NCBTS Domain 2: Learning Environment

2. LEARNING
ENVIRONMENT
Domain 2

3. LEARNING
ENVIRONMENT
This domain focuses on
importance of providing a social ,
psychological and physical
environment wi thin which al l
students, regardless of their
individual di f ferences in learning,
can engage in the di f ferent learning
act ivi t ies and work towards at taining
high standards of learning.

4. CLASSROOM
ENVIRONMENT
Encompasses a broad range
of educational concepts,
including the physical setting,
the psychological environment
created through social contexts,
and numerous instructional
components related to teacher
characteristics and behaviors .

5. PHYSICAL
ENVIRONMENT
More frequent ly a focus in
earl ier studies of classroom
environment , the physical
environment has cont inued to
appear in contemporary studies as
an inf luence on behavioral and
academic outcomes. Current studies
of the physical environment have
invest igated aspects such as class
composi t ion, class size, and
classroom management .

6. CLASSROOM CLIMATE
Part of the larger focus on
school improvement is School
Cl imate or Educat ional Cl imate,
which def ines how teachers interact
wi th each other and wi th
administrators. This is di f ferent
from Classroom Cl imate, which
ident i f ies relat ionships among
students wi th each other, the teacher
and how this translates into
learning.

7. PSYCHOLOGICAL
ENVIRONMENT
Beyond the physical
arrangement of a classroom a
psychological environment is also
created, based on the interact ion of
key players in the classroom, namely
students and teachers. Studies have
been part icularly concentrated on
student class part icipat ion rates,
teacher support , and communicat ion
of learning goals.

8. ROLE OF THE TEACHER IN THE CLASSROOM
ENVIRONMENT
The thi rd focus of many
examinat ions of clas sroom envi ronment
has been on teacher behaviors,
speci f ical ly teacher development and
school cul ture and how these components
af fect class room envi ronment . Some
research suggests that due to the
complexi ty of cul t ivat ing an ef fect ive
class room envi ronment , it may be beyond
the developmental scope of the newly
graduated teacher .

9. MEASURING CLASSROOM
ENVIRONMENT
In studies of classroom
environment a plethora of
measurement tools have been
employed, including direct , object ive
observat ional measures as wel l as
more subject ive percept ions of the
classroom environment . The types of
i tems that have been used range
from low inference to high inference.

10. HOW TO DESIGN
A LEARNING
ENVIRONMENT

11. HOW TO DESIGN A LEARNING
ENVIRONMENT
To design a comprehensive learning
environment , the components of
ADDIE – assessment , design,
development , implementat ion, and
evaluat ion – are st i l l in play, but they
need to be implemented in an i terat ive
and recursive (and rapid! ) way. T h a t ’ s
not as out landish as it may seem; most
designers can at test that ADDIE is not
a l inear process even for tradi t ional
solut ions .

12.  Analyze
 When the outcome is
intended to be a
comprehensive learning
envi ronment , the scope of
your f ront -end analysis
dramat ical ly changes.

13.  DESIGN
 To conceptual ize the total
envi ronment , we need to
consider the exist ing and
potent ial components in
each of the four categor ies
( resources and tools,
relat ionships and networks,
t raining and educat ion, and
company and supervisor
suppor t ) .

14.  DEVELOP
 Each component wi l l have
i ts own development
process , and I w o n ’ t go into
detai l on what those
processes are. But
remember , when we develop
the learning envi ronment ,
we d o n ’ t have to go it alone.

15.  IMPLEMENT
 Implementat ion wi l l l ikely
need to be staggered, and
each type of component has
i ts own implementat ion
requi rements and
chal lenges . When our
recommendat ions include a
number of addi t ions or
ref inements to the learning
envi ronment .

16.  EVALUATE
 We need to conceptual ize
evaluat ion on a grand scale
as wel l . Whi le i t ’ s helpful to
gather some evaluat ion data
at the component level , i t ’ s
more impor tant to evaluate
the learning envi ronment as
a whole. .