I would start by rearranging and building up my present classroom. I would add two more rooms, the children's room and the teacher's room. Both rooms would have slide doors which might be used as display areas as well, and keeping them open during the work we have more functional space and possibility to rearrange the desks and other mobile furniture according the needs of our work. I would use mobile cupboards (working stations where different materials could be kept and brought to classroom when needed) and mobile pin boards / magnet whiteboards - generally kept in the teacher's room. I would add some tables outside, in front of the classroom, so we might work and relax there and it opens a lot of possibilities for extra-curricular activities as well.
If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.
"My work has started from the analysis of the Italian school situation: needs, expectations, challenges and wishes. My laboratory design involves tools, structures and furniture aiming at including all pupils and optimizing their learning opportunities. It is a flexible environment which can be used for different activities. It is equipped with hardware and software facilitating cooperative group work, peer to peer and a constant contact between pupils and teachers. Assistive technology facilities are present, too. Everything has been designed in the perspective of real-life pedagogy and in particular of Project-based learning, considering also the possibility of sharing activities and events with families and stakeholders. My pupils greatly contributed to the design of this learning lab and few days ago the Italian Ministry of Education decided to support its realization with the necessary funds."
My Multifunction Class - The class we organize is for gifted students. I have designed different areas because these students have different learning speed and skills. First I put the teacher's desk at the center of the class. Because the teacher should be close to all learning areas and should be able to control. I put the students' desks in front of the teacher's desk. Because face-to-face communication should be established on prior knowledge and data sharing. I had a wardrobe and a place for the students to put their bags in the back. There are two doors in our class. One for entry and one for exit. And there are hangers for hanging their jackets. In our class we have a library with information on different fields such as science, animals, technology. There is also a reading area where you can read these books. There is a table for students to do social and cultural work together. Here they can produce useful projects for society. They can also apply what they learn in lessons. We can put a curtain or blackboard behind the teacher's desk. Because it's the easiest place to look. There is also a corner for students to experiment with science. And behind her there is a closet with some materials to use. Students can do individual studies on subjects they are interested in or interested in, if they wish.
When designing my ideal inclusive classroom, I thought about what the best learning environment could be to learn a foreign language (I teach Spanish), considering my student's different abilities and learning needs. First of all, my ideal classroom should not have more than 25 students. I would arrange three desks calling them “stations” just like Ms. Gallagher did at the Highlander Charter School: an “ICT station”, “a paper station” and a “discussion station”. Then I would divide the students into three groups, according to their abilities and learning needs, with one or two peer mentors to support the lower ability pupils. After presenting the lesson content with the use of a smart board, I would split up the students into three groups, one for each “station”. After a while, the pupils would switch the station at the teacher’s request. The lower ability group and the SEN students would start with the ITC station, that is to say, they would use tablets to do online activities related to the lesson or activities from the e-book. At the second station, the paper station, pupils would work on paper-based tasks and activities. The third station, the discussion desk, would be the first step for the higher ability group and the last for the lower ability one, because at the discussion station students should talk about the lesson contents, which requires language skills that the lower ability students should acquire after moving through the other two stations.