Brent Stein EDFS 5203 Learning and the Learner July 22, 2013

STUDENT-CENTERED MODEL CLASSROOM The physical environment plays a huge role in student learning. It sets the stage for our emotional, physiological and intellectual reaction to what is about to take place in the classroom: learning! For maximum learning to occur, students should feel safe, excited, happy, and at home. Our (the students and myself) ideal or model classroom will address the factors identified in the most recent brain-based research, including seating, lighting, amenities, color, learning spaces and many others. Needs of learners of all types of multiple intelligences and learning styles are addressed. (Silver, Strong, and Perini, 2000). Classroom ambience will contribute to students learning by helping them to focus on the topic while leaving other concerns at the door. The entire space is designed with general education and special education students in mind (Teacher Resources, n.d.). To begin with, the classroom is 40 by 50, with 12 ceiling over most of the space. Specific learning areas will have 8 ceiling heights, with a tray ceiling of 16 in the center. More on that later. There are three (3) doors/openings in the space: entry from foyer which leads in from the hall; exterior to the courtyard and the open space of grass and distant trees (for occasional classroom); and, an opening leading to separate male and female restrooms. Flooring is a combination of Berber carpet and hardwood. Seating will consist of specially designed tables, rounded on two-thirds of the perimeter, to accommodate three (3) students. There will be seven (7) of these table, for a maximum of 21 students. Initially the tables will be place in a semi-circle which is open toward the teacher-facilitator and the entry door. There is ample space both in front of and behind the tables for student mobility (Jensen,

2005, p.82). Chairs, and tables, can be re-grouped easily as activities suggest. Students will, for the most part, sit at the rounded section of the tables. Lighting (Jensen, 2005, p. 85) will be of three (3) types: natural, through a large skylight in the tray ceiling as well as floor-to-ceiling bullet-proof glass on much of the wall space. No fluorescent lighting will be used; only incandescent, placed strategically throughout the space. The third type is accent and decorative lighting, such as lava lamps and the like. Walls are painted warm yellows and light blues (Jensen, 2005, p. 90) and have posters and pictures hanging. The posters will include classroom procedures and expectations, along with subject standards and examples of student work. More of this type wall adornment is also found on the moveable corkboard. Pictures exude a feeling of home and inspiration, without the trite-sounding platitudes so often found on inspirational posters of soaring eagles and majestic mountaintops. Learning spaces for intelligences (Silver, Strong, and Perini, 2000) that require separate areas are easily identifiable and inviting to use: Physical, for working on skits, drama, and re-invigoration (Jensen, n.d., p.3) Spatial (called area, not space, as spatial space sounds funny), artwork and similar activities Computer, for regular use and special projects Music, for activities involving that type intelligence and for free time Naturalist, for activities appropriate to that intelligence, including an aquarium, terrarium, and fountain Easy, for relaxation, reading (books, magazines, etc.), listening to music with headphones, and including sofa, stuffed chair, carpet, coffee table, games, and bookcases.

All spaces except Easy Space have small work tables and task chairs. Located near the Physical Space are a water fountain, snack area, and restroom access.

Other considerations: Teacher-facilitator Space is located near the entry door, along with: Student Assignment Space, where students turn in written work, pick up assignments, check for information that happened in their absence, etc. Student Supply Space, where students access pens, pencils, paper, folders, etc., according to established plan that encourages students to be self-sufficient in this regard, as well as pencil sharpeners, staplers, staple removers, hole-punchers, etc. This space also houses mobile (wooden, not plastic) supply carts, to be used as needed around the classroom. Moveable room dividers: Smartboard Whiteboard, with video screen on reverse Corkboard Rotating globe suspended from the highest point in the room (tray ceiling) Live plants; many, varied and spread out Moveable architectural features, to room scale, such as columns and arches Technology, including video and sound system for mood music, white noise, announcements, and short direct instruction; remote-controlled omnidirectional LCD projector; and zone-specific climate control of both temperature (Jensen, 2005, p. 84) and humidity. I am so looking forward to spending time with students in this space. I believe that it will be an effective environment for student-learning based on the most recent brain-based research with encourages educators to use the physical environment as a tool in stimulating student motivation, reducing stress, facilitating differentiation, and encouraging learning-receptive emotions.

Works Cited

Jensen, E. (n.d.). Principals of brain-based learning. Retrieved from http://www.jensenlearning.com/principals.php Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development Silver, H. S. (2000). So Each May Learn. Alexandria, VA: Association for Supervision and Curriculum Development Teacher resources (n.d.). Retrieved from http://www.thewatsoninstitute.org/ teacher-resources2.jsp?pageId=2161392240601226415741150