“A classroom that is functioning successfully as a third teacher will be responsive to the children’s interests, provide opportunities for children to make their
thinking visible and then foster further learning and engagement.”
(Fraser, 2012; Helm et al., 2007;
OWP/P Architects et al., 2010)
We have been working to find ways to make sure that the classroom reflects the interests and needs of our learners. In our work to create an ideal learning environment, these are some things that we have been considering.
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| Student interacting with materials in Science & Discovery |
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| Student sorting objects in Math area |
1. MATERIALS:
The materials that we have been collecting and using in the classroom are organized in a way that allows students barrier-free access. In our Math area we have been including found materials (paint samples, beads, gems, etc.) as well as materials that are traditionally connected with mathematical thinking.
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| Natural Materials in Science & Discovery |
2. USE OF SPACE:
In the most recent development of our learning spaces, the classroom seems to be an exciting puzzle. When we adjust something in one space, there is a chain reaction that changes other areas in the learning environment. As of now, there is a large open area which is great for movement and music activities.
3. TABLE GROUPINGS:
The classroom has been totally rearranged at least 4 times since school began. Sometimes students will arrive in the morning and be like, "You moved things again?!" We had been noticing areas that weren't being used so we constantly respond by rethinking how students are using the space.
Our most recent configuration includes larger table groupings that is allowing the learners to work collaboratively. On a recent Literacy@School visit to Joanne Babalis' classroom, we saw these larger groupings in action and were really excited to try it.
4. SOUND:
Lately we have been incorporating sound into our day in ways that we hope inspires thinking. For example, we noticed that after lunch recess students' energy levels were high and they needed something to help them focus and get ready to learn. As a response, we now have the lights turned off and play meditative music. Students are encouraged to be still and transition to thinking mode again.
In the most recent development of our learning spaces, the classroom seems to be an exciting puzzle. When we adjust something in one space, there is a chain reaction that changes other areas in the learning environment. As of now, there is a large open area which is great for movement and music activities.
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| Current Image of our Groupings |
3. TABLE GROUPINGS:
The classroom has been totally rearranged at least 4 times since school began. Sometimes students will arrive in the morning and be like, "You moved things again?!" We had been noticing areas that weren't being used so we constantly respond by rethinking how students are using the space.
Our most recent configuration includes larger table groupings that is allowing the learners to work collaboratively. On a recent Literacy@School visit to Joanne Babalis' classroom, we saw these larger groupings in action and were really excited to try it.
4. SOUND:
Lately we have been incorporating sound into our day in ways that we hope inspires thinking. For example, we noticed that after lunch recess students' energy levels were high and they needed something to help them focus and get ready to learn. As a response, we now have the lights turned off and play meditative music. Students are encouraged to be still and transition to thinking mode again.
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| Rocket created using recycled can, blocks, kitchen tiles and book stand. |
REFLECTION:
This is a work in progress and we will continue to listen and react to the learners in our shared space. A next step is to begin moving more toward student participation in the transformations.
This is a work in progress and we will continue to listen and react to the learners in our shared space. A next step is to begin moving more toward student participation in the transformations.
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