (2002) Reorganising Classroom Learning, Buckingham: Open University. Hughes, P., (2008) Principles of Primary Education.

Abingdon: Routledge. Kyriacou, C. (2001) Essential Teaching Skills, Cheltenham:

Nelson Thornes. Smith, A. Lovatt, M., Wise, D. (2003) Accelerated Learning

– A User’s Guide, Stafford: Network Educational Press. Teachernet