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Classroom_Design_Principles_2012

Classroom features
by Ronan O'Beirne on 12 August 2014

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Transcript of Classroom_Design_Principles_2012

Active Learning leads to better student attitudes and improvements in students' thinking and writing (Bonwell & Eison, 1991)
Class discussions (beta = 0.05, p<0.0001) and higher order thinking activities beta = 0.05, p<0.0001) positively influence social integration (Braxton, Milem, & Sullivan, 2000) Classroom Design Principles Classrooms should incorporate appropriate technology
Classrooms should have flexible physical arrangement Focus on Knowledge, skills, attitude & beliefs
Explain and develop knowledge structures Organization to support planning and strategic thinking
Identify and account for preconceptions
Cognitively-guided instruction Congruence with learning goals
Opportunities for feedback and revision Effective Teaching Practice Make students’ thinking visible Establish norms that value learning for understanding Engender exploratory thinking and systematic inquiry “teach it, use it, prove it, connect it, explain it, defend it, [and] read between the lines” (Wiggins & McTighe, 2005) (Bransford, Brown, & Cocking, 2000) The Pre-Theoretic Intuitions Quiz Give a quiz aimed at getting students to both identify and to assess their own views on moral theory…which includes statements such as "There are really no correct answers to moral questions" and "Whatever a society holds to be morally right is in fact morally right".
Have students compare answers in small groups and discuss the ones on which they disagree. This technique may also be used to assess student knowledge of the subject matter in a pre-/post-lecture comparison. Cases in Point: The "Muddiest Point" Allow students 5 minutes at the end of class to talk about the least clear aspect of a lecture
Ask them to summarize their points of confusion in 3 bullet points
Open the following lecture with a different approach to the most commonly identified "muddiest point" "Anyone" want to be this guy? (From: CTL, Georgia Institute of Technology, 2009) •Classrooms should facilitate student engagement
•Classrooms should facilitate student collaboration Classrooms should facilitate connections between
teachers and students Community-Centered
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