640 paper
FOLLOW DIRECTIONS & RUBRIC-
Science and social studies can seem very abstract to early childhood students. Because of this, it is important for early childhood educators to model and teach effective questioning and observation techniques as integral parts of inquiry-based learning and discovery. This education begins by creating a classroom environment where the students can ask questions, make observations, and explore the world around them based on their own curiosities.
Use the “Classroom Architect” to design a classroom map that encourages inquiry-based learning in both science and social studies for young children within your selected grade. Consider how classroom visuals, resources, and materials can be placed in the classroom environment to support science and social studies during daily learning. Label your map to include materials, furniture, and other visual wall design elements that foster an inquiry-based learning environment focused on science and social studies.
As you design your classroom, consider the following:
- Classroom layout (desks and/or tables, carpet/floor space, chairs, etc.)
- Resources and technological tools, and where they will be located.
- Traffic flow consistent with age-appropriate physical and social development.
- Learning centers (layout, cooperative and independent, considerations for all learning styles and abilities, inclusivity, etc.)
- Storage and display furnishings (tables, chairs, shelves, etc.)
Write a 500-750 word explanation of the classroom map that answers the following:
- What is your rationale for choosing and arranging the objects in the learning environment (consider wall décor and floor space)?
- How do you foster diversity, openness, creativity, and a social interactive learning environment in your classroom?
- How does your classroom design encourage inquiry, discovery, active problem solving, and making real-world connections for the students?
- How does a well-designed classroom environment help focus attention, engage students in the curriculum, and provide options for meeting individual interests and learning needs?
APA format is not required, but solid academic writing is expected.
Readings-
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=125326527&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=115879318&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112466734&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&Ahttps://lopes.idm.oclc.org/login?url=
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=111930357&site=ehost-live&scope=siteN=103699895&site=ehost-live&scope=site
https://www.youtube.com/watch?v=EeWvSXtbeQg
http://classroom.4teachers.org/
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||
| ECE-640 | ECE-640-O500 | Classroom Design | 70.0 | ||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | |||||
| 100.0% | |||||||||||||
| Classroom Map | 30.0% | Not addressed. | Inappropriately includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Ambiguously includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Appropriately includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Innovatively includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | |||||||
| Explanation: Learning Environment Rationale | 10.0% | The rationale for choosing and arranging the objects in the learning environment is inadequately explained. | The rationale for choosing and arranging the objects in the learning environment is unclearly explained. | The rationale for choosing and arranging the objects in the learning environment is clearly explained. | The rationale for choosing and arranging the objects in the learning environment is thought-provoking. | ||||||||
| Explanation: Classroom Environment | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is inaccurately described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is vaguely described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is accurately described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is innovatively described. | |||||||||
| Explanation: Classroom Design and Learning | The classroom design ineffectively encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design inexplicitly encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design effectively encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design thoughtfully encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | |||||||||
| Explanation: Students’ Interests and Needs | Incomprehensibly describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Minimally describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Logically describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Comprehensively describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | |||||||||
| Visual Appeal | There are few or no graphic elements. No variation in layout or typography is evident. | Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. | Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. | The classroom map is visually pleasing for the audience. There is a good variety and use of graphics, colors, and fonts. The arrangement of material is logically organized for presentation. | |||||||||
| Organization | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. | The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. | |||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||||
| Total Weightage | 100% |