Secondary Classroom Environment Design Classroom

Secondary Classroom Environment Design

Classroom Environment Design: Secondary Education

The objective of this work is to design a secondary classroom environment. This work will include a statement of which child development theory best represents the needs of the grade level with an explanation of why this theory is believed to be superior to other theories. This work will additionally provide clear indications that the plan takes into account the child developmental stages and variations that may exist among students of the same chronological age.

In the secondary teacher's initiative of classroom environment design it is critically necessary to remember that students are a diverse group of learners and that the classroom is not only a learning environment but as well is a social environment. It is necessary to consider the differences that exist among learners when designing a classroom environment that is conducive to and supportive of learning. The work of Dorman, Fisher and Waldrip entitled: "Classroom Environment, Students' Perceptions of Assessment, Academic Efficacy and Attitude to Science" states that: "Results of studies conducted over the past 30 years have provided convincing evidence that the quality of the classroom environment in schools is a significant determinant of students learning." (nd)

I. CHILD DEVELOPMENT THEORIES

Two learning theories are optimal for consideration when designing the secondary classroom. The first of these is Howard Gardner's 'Multiple Intelligences' theory was developed in 1983. While there are limitations of all theories, the theory of Gardner is important for consideration. Gardner states that there are eight different intelligences that may be applied in comprehending "the broader range of human potential in children and adults." (Riddle, 1999) the eight intelligences as proposed by Gardner are those of: (1) linguistic; (2) logical-mathematical; (3) spatial; (4) bodily-kinesthetic; (5) musical; (6) interpersonal; (7) intrapersonal; and (8) naturalist. (Riddle, 1999) This theory supports the use of a "wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more." (Riddle, 1999) the second theory considered critically important in considering the classroom environment design is Lev Vygotsky's 'Social Development' theory. Vygotsky held the belief that "biological and cultural development do not occur in isolation." (Riddle, 1999) Vygotsky further believed that the process of development is "a life long process" and that this development is "dependent on social interaction and that social learning leads to cognitive development' in what Vygotsky termed the "Zone of Proximal Development." (Ibid) the zone of development has been described by Vygotsky as: "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978) the focus of Vygotsky was on the connections that exist between individuals the cultural context in which these individuals interact, share experiences, and learn. (Crawford, 1996; paraphrased as cited in Riddle, 1999) the work entitled: "Top 10 Design Ideas for Schools of the 21st Century" published by American School & University (1998) states: "*Flexible classrooms may or may not surround the learning areas. Wherever they are located, they provide opportunities for differing sizes of classes, for responding to the best teaching styles of an individual teacher, and for responding to changing curriculum trends and educational delivery methodology. Making the transition from the traditional departmental organization to an interdisciplinary grouping of teaching stations requires a variety of classroom spaces for small-, regular- and large-group activities." (American School & University, 1998)

II. APPLICATION of THEORIES in CLASSROOM ENVIRONMENT DESIGN

The work of Riddle (1999) points out that school structure is falling behind the "rapid changes our society is experiencing." Furthermore, computer technology integration has increased social interaction in the classroom and is working toward transforming the classroom-learning environment and has effectively transformed the way the world conducts business, therefore, this factor must be given weight when attempting to design a classroom environment that supports and furthers student learning. In the design initiative, the teacher must remember that since different students learn most optimally through different learning activities that there is a need of provision of learning centers in the design that make an offering of the different types of learning opportunities that provide different learning activities for students. The work entitled: "Universal Design in the Classroom and Computer Lab" makes some very important revelations concerning classroom design. This work states that: "In terms of learning, universal design means the design of instructional materials and activities that make learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added after the fact." (Burgstahler, 2002) These principles, within the context of the design of classroom environment will be applied to: "...lectures, classroom discussions, group work, handouts, Web-based instruction, labs, fieldwork, and other academic activities and materials. They allow for multiple means of representation, expression and engagement." (Burgstahler, 2002) Not only do these principles of design support the learning theory of Gardner's 'multiple intelligences' as well as social development as stated by Vygotsky but as well, the use of these principles supports classroom inclusion and diversity in the learning environment.

III. SPECIFIC CLASSROOM COMPONENTS