Description: Rethinking Classroom Design
Rethinking Classroom Design
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Todd Finley and Blake Wiggs
ROWMAN & LITTLEFIELD
Mar, 2016
9781475818543
33,149
Posted by Chris Lewis
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Chapters
Rethinking Classroom Design
Contents
Rethinking Classroom Design
Foreword
Todd Finley and Blake Wiggs
ROWMAN & LITTLEFIELD
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Rethinking Classroom Design
Foreword
Rethinking Classroom Design
This is a book about classroom design. As director at TeachThought, I sometimes work with the George Lucas Foundation and Edutopia.
Todd Finley and Blake Wiggs
ROWMAN & LITTLEFIELD
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Rethinking Classroom Design
Acknowledgments
Rethinking Classroom Design
~We are humbled by the generosity of so many people who helped this book come to fruition. Rowman & Littlefield’s Sarah Jubar was our nimble super-star editor. We love her! Others helped with late-stage triage: wise Kerri Flinchbaugh, detail maniac Joanne Marks, heroic David Webb, bearded Phil Adams, lovely Terri Van Sickle,...
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Rethinking Classroom Design
Chapter 2 - The Basic Parts of a Room
Rethinking Classroom Design
Todd Finley and Blake Wiggs
ROWMAN & LITTLEFIELD
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Rethinking Classroom Design
Chapter 4 - Student Seating Configurations
Rethinking Classroom Design
 
Todd Finley and Blake Wiggs
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Illustrations in this section
  • Figure 4.1 A high school computer class benefits from its large space. Students can switch from collaboration and presentation work in the middle seats (on the left) to individual computer work
    Figure 4.1 A high school computer class benefits from its large space. Students can switch from collaboration and presentation work in the middle seats (on the left) to individual computer work
  • Figure 4.2 In this traditional rows configuration, the circles represent students; squares represent desks. Source
    Figure 4.2 In this traditional rows configuration, the circles represent students; squares represent desks. Source
  • Figure 4.3 The double column arrangement takes up less space than the traditional straight rows model. Source
    Figure 4.3 The double column arrangement takes up less space than the traditional straight rows model. Source
  • Figure 4.4 The island arrangement is one of the best arrangements for cooperative learning. Source
    Figure 4.4 The island arrangement is one of the best arrangements for cooperative learning. Source
  • Figure 4.5 The banquet model has many of the advantages and disadvantages of the island arrangement. Source
    Figure 4.5 The banquet model has many of the advantages and disadvantages of the island arrangement. Source
  • Figure 4.6 The cabaret model is similar to the island model, but students don’t have to crane their necks to see the presenter. Source
    Figure 4.6 The cabaret model is similar to the island model, but students don’t have to crane their necks to see the presenter. Source
  • Figure 4.7 The double horseshoe layout can function as a single horseshoe for smaller classes. Source
    Figure 4.7 The double horseshoe layout can function as a single horseshoe for smaller classes. Source
  • Figure 4.8 One teacher added two islands to the horseshoe model to take advantage of the unused space. Source
    Figure 4.8 One teacher added two islands to the horseshoe model to take advantage of the unused space. Source
  • Figure 4.9 Circle seating arrangements support whole class conversations. Source
    Figure 4.9 Circle seating arrangements support whole class conversations. Source
  • Figure 4.10 Stadium seating saves more space than traditional rows and still keeps students eyes up front. Source
    Figure 4.10 Stadium seating saves more space than traditional rows and still keeps students eyes up front. Source
  • Figure 4.11 The Double E configuration can be used to introduce novelty. Source
    Figure 4.11 The Double E configuration can be used to introduce novelty. Source
  • Figure 4.12 Students might like the novelty of Tables Facing In, Facing Forward. Source
    Figure 4.12 Students might like the novelty of Tables Facing In, Facing Forward. Source
  • Figure 4.13 The Big Center Aisle layout promotes whole class discussions. Source
    Figure 4.13 The Big Center Aisle layout promotes whole class discussions. Source
  • Figure 4.14 A South Central High School teacher finds that the layout pictured accommodates large class sizes. Source
    Figure 4.14 A South Central High School teacher finds that the layout pictured accommodates large class sizes. Source
    • Rethinking Classroom Design
    Chapter 6 - Classroom Design with Classroom Management in Mind
    Rethinking Classroom Design
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    Rethinking Classroom Design
    Chapter 7 - The Teacher’s Desk
    Rethinking Classroom Design
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    Illustrations in this section
  • Figure 7.1 The instructor’s desk should contain everything you need within reach. Source
    Figure 7.1 The instructor’s desk should contain everything you need within reach. Source
    • Rethinking Classroom Design
    Index
    Rethinking Classroom Design
    action plan, 11–12
    Todd Finley and Blake Wiggs
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    Rethinking Classroom Design
    About the Authors
    Rethinking Classroom Design
    ~~Todd Finley, PhD, is a tenured professor of English Education at East Carolina University. He has taught elementary and 7th–12th grade English and codeveloped the Tar River Writing Project. His BA in Elementary Education and Secondary English was...
    Todd Finley and Blake Wiggs
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    Illustrations

    List of illustrations