Posted by: Paul Verstraete 8/29/2009 4:20:22 PM
Title:	Redesigning the Classroom
Grade Level:	High School
Subject Area:	Arts Language Arts Mathematics Science Social Studies Technology
Lesson Time:	One 90 Min Period
Introduction:	At the beginning of every year I have the students write classroom rules that they can all agree on, thus gaining a little more personal investment in the educational process from the students.   This lesson, asking the students to redesign the physical space of the classroom, is also meant to increase the students’ personal investment.   Students will be working in teams to make the classroom more their own.   As a class you and they will create a list of objectives that the student designs will have to meet.   For example, maybe you want to put your students in groups of four or six, or maybe you want to make sure that everyone is within a certain distance of the front of the class.
Standards:	Working With Others Standard 1. Contributes to the overall effort of a group  Standard 2. Uses conflict-resolution techniques  Standard 3. Works well with diverse individuals and in diverse situations  Standard 4. Displays effective interpersonal communication skills  Standard 5. Demonstrates leadership skills
Objectives:	Students will: be able to work in cooperative groups know and understand the different steps of the design process apply the design process to the physical layout of the classroom
Resources:	No Resources available.
Materials:	poster paper post-it notes markers pens pencils paper scissors tape colored pencils construction paper glue other art supplies as available or needed LCD Projector design PowerPoint presentation rubric process worksheet
Vocabulary:	Students in this age group should be familiar with all words used.
Procedures:	Prior to Lesson 1. Create a set of objectives that have to be met by the student designs.   For example: (a) Desks must be arranged in groups of five; (b) When at their desks, students cannot have their backs to the chalk board. 2. Put Objectives into Rubric (attached). 3. If possible, have the physical layout of the class arranged so it does not give the students a preconceived notion. 4. If possible have this lesson take place in a different room than the classroom the students are designing. 5. Spread brainstorming supplies out for the students to use: poster paper, post-it notes, markers, pens, paper, scissors, glue, tape, etc. Opening the Lesson 1. A brief lecture going over the design and brainstorming process.   Introduce the lesson and then go through a simple version of it together (lecture attached to final draft). 2.   Break the students up into groups to work on their designs.   The Design Process: Use the PowerPoint (attached) to take the students through the steps below and have them fill out the design process worksheet (attached) as they do so. 1.   Introduce the Design Problem: A new arrangement for the physical space of the classroom.   2.   Review the challenge: Have the students jot down their initial thoughts and sketch them out (five to ten minutes). 3.   Investigate the Problem: Work with the students to come up with objectives that the students will have to meet. 4.   Frame/Reframe the Problem: Have them come up with a second drawing and compare it with their first and with each others’ . 5.   Generate Possible Solutions: Assign students to groups of four to five and have them work together to come up with a group solution that all members will back up. 6.   Share and Evaluate Process/Ideas: The groups will present the process they went through and the ideas they came up with to the other groups. 7.   Finalize the Solution: Each group will create a final prototype that they will present to the class.   8.   Articulate the Solution/Process: The students will complete a process worksheet that helps them collect their thoughts on each stage of the Design Process.   Students will present their solutions to the class articulating what they did at each stage.   Students will evaluate each other’ s designs based on the objectives from the beginning of the process. 9.   The students will then vote to choose the best design solution. 10.   Have the students help rearrange the classroom to reflect the winning solution.   The students will now feel that the classroom is more theirs, and will feel more invested in the learning process. Debriefing 1.   Review the Design Process. 2.   Get feedback from the students on the Design Process.
Assessment:	Rubric (attached)
Enrichment Extension Activities:	No Enrichment Extension Activities available.
Teacher Reflection:	N/A.
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