Flexible Learning Environments

FLE

Student needs drive the design of the learning environment. All operational elements—staffing plans, space utilization and time allocation—respond and adapt to support students in achieving their goals.

How does the physical environment in your classroom support personalized learning? In this section, you will explore ways to adjust your classroom to support the needs of your students. 

Steps:

1. Read this blog post with lots of pictures and ideas for changing your classroom environment. 

2. Watch this video from Edutopia featuring Albemarle County Public Schools

3. Check out the hundreds of cool designs and how-tos on Pinterest from teachers. 

4. Now it is time to design your own classroom. One idea is to use TinkerCad to create your classroom in 3D. There are over 4 million designs in the gallery. For instructions go to https://www.tinkercad.com/about/learn. If you prefer, you can use another method for sketching out your personalized classroom, such as creating a sketch by hand and taking a picture of it to upload. 

5. As you design your classroom the needs of all students should be addressed. The type of seating, tables, lighting and manipulatives are all as important as the layout of the room. Here is a short article about a Michigan teacher who has made a flexible seating paradise for all learners! Make sure to check out the additional resources on this page for more ideas. 

6. Share your completed design with your instructor. 

If you would like to try a more complicated program, try out SketchUp Make, the free version of SketchUp from Google. The software does have to be downloaded. Check out these tutorials

Now it is time to move on to the Final Assignment

Standards

Addressing the ISTE Standards For Educators 

Learner
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Leader
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, 
evaluation, curation and adoption of 
new digital resources and tools for learning.

Designer
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Facilitator
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

Analyst
7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

CITW 9:

1. Setting Objectives and Providing Feedback;
2. Cues, Questions, and Advance Organizers;
3. Summarizing & Notetaking;
4. Assigning Homework and Practice

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