Top Banner
17

NCBTS Domain 2: Learning Environment

Apr 24, 2015

Download

Education

Jheng Reyes

NCBTS Domain 2: Learning Environment
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: NCBTS Domain 2: Learning Environment
Page 2: NCBTS Domain 2: Learning Environment

LEARNING ENVIRONMEN

TDomain 2

Page 3: NCBTS Domain 2: Learning Environment

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.

Page 4: NCBTS Domain 2: Learning Environment

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.

Page 5: NCBTS Domain 2: Learning Environment

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.

Page 6: NCBTS Domain 2: Learning Environment

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.

Page 7: NCBTS Domain 2: Learning Environment

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.

Page 8: NCBTS Domain 2: Learning Environment

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.

Page 9: NCBTS Domain 2: Learning Environment

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.

Page 10: NCBTS Domain 2: Learning Environment

HOW TO DESIGN A LEARNING

ENVIRONMENT

Page 11: NCBTS Domain 2: 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.

Page 12: NCBTS Domain 2: Learning Environment

Analyze When the outcome is

intended to be a comprehensive learning environment, the scope of your front-end analysis dramatically changes.

ADDIE

Page 13: NCBTS Domain 2: Learning Environment

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

Page 14: NCBTS Domain 2: Learning Environment

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

Page 15: NCBTS Domain 2: Learning Environment

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

Page 16: NCBTS Domain 2: Learning Environment

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

Page 17: NCBTS Domain 2: Learning Environment