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  • Inclusive Learning Classroom - Key

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    Luhan Nism
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    The document discusses creating an inclusive learning environment through student-centered classroom design. It suggests that the physical, psychological, and instructional aspects of the classroom environment can affect students' attitudes and behavior. Questions are provided to guide structuring the classroom to personalize learning, value student questions, connect to the community, and utilize varied learning models through clear expectations and teacher awareness of students.

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    Inclusive Learning Classroom.key

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    The document discusses creating an inclusive learning environment through student-centered classroom design. It suggests that the physical, psychological, and instructional aspects of the classroom environment can affect students' attitudes and behavior. Questions are provided to guide structuring the classroom to personalize learning, value student questions, connect to the community, and utilize varied learning models through clear expectations and teacher awareness of students.

    Copyright:

    © All Rights Reserved
    Download as KEY, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    17 views18 pages

    Inclusive Learning Classroom - Key

    Uploaded by

    Luhan Nism
    The document discusses creating an inclusive learning environment through student-centered classroom design. It suggests that the physical, psychological, and instructional aspects of the classroom environment can affect students' attitudes and behavior. Questions are provided to guide structuring the classroom to personalize learning, value student questions, connect to the community, and utilize varied learning models through clear expectations and teacher awareness of students.

    Copyright:

    © All Rights Reserved
    Download as KEY, PDF, TXT or read online from Scribd
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    of 18

    INCLUSIVE LEARNING

    ENVIRONMENT
    THE PSYCHOLOGICAL AND
    INSTRUCTIONAL LEARNING
    ENVIRONMENT
    PHYSICAL, PSYCHOLOGICAL, AND INSTRUCTIONAL
    PROJE
    CLASS
    ROOM
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CLASS
    ROOM
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    STUDENT-CENTERED CLASSROOM
    THE PHYSICAL AND
    INSTRUCTIONAL LEARNING
    ENVIRONMENT
    PHYSICAL, PSYCHOLOGICAL, AND INSTRUCTIONAL
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    PROJE
    CT
    STUDENT-CENTERED CLASSROOM
    DESIGN AFFECTS STUDENTS’ ATTITUDES AND BEHAVIOR
    DA
    TE DA
    SUP CLIE
    NT NA
    CON
    Questions to consider when structuring
    a classroom
    Can the students freely ask questions?
    Can the students freely ask questions?
    Are questions valued more than answers?
    Are questions valued more than answers?
    Are varied expert sources invited?
    Are varied expert sources invited?
    Is the classroom connected to the community?
    Is the classroom connected to the community?
    Is learning personalized?
    Is learning personalized?
    Questions to consider when structuring
    a classroom
    Does the instruction utilize varied emergent learning
    models?
    Is assessment done to improve or to threat?
    Does assessment criteria makes sense?
    Is learning habits constantly modeled?
    Are students allowed to commit errors?
    To Supplement
    Expectations should be clear
    and consistently applied
    Standards of behavior are
    appropriate to the
    developmental levels of the
    students.
    Teachers are aware of what’s
    going on in the classroom at all
    times
    To Supplement

    Teachers refrain from losing


    their tempers
    Any chastisement of conduct
    focuses on student behavior,
    not on the students
    Teachers encourage students to
    monitor their own behavior

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