Module 5 - Adult Literacy Classroom
Instructional Design
The Physical Location
How you feel affects your ability to concentrate, pay attention, and recall information. If you are too hot or too cold, cramped, stiff, or if there is distracting noise, you may learn more slowly. The physical classroom environment has a direct effect on learning. Poor lighting makes concentration more difficult and can lead to eyestrain or headaches. If students are experiencing apprehension or anxiety about learning, stark bare walls and formal classroom seating may aggravate the issue. Remember that learners are different – a classroom rich in educational posters and materials may be intellectually stimulating to some but an overwhelming distraction to others.
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“Good facilities appear to be an important precondition for student learning, provided that other conditions are present that support a strong academic program in the school. A growing body of research has linked student achievement and behavior to the physical building conditions and overcrowding.”1 |
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“We use a lot of humor in class…not that I don’t expect them to do a lot of work, and not that I don’t have expectations for them, but at the same time, I want them to be comfortable. Environment is a big part of that, [like] the things that I put up on the wall [in the classroom]. |
Take a moment to consider the implications the physical environment has for instruction of adult literacy learners.
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On your worksheet, record your initial thoughts on designing the physical environment in adult literacy instruction. |
Adult education instructors generally have little control over where learning takes place; locations are assigned by the adult education program or donated by the community. Often classroom spaces are shared by several instructors, or by other groups having nothing to do with adult education. Sometimes learning spaces are borrowed, and the instructor can make modifications to the room only for as long as the learning session lasts. In addition, adult literacy instructors often work with limited funds for modifying room environments. Where possible, however, instructors should try to make the physical environment as welcoming, comfortable, and supportive as possible. Small, easily portable items such as table cloths, lamps, small fans or heaters, etc. can make a big difference in the effectiveness of instruction. Instructors can help to compensate for a poor environment in the structure and delivery of instruction as well: frequent breaks, colored markers, and lessons rich in visuals and discussion may compensate for a room’s deficiencies.
Listed below is a real-life adult education scenario. While you are reading, consider the effect the environment has on the learner. What might be done to make the room more supportive of students’ learning?
Real-Life Scenario – Classroom Environment:
Dolores attends class at a local career center. Students meet in a multipurpose room designed for meetings, workshops, and classes related to becoming employed. The walls are white and plain, and there are several tables pushed together in a single large block. In the back of the room are 3-4 computers hooked to the Internet, as well as some counters that can be used as additional study space. Dolores finds the room so dull it distracts her from her work, so she mentions it to her instructor, Martin. He agrees, but as they only use the room part of the time, he isn’t exactly sure of the best way to spice it up. He challenges Dolores to talk with the other students and come up with some ideas on how they could make the room more inspiring and propose some uses for a bit of permanent wall space to submit to the center manager.
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On your worksheet, record your thoughts on the effects the environment had on the learner and the instructor’s response to student complaints. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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Our space is really small, and the lighting is not the best. I brought in a couple of those clamp-type lights and used them to brighten up the room. We take frequent breaks to allow folks to get up and stretch (there’s little extra room with so many at the small table. I try to store all my materials outside the room to leave more space, and occasionally some students work independently out in the hall at a couple of desks).
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I teach adult education in a local high school in the evenings – I can’t change the room at all. I did negotiate for some on site storage space, however, and have a rolling cart with textbooks and materials I bring to class each evening. One way I liven up the class is with living things – things from nature. I bring in cut flowers, plants... we had a little rock fountain once, and jars with wooly-bears who spun cocoons…These things on the tables become a focal point, a rest for the eyes – something of their own in the room.
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When I walked into the room the first day I said, “Man, this is bare!” Luckily I only shared it with the night teacher and together we worked to hang curtains, use table cloths, get a plant or two, etc. We hung colorful and inspiring posters and then divided up the bulletin boards, where we display student projects. The students like looking at the other classes’ work.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Adult literacy instructors should be aware of the role the physical environment plays in instructional design.
- The size of the room, facilities available, and decor can all affect what kinds of activities can be conducted with a class.
- Learning situations with significant shortcomings can have a detrimental effect on the learning process.
- Instructors should exercise creativity and flexibility in working to improve the physical learning environment.
- Consider including students in the problem-solving process and/or forming partnerships with peers or others who use the space to improve the situation for all.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
References
1 ED Archived Information (2000) Impact of Inadequate School Facilities on Student learning.
http://www.ed.gov/offices/OESE/archives/inits/construction/impact2.html