{"id":1954,"date":"2016-12-16T10:52:38","date_gmt":"2016-12-16T10:52:38","guid":{"rendered":"http:\/\/tft.scss.tcd.ie\/?page_id=1954"},"modified":"2016-12-16T13:44:49","modified_gmt":"2016-12-16T13:44:49","slug":"classroom-layout","status":"publish","type":"page","link":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/classroom-layout\/","title":{"rendered":"Learning Spaces"},"content":{"rendered":"<h1>Design and Layout of the Learning Space<\/h1>\n<p>Try to arrange the learning space to support the collaborative nature of the learning activity. Where possible\u00a0design\u00a0the layout of the classroom such that students can easily and comfortably work together, share resources and interact with their peers.<\/p>\n<p>As a facilitator, it is also important to consider your own use of space and how you can encourage a more student-led approach. You should be\u00a0able to move freely between groups in order to monitor progress.<\/p>\n<p>Throughout the stages of a Bridge21 Learning activity, different classroom layouts may be more suitable (see below). Alternative learning spaces within (and outside of) the school are also worth considering (e.g. the library, general purpose area (GPA), Art and Design Room etc.).<\/p>\n<p style=\"text-align: center;\"><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/9KV0HX7UeL8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p style=\"text-align: left;\">The following table provides a more detailed explanation of the various layouts explored in the video.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"1957\" data-permalink=\"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/classroom-layout\/layouts\/\" data-orig-file=\"https:\/\/tft-project.scss.tcd.ie:443\/wp-content\/uploads\/2016\/12\/Layouts.png\" data-orig-size=\"1505,1138\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"Layouts\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/tft-project.scss.tcd.ie:443\/wp-content\/uploads\/2016\/12\/Layouts.png\" data-large-file=\"https:\/\/tft-project.scss.tcd.ie:443\/wp-content\/uploads\/2016\/12\/Layouts.png\" class=\"alignnone size-full wp-image-1957\" src=\"http:\/\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/12\/Layouts.png\" alt=\"Layouts\" width=\"1505\" height=\"1138\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Design and Layout of the Learning Space Try to arrange the learning space to support the collaborative nature of the learning activity. Where possible\u00a0design\u00a0the layout of the classroom such that students can easily and comfortably work together, share resources and interact with their peers. As a facilitator, it is also important to consider your own<\/p>\n<div><a class=\"btn-filled btn\" href=\"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/classroom-layout\/\" title=\"Learning Spaces\">Read More<\/a><\/div>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-1954","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7zZND-vw","jetpack-related-posts":[{"id":1531,"url":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/learning-styles\/","url_meta":{"origin":1954,"position":0},"title":"Constructivist Learning Methods &#8211; Handbook","author":"admin","date":"May 31, 2016","format":false,"excerpt":"\u00a0 Our German partners focused on the integration of different constructivist teaching styles into the learning model, including PBL, IBL, the 'flipped' classroom approach, age-mixed learning and learning by teaching. Download the handbook here:\u00a0Constuctivist Teaching Methods Handbook \u00a0 \u00a0 \u00a0","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"flipped-classroom","src":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/flipped-classroom-1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1852,"url":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/lesson-plans\/","url_meta":{"origin":1954,"position":1},"title":"Lesson Plans","author":"Aibhin Bray","date":"November 16, 2016","format":false,"excerpt":"Activity Design Template - Fillable PDF\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Activity Design Template - Printable PDF\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0 \u00a0 \u00a0 \u00a0Radio Show \u00a0\u00a0 PGCert - Digital Media - Marie Sinead O'Sullivan Mathematics \u2013 Dolly Diving PGCert - Digital Literacy\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Multicoloured triangle","src":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/11\/Multicoloured-triangle.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1527,"url":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/introduction\/","url_meta":{"origin":1954,"position":2},"title":"Introduction","author":"admin","date":"May 31, 2016","format":false,"excerpt":"Resources for teachers developed throughout the project will be important for practitioners who wish to implement an 21C approach within their classroom. The resources in these sections\u00a0will address some\u00a0of the areas of development perceived as being important for the development of pragmatic 21C teaching and learning practices. In this section,\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"change2","src":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/change2.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1870,"url":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/the-bridge21-model\/","url_meta":{"origin":1954,"position":3},"title":"The Bridge21 Activity Model","author":"Aibhin Bray","date":"November 16, 2016","format":false,"excerpt":"Anatomy of a Bridge21 Activity Bridge21 learning activities have a clear structure, which provides teams with milestones and deadlines to work towards, but also allows them the freedom and flexibility to manage their own learning and shape their final work output. Creativity is promoted by encouraging teams to devise different\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Activity Model Transparent","src":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/11\/Activity-Model-Transparent.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":2007,"url":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/reports-publications\/","url_meta":{"origin":1954,"position":4},"title":"Related Research","author":"Aibhin Bray","date":"February 24, 2017","format":false,"excerpt":"TfT Final Report- An analysis of the impact of the project on teachers\u2019 confidence and practice Teaching for Tomorrow Survey Report on 21st Century Practices in EU Classrooms. The Bridge21 Learning Model 21CL & Maths. A Study of Readiness for Integration: Infographic A Study of Readiness for the Integration of\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1516,"url":"https:\/\/tft-project.scss.tcd.ie:443\/","url_meta":{"origin":1954,"position":5},"title":"The Project","author":"admin","date":"May 31, 2016","format":false,"excerpt":"This project has emerged out of a shared vision of a pragmatic approach to the development of the basic and transversal skills associated with 21st Century Learning (21CL), in response to changes in society and the world of work. Our rationale is echoed in the OECD\/PISA documentation that measures students'\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Pixelated Collage 2","src":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/Pixelated-Collage-2.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/Pixelated-Collage-2.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/Pixelated-Collage-2.jpg?resize=525%2C300 1.5x, https:\/\/i0.wp.com\/tft.scss.tcd.ie\/wp-content\/uploads\/2016\/05\/Pixelated-Collage-2.jpg?resize=700%2C400 2x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/pages\/1954","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/comments?post=1954"}],"version-history":[{"count":10,"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/pages\/1954\/revisions"}],"predecessor-version":[{"id":1969,"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/pages\/1954\/revisions\/1969"}],"wp:attachment":[{"href":"https:\/\/tft-project.scss.tcd.ie:443\/index.php\/wp-json\/wp\/v2\/media?parent=1954"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}