LEARNING

ENVIR ON M ENT
Domain 2
 LEARNING
ENVIRONMENT
This domain focuses on
importance of providing a social,
psychological and physical
environment within which all
students, regardless of their
individual differences in learning,
can engage in the different learning
activities and work towards attaining
high standards of learning .
 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 .
 PHYSICAL
ENVIRONMENT
More frequently a focus in
earlier studies of classroom
environment, the physical
environment has continued to
appear in contemporary studies as
an influence on behavioral and
academic outcomes. Current studies
of the physical environment have
investigated aspects such as class
composition, class size, and
CLASSROOM CLIMATE
Part of the larger focus on
school improvement is School
Climate or Educational Climate,
which defines how teachers interact
with each other and with
administrators . This is different
from Classroom Climate, which
identifies relationships among
students with each other, the teacher
and how this translates into
 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.
 ROLE OF THE TEACHER IN THE CLASSROOM
ENVIRONMENT

The third focus of many

examinations of classroom environment
has been on teacher behaviors,
specifically teacher development and
school culture and how these components
affect classroom environment. Some
research suggests that due to the
complexity of cultivating an effective
classroom environment, it may be beyond
the developmental scope of the newly
graduated teacher.
 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 .
HOW TO DESIGN
A LEARNING
ENVIRONMENT
 HOW TO DESIGN A LEARNING
ENVIRONMENT
T o d esign a c ompreh e nsive l earning
environment, th e c omponents of
A DD IE ass essment, d e sign ,
d evel opment, implementation, and
eval uation are stil l in pl a y, but t h ey
n e e d to be impl e me n te d in an iterat ive
and recursive (and rapid !) way . Th ats
n o t as outl and ish as it may seem ; most
d esigners c an attes t t h at AD DI E i s n o t
a l inear proc e ss e v e n for tradi t ional
sol utions .
 Analyze
When the outcome is
intended to be a
comprehensive learning
environment, the scope of
your front-end analysis
dramatically changes.
 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).
 DEVELOP
Each component will have
its own development
process, and I wont go into
detail on what those
processes are. But
remember, when we develop
the learning environment,
we dont have to go it alone.
 IMPLEMENT
Implementation will likely
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
refinements to the learning
environment.
 EVALUATE
We need to conceptualize
evaluation on a grand scale
as well. While its helpful to
gather some evaluation data
at the component level, its
more important to evaluate
the learning environment as
a whole..