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Traditional vs. Open Plan Learning

ICT Presentation 3

Samantha Putnam

on 15 October 2013

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Transcript of Traditional vs. Open Plan Learning

Open Plan

Samantha Putnam
Classroom Structure
Open Plan Learning
Disruption & Noise Level
Open Plan Learning
Special Needs
Open Plan Learning
Special Needs
Traditional Learning
Distruption & Noise Level
Traditional Learning
In the History of the Education
Profession, there has been a large
ongoing debate about whether schools
should stick to Traditional Learning or if it
would be more beneficial to move towards
Open Plan Learning. There are three main points that have been argued including:
- Classroom Structure
- Disruption
- Noise Level.
Teachers and Parents are stakeholders on either side of this debate. The arguments posted by both parties are so strong, and
as a result, no conclusion has
been reached.
Informal, flexible structure where classes
are blended together to create a student centered approach to learning.
Surfaced in the UK in 1950's in an attempt to cut costs following WWII.
Today, it focuses on children being actively involved in discovery learning.
Believed that this is the only form that
allows students to work at their own
Evidence shows that there is more noise
overall in Open Plan Classrooms than in Traditional Classrooms. However, it has been
concluded that students in Open Plan Classrooms adapt and become accustom to working in a noisy environment.
(Shield, Greenland, & Dockrell, 2010)
Special needs students need a working environment that is adaptable and flexible to change around their needs. within Open Plan Learning, special needs students are able to work at their own pace and interact with others to further enhance and develop their learning.
(MacLeod, 2004).
Traditional Learning provide special
needs students with the stability and
disicpline they require to function in a
working environment. Open Plan Learning provides a large amount of freedom and consequently, the student may not get the attention they require to develop. In a
It is less chaotic, and there are fewer
distractions in a Traditional
Environment, so the special needs
student can get the care and
attention they require.
Strong points on both sides of the
argument. However, it is evident that
Traditional Learning provides students with the strong framework they require to develop in the early years. Traditional learning environments offer a stable classroom structure with minimal noise and distractions that in turn can effectively cater for high achievers, special needs students and the majority of other learners.
Form of learning that

provides structure and discipline within the classroom environment.
focuses on the way in which teachers transfer knowledge and information to students.
"For many children, it was a loud, chaotic, confusing nightmare. Teacher's stress levels rose dramatically." (McDonald, 1997)
Students and teachers find it difficult to
engage in an Open Plan Classroom
Classroom Structure
Traditional Learning
It has been proven that students
prefer an enclosed learning environment where they can clearly hear the teacher. even within an enclosed learning environment, noise level can rise with group activities and it can be difficult (Paton, 2008).
MacLeod, B. (2004). When one size doesnt fit all.
Retrieved May 10, 2012, from Curriculum Support: http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/prolearn/reading/pr_007.htm McDonald, J. F. (1997, ). Lurching From Fad to Fad. Organization for Quality Education , p. 7. Retrieved May 8, 2012 from: http://www.societyforqualityeducation.org/newsletter/archives/lurching.pdf Paton, G. (2008, April 5). Schools Return to Traditional Classrooms. The Telegraph . Retrieved May 15, 2012 from: http://www.telegraph.co.uk/news/uknews/1583988/Schools-return-to-traditional-classrooms.html Shield, B., Greenland, E., & Dockrell, J. (2010, September 21). Applied Aspects of Auditory Distraction. Noise and Health . Retrieved May 10, 2012 from: http://www.noiseandhealth.org/article.asp?issn=14631741;year=2010;volume=12;issue=49;spage=225;epage=234;aulast=Shield
Reference List
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