Ed Tech Blog
Understanding how seating arrangements affect student learning has the potential to be highly beneficial to classroom teachers. Of the many aspects of the physical environment discussed here, classroom seating arrangement is the simplest to understand, the most within a teacher’s control, and one of the most effective behavior interventions; furthermore, it rarely conflicts with any of the other aspects (Bicard et al., 2012; Wannarka & Ruhl, 2008). (An example of conflict between aspects would be adding carpeting to assist with acoustics, thus causing lower air quality because of increased dust particles).
The available research on types of seating arrangements explains that row seating is ideal for individual work, keeping all students (including students with track records of poor behavior) on task (Fernandes, 2009; Wannarka & Ruhl, 2008; Betoret & Argia, 2004; Budge, 2000; Edwards, 2000). Student-centered group arrangements on the other hand (e.g., 4 desks together, circles) are the preferred seating arrangement (Fernandes, 2009; Sztejnberg & Finch, 2006) in groups that are smaller and/or have a history of being highly on task and capable of handling advanced group work. importance
Conclusions
The aspects of the physical environment and their effects on learning have now been clearly identified and associated with groups of individuals (e.g. teachers, administrators, school boards, school building designers) who are most likely to benefit from knowledge of those factors and their effects on learning. This endeavor has produced significant findings about the physical environment of the classroom, leading to the following conclusions about the magnitude of certain environmental factors.
Of the 10 aspects of the physical environment that were identified and discussed, research on air quality in schools clearly indicates that air quality should be given the highest priority over the other factors. Earthman (2002) explains that air quality as it relates to schools is such...
Read more: Impacts of the Physical Environment on Classroom Learning - Part 4
The height of a classroom’s ceiling can have an effect on both noise and lighting in the classroom. Earthman (2004) explains that higher ceilings can lessen the quality of both classroom lighting and acoustics. Research on the effects of ceiling height on classroom acoustics would be beneficial to school building designers. These designers would no doubt be able to take information regarding ceiling height into account when ensuring rooms have proper acoustics. They might also be able to provide suggestions to districts whose older school buildings have higher ceiling, and who require recommendations on how to improve acoustics despite that.
The display of student works both in the classroom and in common areas of the school has been shown to bring about a positive effect on learning. In a study by Killeen et al. (2003) it is explained that students whose work was displayed in the classroom following the completion of that work showed a revitalized sense of invested interest in the learning process of their classroom. According to Killeen the educational pride students took in contributing to the overall class led to increasingly motivated students. Maxwell’s (2000) study found that schools that displayed student artwork in common areas such...
Read more: Impacts of the Physical Environment on Classroom Learning - Part 3
Tanner (2008) explains that exposure to natural sunlight is required to ensure that a student’s basic physiological needs are being met, which allows effective learning to take place. Although it may not commonly be realized, the need for natural sunlight is second only to the need for food and water (Tanner, 2008). Evidence of the benefits of providing for this need in an educational setting can be identified in a 1999 study that compared classrooms that were exposed to appropriate levels of sunlight to classrooms in which sunlight was lacking. Classrooms whose access to windows was limited, and in turn lacked sunlight, were stunted in their progress on both reading and math (by 26% and 20% respectively) (Heschong Mahone Group, 1999). Edwards and Torcellini’s 2002 comprehensive literature review relayed similar findings and Burke & Burke-Samide’s (2004) research does so as well. Research conducted in 1992 succeeded in dispelling the idea that plentiful window access in a classroom will distract students from activities outside. The study revealed that of all the distractions from learning, views from windows are typically the least drastic (Kuller & Lindsten, 1992). In addition to providing specific guidelines for optimal sunlight access via classroom windows, Tanner’s research...
Read more: Impacts of the Physical Environment on Classroom Learning - Part 2
Flex time is proving to be useful in the ongoing effort (by teachers, administrators, and parents) to increase student progress and achievement. Using a regularly scheduled flex period, such as a study hall or other period in which students have both free time and access to a helpful teacher, students can accomplish a number of critical tasks. Students who have fallen behind on completing required work, due to illness or another understandable situation, have the opportunity to make good on their promise to complete that work. Students who are current on the completion of their class assignments can use flex time to make progress on the goals established by their advisory committees (which often include the student, subject teachers, and the flex period teacher). There is, in fact, a seemingly limitless number of ways in which flex time can be used effectively. One area that is ripe for exploration is the integration of flex time directly into courses. And so, the question becomes, how can we do this effectively?
Generally, we have a certain vision of what teaching looks like. Students come into classrooms, take their seats, and teachers stand at the front of the classroom and provide direct...
Read more: Supporting Students by Combining Asynchronous Instruction and Flex Time
Small group Edmodo chats expand student audience and deepen meaning-making
Founded in 2008, Edmodo has evolved as a leader in education apps providing classrooms with a hub of connectivity and resources. In recent years, Edmodo has expanded its offerings to professional development resources and continually updated the classroom interface with student-friendly features like a daily agenda.
At its core, Edmodo creates a home base for classes to interact. Teachers also can utilize Edmodo much like any LMS to assign assessments, pose checks for understanding, or post materials. Edmodo’s strength, unlike some sites, lies in its ability to serve as a vehicle for easy discussion.
Aesthetically, an Edmodo classroom looks very similar to a social media feed, albeit a bit more academic. The “like” and “comment” feature invites students to quickly respond to teacher and peer contributions in a low-stakes, comfortable way. While some other LMS feeds and commenting systems are cumbersome and require multiple clicks, students often find the Edmodo feed much more intuitive.
Small Group Feature
Teachers using Edmodo in their classroom may find the small group feature to be particularly beneficial in setting up protocols for small-group discussion. Once students join the class, the teacher can group students...
Read more: Edmodo offers new and engaging way for students to discuss text
Introduction
COVID-19 taught all educators that we have the ability to be resilient and adapt to a changing technological world, including those of us who teach music. As we return to our normal classrooms, it’s important that we never forget the lessons we were taught during the pandemic. This article will outline various ways we can implement technology into the music classroom.
Music Technology for Elementary Music Specialists
Do you have old Music Play books in your classroom from decades ago? Did you know that it is all online? www.musicplayonline.com is a wonderful resource created by Denise Gagne for elementary music specialists. All your favourite songs like “Lucy Locket” are there with lesson plans, lyric videos, chords for guitar and ukulele, orff arrangements and boomwackers. In addition to a comprehensive list of songs organized by grade, there are also learning modules in rhythm, solfege, vocal warm-ups and games. This is a necessary resource for all elementary music educators.
www.bucketdrumming.net is another great resource for upper elementary and early middle school teachers. Sammy Foster has created an amazing bucket drumming curriculum that includes proper percussion technique as well as rhythm and pitch reading. I highly recommend his “6 Days...