ncbts domain 2: learning environment
DESCRIPTION
NCBTS Domain 2: Learning EnvironmentTRANSCRIPT
LEARNING ENVIRONMEN
TDomain 2
LEARNING ENVIRONMENT
This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual diff erences in learning, can engage in the diff erent learning activities and work towards attaining high standards of learning.
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.
PHYSICAL ENVIRONMENT
More frequently a focus in earlier studies of classroom environment, the physical environment has continued to appear in contemporary studies as an infl uence on behavioral and academic outcomes. Current studies of the physical environment have investigated aspects such as class composition, class size, and classroom management.
CLASSROOM CLIMATE
Part of the larger focus on school improvement is School Climate or Educational Climate, which defi nes how teachers interact with each other and with administrators. This is diff erent from Classroom Climate, which identifi es relationships among students with each other, the teacher and how this translates into learning.
PSYCHOLOGICAL ENVIRONMENT
Beyond the physical arrangement of a classroom a psychological environment is also created, based on the interaction of key players in the classroom, namely students and teachers. Studies have been particularly concentrated on student class participation rates, teacher support, and communication of learning goals.
ROLE OF THE TEACHER IN THE CLASSROOM ENVIRONMENT
The third focus of many examinations of classroom environment has been on teacher behaviors, specifi cally teacher development and school culture and how these components aff ect classroom environment. Some research suggests that due to the complexity of cultivating an eff ective classroom environment, it may be beyond the developmental scope of the newly graduated teacher.
MEASURING CLASSROOM ENVIRONMENT
In studies of classroom environment a plethora of measurement tools have been employed, including direct, objective observational measures as well as more subjective perceptions of the classroom environment. The types of items that have been used range from low inference to high inference.
HOW TO DESIGN A LEARNING
ENVIRONMENT
HOW TO DESIGN A LEARNING ENVIRONMENT
To design a comprehensive learning environment, the components of ADDIE – assessment, design, development, implementation, and evaluation – are sti l l in play, but they need to be implemented in an iterative and recursive (and rapid!) way. That’s not as outlandish as it may seem; most designers can attest that ADDIE is not a l inear process even for tradit ional solutions.
Analyze When the outcome is
intended to be a comprehensive learning environment, the scope of your front-end analysis dramatically changes.
ADDIE
DESIGN To conceptualize the total
environment, we need to consider the existing and potential components in each of the four categories (resources and tools, relationships and networks, training and education, and company and supervisor support) .
A
DDIE
DEVELOP Each component will
have its own development process, and I won’t go into detail on what those processes are. But remember, when we develop the learning environment, we don’t have to go it alone.
AD
DIE
IMPLEMENT Implementation will
l ikely need to be staggered, and each type of component has its own implementation requirements and challenges. When our recommendations include a number of additions or refi nements to the learning environment.
ADD
IE
EVALUATE We need to
conceptualize evaluation on a grand scale as well . While it ’s helpful to gather some evaluation data at the component level, it ’s more important to evaluate the learning environment as a whole..
ADDI
E