This type of arrangement facilitates both group work while allowing presentation of text and images; communication is multi-way and allows for many types of collaborative interactions. The large tables provide opportunities for students to work in cooperative groupings or re-arrange their seats to watch the front when required. This type of arrangement would not be best suited for all-group discussion, as ass students would not be able to see each other.
This arrangement is ideal for group work that requires students to engage in interactive discussion within their group or for a presentation from the teacher, speaker, or students. With a smaller number of seats this model allows flexibility of movement among modes of interaction.
This style is ideal for group work that is led by the teacher. Such an arrangement is not conducive to presentations or focus on the teacher (ex. lecture). The Cafe arrangement optimizes interaction between 2-4 students at a table, while allowing the teacher to circulate around the room and observe and monitor student progress.
This arrangement is ideal for group discussion where the group is 10-25 students. It is also conducive to discussion where text is shared either by video, overhead projection, or on paper. The Boardroom arrangement allows everyone to see each other, papers may be spread across the table, and if one seat is removed at the end, images and text can be presented to everyone.
This style is ideal for presentation to classes where there might be some interaction between the teacher and the students. Collaboration between students is not encouraged. Reducing the length to the back row will improve two-way communication, and desks for 2-4 allow some discussion between neighbors.
This arrangement is great for small group discussion without mediation or prominent leadership from the teacher. Such an arrangement facilitates intense interpersonal communication.
Jon Peacocke, Acting Director, Information & Education Services, University of Melbourne If you have questions related to this website please contact: Dr.
Peggy Schimmoeller, Associate Professor of Education Updated December, 2007
|
