NCBTS Domain 2: Learning Environment
Download as PPTX, PDF16 likes20,204 views
This document discusses the importance of classroom learning environments. It addresses the physical, psychological, and social aspects of the classroom that can influence student learning. Specifically, it examines the role of the teacher, classroom climate, environmental factors, and tools for measuring and designing effective learning environments. The goal is to understand how to create a comprehensive setting where all students can successfully learn regardless of individual differences.
NCBTS Domain 2: Learning Environment
- 3. LEARNING ENVIRONMENT This domain focuses on importance of providing a social , psychological and physical environment wi thin which al l students, regardless of their individual di f ferences in learning, can engage in the di f ferent learning act ivi t ies and work towards at taining high standards of learning.
- 4. CLASSROOM ENVIRONMENT Encompasses a broad range of educational concepts, including the physical setting, the psychological environment created through social contexts, and numerous instructional components related to teacher characteristics and behaviors .
- 5. PHYSICAL ENVIRONMENT More frequent ly a focus in earl ier studies of classroom environment , the physical environment has cont inued to appear in contemporary studies as an inf luence on behavioral and academic outcomes. Current studies of the physical environment have invest igated aspects such as class composi t ion, class size, and classroom management .
- 6. CLASSROOM CLIMATE Part of the larger focus on school improvement is School Cl imate or Educat ional Cl imate, which def ines how teachers interact wi th each other and wi th administrators. This is di f ferent from Classroom Cl imate, which ident i f ies relat ionships among students wi th each other, the teacher and how this translates into learning.
- 7. PSYCHOLOGICAL ENVIRONMENT Beyond the physical arrangement of a classroom a psychological environment is also created, based on the interact ion of key players in the classroom, namely students and teachers. Studies have been part icularly concentrated on student class part icipat ion rates, teacher support , and communicat ion of learning goals.
- 8. ROLE OF THE TEACHER IN THE CLASSROOM ENVIRONMENT The thi rd focus of many examinat ions of clas sroom envi ronment has been on teacher behaviors, speci f ical ly teacher development and school cul ture and how these components af fect class room envi ronment . Some research suggests that due to the complexi ty of cul t ivat ing an ef fect ive class room envi ronment , it may be beyond the developmental scope of the newly graduated teacher .
- 9. MEASURING CLASSROOM ENVIRONMENT In studies of classroom environment a plethora of measurement tools have been employed, including direct , object ive observat ional measures as wel l as more subject ive percept ions of the classroom environment . The types of i tems that have been used range from low inference to high inference.
- 10. HOW TO DESIGN A LEARNING ENVIRONMENT
- 11. HOW TO DESIGN A LEARNING ENVIRONMENT To design a comprehensive learning environment , the components of ADDIE – assessment , design, development , implementat ion, and evaluat ion – are st i l l in play, but they need to be implemented in an i terat ive and recursive (and rapid! ) way. T h a t ’ s not as out landish as it may seem; most designers can at test that ADDIE is not a l inear process even for tradi t ional solut ions .
- 12. Analyze When the outcome is intended to be a comprehensive learning envi ronment , the scope of your f ront -end analysis dramat ical ly changes.
- 13. DESIGN To conceptual ize the total envi ronment , we need to consider the exist ing and potent ial components in each of the four categor ies ( resources and tools, relat ionships and networks, t raining and educat ion, and company and supervisor suppor t ) .
- 14. DEVELOP Each component wi l l have i ts own development process , and I w o n ’ t go into detai l on what those processes are. But remember , when we develop the learning envi ronment , we d o n ’ t have to go it alone.
- 15. IMPLEMENT Implementat ion wi l l l ikely need to be staggered, and each type of component has i ts own implementat ion requi rements and chal lenges . When our recommendat ions include a number of addi t ions or ref inements to the learning envi ronment .
- 16. EVALUATE We need to conceptual ize evaluat ion on a grand scale as wel l . Whi le i t ’ s helpful to gather some evaluat ion data at the component level , i t ’ s more impor tant to evaluate the learning envi ronment as a whole. .