floorplan
Artifact Description:
I wanted this classroom to include a reading area and free play area, so that they could have a comfortable spot to spend free time, but I also wanted it to be sort of cut off from the rest of the room, so as not to distract students while they are doing seatwork. The coat-rack is placed near the door so that the students have a convenient place to leave their belongings as soon as they come in, and a place to pick them up again as they leave. There is a mobile whiteboard next to the interactive whiteboard, in case of technological difficulties, or occasions when the board is needed in a different part of the room. There is also a small group section off of the large group section, so that the students can be quickly, easily, and efficiently divided into different small groups. There is no physical object separating these two, in order to allow for unhindered moving between the two areas. There are many windows to allow for much natural light to keep the students cheerful, alert, and focused. The fish tank will be used as an incentive, as well as a reward, and part of the life science curriculum, as well as simply responsibilities training. Finally, next to the fish tank is a mobile step stool, so that students can more closely observe the fish, but also reach other things around the room, as it is easily movable.
This artifact demonstrates Component 2E, as that is specifically Organizing Physical Space. For this component, the teacher is required to consider where to place every bit of furniture, and where to store materials, to best allow the students to learn in a neat, precise, planned, comfortable, stress-free environment.
In order to create this artifact, I created an account with Floorplanner, and drew out my space to be the approximate dimensions of a classroom. Once I completed that, I set the category to school-related plan, and began to search for the furnishings that I wanted in the classroom. When I fount what I needed, I dragged it into the room, and adjusted the size and orientation to suit the classroom needs, then I saved the changes, and took pictures of the final product!
Artifact Reflection:
The whole process of creating the floorplan was simple and enjoyable. There were many options for furniture to include, and many possible ways to arrange things to students' advantage. One thing that was difficult was dragging an object, and dropping it next to another object. For example, if I was trying to set chairs around a table, when I dropped the chair, the cursor would automatically select the table, and try to drag it away, which made certain arrangements difficult to set up. In the future, I would look at more sample floorplans, or actual physical classroom layouts to get more of an idea of what would work best.
This artifact ties into Educational Psychology as it allows for students with different learning styles according to Guilford and Gardener. It is possible to include multiple learning media, and this becomes easier to do when the teacher has already experimented with setting up a virtual classroom including these things.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
I wanted this classroom to include a reading area and free play area, so that they could have a comfortable spot to spend free time, but I also wanted it to be sort of cut off from the rest of the room, so as not to distract students while they are doing seatwork. The coat-rack is placed near the door so that the students have a convenient place to leave their belongings as soon as they come in, and a place to pick them up again as they leave. There is a mobile whiteboard next to the interactive whiteboard, in case of technological difficulties, or occasions when the board is needed in a different part of the room. There is also a small group section off of the large group section, so that the students can be quickly, easily, and efficiently divided into different small groups. There is no physical object separating these two, in order to allow for unhindered moving between the two areas. There are many windows to allow for much natural light to keep the students cheerful, alert, and focused. The fish tank will be used as an incentive, as well as a reward, and part of the life science curriculum, as well as simply responsibilities training. Finally, next to the fish tank is a mobile step stool, so that students can more closely observe the fish, but also reach other things around the room, as it is easily movable.
This artifact demonstrates Component 2E, as that is specifically Organizing Physical Space. For this component, the teacher is required to consider where to place every bit of furniture, and where to store materials, to best allow the students to learn in a neat, precise, planned, comfortable, stress-free environment.
In order to create this artifact, I created an account with Floorplanner, and drew out my space to be the approximate dimensions of a classroom. Once I completed that, I set the category to school-related plan, and began to search for the furnishings that I wanted in the classroom. When I fount what I needed, I dragged it into the room, and adjusted the size and orientation to suit the classroom needs, then I saved the changes, and took pictures of the final product!
Artifact Reflection:
The whole process of creating the floorplan was simple and enjoyable. There were many options for furniture to include, and many possible ways to arrange things to students' advantage. One thing that was difficult was dragging an object, and dropping it next to another object. For example, if I was trying to set chairs around a table, when I dropped the chair, the cursor would automatically select the table, and try to drag it away, which made certain arrangements difficult to set up. In the future, I would look at more sample floorplans, or actual physical classroom layouts to get more of an idea of what would work best.
This artifact ties into Educational Psychology as it allows for students with different learning styles according to Guilford and Gardener. It is possible to include multiple learning media, and this becomes easier to do when the teacher has already experimented with setting up a virtual classroom including these things.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.