Child Centered Approach

It is well known by educators that children learn in various ways and have their own individual styles and strategies. Some may enjoy group work others individual work. Some may prefer teacher instruction with worksheets and firm directions, rather than self generated research projects. There are numerous ways children learn, but how do the surrounding environment, affect a child's learning ability and influence the learning strategies they employ? This topic aims to explore these issues, in addition to introducing a number of different types of learning environments, then specifically focusing on classroom layouts and how this impacts on learning. This is followed by discussion about what factors influence classroom design and hints to help teachers best set up their classroom.

Learning Environments
It has been found that children learn in a variety of ways. For example, memorisation, hands on, peer or individual learning, problem, inquiry or worksheet based, child or teacher-centered. We suggest that the different ways in which a child learns is partially related to the type of learning environment available. These learning environments may also affect the child's ability and motivation to learn. Below is a number of learning environments we believe contribute to a child's learning in unique ways:

School Classroom "Out of Classroom" Settings Home Schooling 21st Century Classrooms

Classroom Layout
In the following pages you will find information about the design and layout of classrooms in the past and the different types of classroom layout you can use. It is important to consider the way you design your classroom. Your learning environment must match your teaching style otherwise the appropriate learning outcomes will not be achieved. After looking at these pages you will have a better idea about which classroom layout would best suit the needs of your classroom. Historical/past classroom settings Rows Groups Alternative

Consideration Factors for Classroom Design

If a classroom is designed attractively, effectively and for maximum logistical use, the classroom itself can become an effective teaching and learning tool. The right classroom will encourage particular teaching theories, promote a variety of learning styles and help to manage behavioural problems. Moreover, a mentally stimulating and challenging room can motivate a child's learning, encourage achievement and effort and provide an inviting environment where they can foster a love for learning. There are a number of important factors to consider when setting up and maintaining a classroom. Behaviour Management Mental Stimulation Teaching Theory StudentLearningStyle

Types of Learning

A major factor in determining the nature of the physical classroom environment is the type of learning that the teacher wishes to encourage. This is directly related to teaching style. For the purpose of this, we shall be considering the different approaches to individualistic, cooperative, collaborative and competitive learning.

Individualistic Learning

This type of learning exists when the learning or achievement of one student is independent and separate from the achievements of the other students in the class. Individual learning implies that knowledge and cognitive skill are assets that teacher can transfer to the learner. This learning can be described as teacher-centered; that is, the teacher provides the major source of information, assistance, criticism and feedback. Students work alone and are not expected to be interrupted by other students. In this regard, students may be seated as far from each other as space permits. Learning resources and materials need to be organised so that each student has immediate access to the appropriate materials. This type of learning aims to be individually beneficial and assessment is commonly judged against a set criteria.

"In some cases, what is transmitted by instruction is well assimilated by the child because it represents in fact an extension of some spontaneous constructions of his own. In such cases, his development is accelerated."Piaget

Co-operative Learning

Co-operative learning occurs when students work collaboratively towards a common goal. Achievements are positively correlated with the other cooperating students. Students work together in small clusters or groups.

Effective co-operative learning promotes- positive interdependence - a feeling of connection with other members of the group as they accomplish a common goal - individual accountability - every member of the group is held accountable for the group's achievements - face to face interaction - group members engage at close range and are influenced by each other's verbal communication - social skills - students become aware of the human interaction skills involved in effective group cooperation - group processing - groups may reflect and discuss how well they are functioning as a unit and how effective their working relationships are. Effective cooperative learning relies on group management techniques, social skills training and student-centered teaching methods.

"...without interchange of thought and co-operation with others the individual would never come to group his operations into a coherent whole..."- Piaget

Collaborative Learning

Collaborative learning takes place when students cooperate to construct a consensus to an open-ended activity. Collaborative learning shares many of the same traits as cooperative learning. It differs from cooperative learning by being more student centered than teacher centered. Collaborative learning provides a vehicle for social constructivism, where students are in control of their own learning and ultimately, the outcome of their learning. Cooperative learning is more concerned with a specific outcome based on teacher facilitation and knowledge transmission

Collaborative learning is best suited to an arrangement of groups, where students can freely interact with each other and construct their ideas together.

"...Thought development is determined by language, i.e. by the linguistic tools of thought and by the socio-cultural experience of the child."-Vygotsky

Competitive Learning

Competitive learning exists when one student goal is achieved; all other students fail to reach that goal. Competitive learning can be interpersonal (between individuals), where rows are most important or inter group (between groups), where a group setting is appropriate. There have been many criticisms of this type of learning. These criticisms include - Because there is only one winner, all other students must fail - May be linked to high anxiety levels, self-doubt, selfishness and aggression May promote cheating - Interferes with the capacity to problem solve In light of these criticisms teachers must identify what kinds of competitive activities would have destructive or constructive outcomes. Groups can be arranged to host interpersonal

competitions separately from one another. This is one strategy to maximise the number of winners in the class. Competitive learning is most appropriate when students need to review learned material. This bypasses the need to problem solve in regards to any new material. Inter group competition can be seen as an appropriate competitive strategy as it maximises the number of winners. It is also important to ensure homogeneous grouping to maximise the chance of winning for all groups. Homogeneous grouping allows the groups to be as evenly matched as possible to provide a challenging environment for competition. One particular grouping strategy is called bumping. This involves ranking groups from highest to lowest in achievement through cooperative learning. Then through interpersonal competition in clusters students are ranked in their clusters. The highest achieving member is then moved up to the higher ranked group, and the lowest ranked member is moved down to a lower ranked group. Competitive learning can also be a cooperative activity when the students formulate their own term and rules of the contest, giving them ownership of the activity.

".Personal and environmental factors do not function as independent determinants, rather they determine each other." -Bandura

Traditional Teaching Learning

Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur.

Learning is chiefly associated within the classroom and is often competitive. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice (such as rote learning). Content need not be learned in context. The most common seating arrangement used by the traditionalists is rows.

Student-Centered Teaching

The teaching role in a student-centered learning environment is, at most, one of facilitator and guide. The students are in control of their own learning and the power and responsibility are the students concern. Learning may be independent, collaborative, cooperative and competitive. The utilisation and processing of information is more important than the basic content. Learning takes place in relative contexts and students are engaged in constructing their own knowledge(NCF-2005).

The teacher that utilises this method effectively is constantly on the move. They may be engaged with the students as a classroom collective, individually or in groups. Their involvement would include questioning, disciplining, guiding, validating, monitoring, motivating, encouraging, suggesting, modeling and clarifying. The teacher must make the appropriate decision when deciding how instruction should take place. Some questions that may be considered are How much time do we have? - Do all of the students need this information? What method would maximise efficiency? Due to the nature of this method, the most appropriate physical set up for student-centred learning environment would be groups.

Teacher Hints
Here are some useful hints that we have gathered about the learning environment and how it affects student's learning outcomes. You may find it useful when you plan your classroom layout. 1. Keep in mind your teaching style and the learning outcomes you wish to achieve when you are setting up your classroom. 2. Keep your classroom design cluster free. Only have the resources you are using ready to access. 3. Carefully consider your needs as a teacher and the needs of the students, particularly ensure that every child can see and hear from every part of the room and that there is plenty of space to move around and help students. 4. Maximise classroom space and this helps with cleanliness.

5. Design your classroom to optimise natural light and temperature. 6. Consider the particular year level you are teaching (the layout for a reception class will be vastly different to a year 5 class). 7. Always ensure you can make eye contact with all students in the class. 8. Beware of health and safety issues. 8. Make materials and supplies easily accessible to prevent delays, disruptions and confusion. Perhaps store frequently used materials in a number of different places around the room. 9. Learning can be more effective if children have the opportunity to move around and interact with others and obtain information from different parts of the room. Consider this when arranging seating, special corners, equipment and resources. 10. When using posters and decorating walls try to remember the cultural diversity represented within the classroom. 11. Make particular effort to display each childs work, rotating when necessary. 12. It is useful to test out your newly design classroom to decide whether it is logistically appropriate and that it creates the atmosphere and learning environment you hoped for. 13. Create a strong child-centered environment with little stress that enables productive learners to work to the brains natural learning ability.

14. Providing an environment that is conducive to optimal learning and that stimulates positive brain learning is the sole responsibility of the teacher facilitating the students in his/her classroom. Enriching the environment is a step towards producing a more productive classroom.