Room Issues “These classroom spaces, with ther round tables, whiteboards, and technology. are designed to foster an Interactive, studont-contered learning experience; however, aspocts of the rooms ean pose problems for instuctore new to them. What folows are common issues that ineuctors may experience and some suggested solutions. ‘The layout ofthe rooms themselves poses certain challenges: Ideal, in-class contant delivery wil be minimized, and willbe accompanied by visuals projected on the displays, so that sesing the instructor isnot critical. There willbe times, though, when the students need to focus onthe instructor. @ecause of their arangement—round tables spread throughout the room—ALCs lack a central visual focus compared to more trastional classrooms, making it eifcult for instructors te know where to stand for content delivery. In adéltion, wherever an instructor stands in an ALC, some students wil be facing away from her. Instructors have overcome these prablems by creating 2 focal point in the room such asthe podium or the main screen; they also develop a cue for gating students’ attention so that they wil krow totum toward tis focal point when necessary ‘Advancing the slides may te the lecturer tothe podium Boing unable to move around the room defeats some ofthe advantages of the ALC space, To solve this, consider purchasing a remote control devie such as TouchPad Ele (tila itlaportmobie.com/touchpad (hp telsgorimabile.comMouchoad)). It works on both Macs and PCs and can be used with an Phone or IPod Touch to remotely conttala computer or a ‘The tables are large “The tables inthe U of MN ALCs can accommodate nine students each, Groups this size are typically 10 large for effective collaborative learning, both because students across the table may have trouble seeing and hes use large groups encourage some studonts to sit back and “hitehhike” on the work of others, Further, some tables have a raised console thal can make discussion ing each other and bo across the table somewhat challenging. or four ta work ‘To addross these issues, consider spliting students at a table ino sub-groups of thr on activites. (Note that each table in Bruninks Hall is modular and can be pulled apart to form three smallor working surfaces that can easly accommodate three or four studonts each; tables in other [ALCS might net be modular} Some instructors develop assignments to take advantage of the design of the tables, Such an assignment might consist of two parts: The fist part ofa problem-solving activity is {to be completed by the smaller groups, and the second is a whole-table debrief in which each sub- group shares its findings withthe entire table, may be dificult to locate and hear who is speaking ‘whan students speak: Request that students always use the microphones provided on each table and begin thle question or comment by inaicating thelr table number. Some instructors ask that students stand when asking questions or contributing tothe discussion plod asain laringsasratsuactveerogeane 2whom the instructor speaks: If you circulate throughout the room during student activities and wish to make a comment tothe entre clas, you willbe facing away from some students, making it vey aificult {or them to hear you without amplification. Therefore, is particularly important that instructors use a rmiezophone in the Active Learning Classrooms, For othor room-spoctc issuet—including questions about using the technology, gaining access, and accossing supples—contact the Office of Classroom Management at hip:Wwww elasseaom um Stay Connected nto dodanie com!) gs & acre hsv au tinctennes NOH > Prone Number 1225.90 pots 228904 [Ea Nome ache ra acho plod asain laringsasratsuactveerogeane