Supportive Learning Environment
Storyboard Text
- Glida: 1
- Inclusive Physical Space:Bio-ecological level: Microsystem This classroom embodies the microsystem level, where students interact directly with the environment. For example, the adaptable seating and accessibility to technology ensures equal participation and comfort. My design promotes engagement, comfort, focus and inclusivity. This illustrates how the microsystem influences student learning. The intentional design promotes engagement, comfort, and focus, illustrating how the microsystem influences student learning. By incorporating Universal Design for Learning (UDL) principles, this classroom fosters inclusivity and accessibility."
- Glida: 2
- Positive social interactionsBio-ecological level: Microsystem + Mesosystem In this scene, Students interact with peers on a group project while the teacher facilitates, developing social skills and relationships. The teacher facilitates collaboration, modeling constructive communication. This supportive social environment fosters a sense of belonging, motivation, and growth, illustrating the bio-ecological principle of proximal processes
- Glida: 3
- Diverse resources and materialsBio-ecological level: Exosystem This panel represents the exosystem level, where external resources influence student learning. The diverse materials reflect the bio-ecological principle of dynamic interaction between the individual and their environment. Accessible resources promote equity, illustrating how the exosystem supports inclusive learning. Accessible resources promote equity, illustrating how the exosystem supports inclusive learning. By leveraging technology, students access real-time information, explore interests, and develop essential skills for the digital age."
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