1. Introduction
Click ahead next twice and click on “Centers” for a quick video introduction.
First, name ball.

2. Essential Question #2
How do visibility, accessibility and distractibility affect classroom layout?

3. Group by grade Facilitator: Shortest in height
Recorder: Longest fingers
Communicator: Birthday closest to today
Cheerleader: Loudest voice

4. For each of the 5 functions of the classroom…
Discuss in your small group.
Remember your roles.
I will ask a group to share their responses on Doc Cam, so write down your brainstormed list.

5. Physical Environment The six functions of the classroom setting:
Security and shelter
Social contact
Symbolic identification
Task instrumentality
Pleasure
Growth

6. #1 Security and Shelter How do you make your classroom inviting?
How do you make it accessible to students with disabilities?
How do you create “softness” and comfort?

7. #2 Social Contact When are rows appropriate? Inappropriate?
When are clusters of desks appropriate?
When are the best times to use Whole Class Discussions? Worst times?
Where is the best place for the teacher during instruction?

8. #3 Symbolic Identification
Discuss bulletin boards. How do you plan to use them?
How might you use student photos?
How might you display student work?

9. #4 Task Instrumentality
How do you make your instruction visible and accessible for all?
Where will you store folders, projects, teaching artifacts?

10. #5 Pleasure How can you make your room inviting?
How can you make your room a fun place to learn?

11. #6 Growth
This refers to children’s cognitive development and academic achievement
How do you arrange classroom to invite children into the learning experience
To explore, observe, investigate, test and discover

12. Desk Arrangement-Discuss
What is the ideal way to arrange desks for instruction?

13. Basic design Benefits? Problems? Clockwise
Lighter colored desks will be used for “individual consideration desks” (ICDs). The ICDs in the back of the room are locations that provide safety for bullied students. The ICDs in the front are for students who need special placement for attention or physical needs.
The pencil sharpener is in the front of the room, near the door and away from students’ desks to keep it in a high traffic area. This should help decrease distractions.
The smartboard and TV are positioned so that all students can see them.
The computer desk is positioned near the front of the room and I tried to keep room available for students to cluster around the computer desk. There is one student desk in the way, unfortunately.
The bookcase and chair are placed in the room to give it a softer feel. On special occasions a student will be allowed to sit in the chair.
There is a space between the students desk and the door. This helps keep a clear path in case of a fire and also moves students away from the transom windows which could be a distraction.
The teacher’s desk is located in the back of the room so that the teacher can keep an eye on each of the students when the teacher is not in the front of the room teaching. This placement also allows the teacher to move the student desks forward, to keep a walkway behind the desks. This allows the teacher to move up any row and come down a different row.
The room shape may seem strange, but it is based off of an actual classroom.

14. Small groups Benefits? Problems?
The desk groupings are made so that each student can easily get into and out of their desks. When I was a student I remember desks being difficult to get into, when two desk where placed tightly next to each other. This design keeps desks from blocking each other.
The design is slightly more complicated than just having each desk rotate 90 degrees toward each other, so tape will be used to mark locations for each desk.
The design relies on having both left handed desks in the previous configuration. When students combine their desks the two students in the front of the group face more toward the back of the room. However since students can turn sideways in their chairs and still write comfortably with their dominant hand, they can face the board.

15. Large Groups: Benefits? Problems?
In order to keep desks from blocking each other in this design I would have students leave a slight gap between desks and have a piece of cardboard span the desks to create a unified surface.

16. Classroom Set-up Guidelines: Summarizing Points of VAD
Visibility –
Accessibility
Distractibility

17. Visibility
A lack of equal visibility of instructional areas and displays erodes student motivation and accountability.
The teacher must be able to see all students at all times, whether he or she is instructing the whole class, small groups, or individuals.
All students must be able to clearly see all instructional areas and displays.

18. Accessibility Congestion increases the potential for problems.
You must be able to move easily to any student, especially those who most frequently need help.
You must be able to easily access needed materials.
Students must be able to easily access needed materials.

19. Distractibility
Objects, animals, and other students compete with you and academic materials for student attention.
Seat students away from obvious distracters – e.g, windows overlooking the campus, pencil sharpener, wastebasket, active animals, computer station, etc.
Separate, and seat away from one another, students who often interact inappropriately.

20. In groups… Complete the VAD activity.
(Give specific instructions here)