Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

Chen, Victoria; Leger, Andy; Riel, Annie

doi:10.22329/celt.v9i0.4439

Cited by 10 publications

(8 citation statements)

References 4 publications

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“…Different studies (Benoit, 2017;Chen, Leger & Riel, 2016;Saunders et al, 2017;Stapp, 2018) also demonstrate that students prefer flexible classrooms. In a study comparing five different seating styles in terms of comfort, participation, and interaction, Harvey and Kenyon (2013) found that students approved of modern mobile chairs and chairs around the hexagon formed by the combination of two trapezoidal tables the most, while they approved of tablet arm chairs and tablet arm chairs fixed to the ground the least.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of the Seating Arrangements in English Language Classrooms Through Multiple Perspectives

Salma¹,

Şahin

2022

EJES

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Seating arrangement in classrooms plays a crucial role for the effectiveness of curriculum implementation. This multi-case pattern intertwined case study aimed to investigate the ongoing seating arrangements in language classrooms of middle schools with a focus on stakeholders (students, teachers, principals and janitors) perspectives. Two types of data were collected in this process. The data for the physical appearances of classrooms were collected through observation form and analyzed via descriptive analysis technique. The interview data gathered through semi-structured interview forms were analyzed through the content analysis technique. Findings revealed that language branch classrooms were not available and that classrooms had classic-row layout with cumbersome desks and deficient free space. Some curricular objectives and communicative activities were at odds with the ongoing seating arrangement, and therefore, skipped by teachers. Cluster and horseshoe layouts, cherished by students, were practiced to align the layout with the curricular objectives, though some reactions emerged. Article visualizations:<img src="/-counters-/edu_01/0749/a.php" alt="Hit counter" />

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Section: Literature Reviewmentioning

confidence: 99%

Evaluation of the Seating Arrangements in English Language Classrooms Through Multiple Perspectives

Salma¹,

Şahin

2022

EJES

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“…A recent study following instructors new to ALCs found that they not only perceived a significant effect on their teaching (specifically, they reported a self-identification as teacher-learner), but that this effect also continued beyond the ALC to impact their teaching and professional trajectories (Phillipson et al, 2018). A study of teaching assistants found that instructors would more readily circulate and converse with students when in active learning classrooms as compared to traditional classroom designs (Chen et al, 2016). Another form that instructor perception studies have taken is the reflection on practice (sometimes called "instructor reflections" or "pedagogical best practices") undertaken by instructors.…”

Section: Active Learning Classroom: Past Perceptionsmentioning

confidence: 99%

Student and Instructor Perceptions of a First Year in Active Learning Classrooms

Murphy

Groen

2020

CELT

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This article presents evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities. 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign. 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research. Nous examinons ici une initiative, menée à l’Université d’Ottawa, de classe d’apprentissage actif (CAA). Les résultats préliminaires permettent de dégager trois tendances qui permettront d’orienter les pratiques et la configuration de la classe : 1) malgré les avancées dans les technologies éducatives, l’intérêt pour les méthodes simples et pour l’apprentissage interactif ne se dément pas; 2) Les enseignants croient que l’innovation en classe, et tout particulièrement la refonte des cours, sont tributaires d’un soutien institutionnel constant; 3) pour utiliser toutes les ressources de l’université et ainsi faire un usage optimal des CAA, il doit y avoir une stratégie de collaboration regroupant différents intervenants de l’établissement. Dans notre article, après avoir survolé la recherche au sujet des CAA et défini la méthodologie du protocole d’évaluation de programme, nous présentons les trois résultats principaux et nous proposons, en guise de conclusion, trois avenues possibles pour la recherche sur les CAA.

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Section: Active Learning Classroomsmentioning

confidence: 99%

“…A research group at Queen's University tracked the physical movement of teaching assistants (TAs) in active learning and traditional classrooms, examining the social implications of moving from the position of the sage on the stage to ‘a physically equivalent position’ or circulating around students (Chen et al ., 2016, p. 187 et passim ). When their courses were in traditional classrooms, ‘all TAs took on a more “teacher‐centred” approach, with everyone starting the class by standing at the podium and leading the class for a longer period of time’, suggesting that ‘the less‐flexible space more rigidly defined the TAs’ roles as the leaders and lecturers’ (Chen et al ., 2016, p. 193). In another study, a team looking at the experiences of new instructors in active learning classes found that all participants reported a transformation in their understanding of traditional classroom roles (Phillipson et al ., 2018), and psychological questionnaires of students found that–contrary to the typical perspectival closure that passive lecture‐based courses foster–courses in active learning classrooms assisted students in open‐minded thinking (Chen, 2015).…”

Section: Active Learning Classroomsmentioning

confidence: 99%

Feats of Strength for Weak Utopianism: Giorgio Agamben, Educational Potentiality and the Studious Spatiality of the Active Learning Classroom

Murphy

2020

J Philosophy of Edu

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One outcome of the increasing interest from philosophy of education circles in the work of Giorgio Agamben has been the possibility of apparently small alterations to enact a radical emancipatory change. This 'weak utopianism' (Lewis, 2013) found in Agamben's work means that traditionally radical changes are viewed with skepticism, as grand alternative designs often merely result in the operationalisation and actualisation of new ordering rather emancipation. In a recent commentary on Agamben's philosophy of education, Igor Jasinski (2018) argues that the theory of weak utopianism means that innovative classroom designs 'should not be considered' examples of Agambenian philosophy of education at work. In this article, I respond through an analysis of the case of active learning classrooms. Despite existing as a form of innovative classroom design, I argue that they nevertheless abide Agambenian principles in the philosophy of education as spaces open to-without demanding-study. The active learning classroom is not the ideal-type studious space but a paradigm, the case that stands outside of (while standing in for) the rest of the set. Situated in-between inspiration and implementation, I argue that active learning classrooms are the paradoxically strongest form of weak utopianism, leaving educational potentiality open while also representing a significant rethinking of the spatiality of the classroom. Active learning classrooms thus pose significant questions both for Agambenian philosophy of education in particular and critical pedagogy in general. 'What the example shows is its belonging to a class, but for this very reason the example steps out of its class in the very moment in which it exhibits and delimits it…The example is thus truly a paradigm in the

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Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

Cited by 10 publications

References 4 publications

Evaluation of the Seating Arrangements in English Language Classrooms Through Multiple Perspectives

Evaluation of the Seating Arrangements in English Language Classrooms Through Multiple Perspectives

Student and Instructor Perceptions of a First Year in Active Learning Classrooms

Feats of Strength for Weak Utopianism: Giorgio Agamben, Educational Potentiality and the Studious Spatiality of the Active Learning Classroom

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