Classroom Design - Grade 8 - "The Cluster"
For this “cluster” class, we had wanted to create a classroom space and climate that considered the UDL approach and allowed for multiple teaching approaches and activities, and promoting collaboration and discussion between students.
The following features were considered:
The following features were considered:
- Desks are arranged in groups of 6 to encourage collaboration and discussion between students.
- Desks are arranged in an U-Shape: A felt inclusive placement with the focus on students and student interaction, as well as the ability to collectively face the whiteboard. The teacher’s desk is at the back corner, and is not the focus of the classroom design.
- Standing/raised desks are available for those students who may need to move/stand for a bit, and also for independent/introspective work. These desks can also be moved around to join any of the grouped desks.
- A round table for conferencing with students, small group instruction, or for other group activities.
- A number of Interest Areas/Activity stations such as the multisensory area, book nook/reading area, computer area, and writing centre for various MI group and individual activities. The book nook/reading area has bean bag chairs for comfortable sitting, and includes access to headphones should a student need some quiet time or would like some time by themselves to think, including individual introspective/existential activities.
- Designated showcase area for student work - both items that can be placed on a wall as well as bigger items such as models that can be placed on a shelf.
Other Classroom Considerations - Health Conditions:
There are two students in this class with serious health conditions that also need to be addressed as part of the classroom ecology:
Both these students will have a "Medical Alert" plan on file that the teacher should be familiar with, and can include the other students, as appropriate and welcome by the student.
- Severe Peanut Allergy (Anaphylactic) - The teacher will need to have a discussion with the students about creating a ‘peanut-free’ environment, and explain the effects of peanut exposure can have on that student. The teacher will also need to know where the student keeps their EPIPEN (backpack), as well as where the school backup EPIPEN is located.
- Diabetes: the teacher should also keep some simple snacks (e.g. granola bars) and juice boxes somewhere in the classroom. The teacher should also know where to locate the student's medications/diabetic supplies, as appropriate.
Both these students will have a "Medical Alert" plan on file that the teacher should be familiar with, and can include the other students, as appropriate and welcome by the student.