Session 5 group activity 2 - A comparative analysis of traditional classrooms and the Experimental classroom

Writers: All ITE ACE Group memebers
Photo taking: Carmen, Edward, Penny and Yao
Stytle design: Neo

1. Introduction
A comparison of pictures is more persuasive than thousands of words. As the following pictures show:

The Experimental classroom is different from the traditional classroom in many ways: the number and location of centers, the organization approach of students’ seats, the affordance of learning/teaching pedagogies, and the adoption of technology.

Though there are some drawbacks of the design of the Experimental classroom, it still has many advantages that the traditional classrooms do not possess.

Items	Traditional Classroom	Innovative Classroom
Capacity	100+ students	40 students
Seats/Space style	In rows / fixed	Surround each table/ flexible
Numbers of levels	1	3
Teacher’s position	On the teaching stage	Among students/at a corner
Arrangement of students	Line by line	5-person group×8
Numbers of screens	1-2 in one direction	8+2 in different directions
Light	Normal	Changeable

2. The advantages of the Experimental classroom
2.1 Availability of the application of two pedagogy

The most distinctive feature of the Experimental classroom is that it doesn’t have an obvious center for teachers, but 7 different centers for student groups.


The design of traditional classrooms is based on the pedagogical philosophy of instructivism, which regards knowledge as something outside students and something that can only be passively ingested. Therefore, it has only one center for teachers, who take the role as the presenter of knowledge. In this situation, the class based on collaboration learning is difficult to carry out due to the limit of students’ seats’ location, and the surface area of each desk.


Comparatively, the Experimental classroom is obviously designed on the constructivist pedagogical philosophy. It has 7 round large tables, and each one can provide the study and discussion space for up to 6 students.



In such a circumstance, collaborative learning is easily to carry out for students can see each other face to face and learn simultaneously with the same poses. In the traditional classroom, discussion will mean that the front rows of students have to turn around to talk with the back-row students; whereas learning can only be done on each individual’s desk for the surface area of each desk is too small.

Though the center position of teacher is lessened in the Experimental classroom, the conventional front-house instruction is still possible.


The teacher has his/her own table equipped with projector in the room. Two big screens all students to see the presentation content easily.


That means the Experimental classroom supports both instructivist and constructivist pedagogical philosophy well enough, which is impossible in traditional classrooms.


2.2 The adoption of Technology
Another distinctive feature of the Experimental classroom is the ubiquitous adoption of technology in it. The power of technology creates a larger extent freedom compared with that of traditional classrooms.

The whole room is designed with soundproof materials to minimize the disturbance among groups.


If there is necessity for one student to speak to the whole class, microphone and stereo system can amplify his/her sound loud enough.

Big Screens for projectors are installed on both sides of the room.


Each table also has one monitor screens installed beside it. All of these devices are connected by the same networking system, which allow both teachers and students to do presentation to the whole class in their own seats conveniently.

The mobile handheld device allows teachers and users to control the temperature, the height of ceilings, or the intensity of light in the room.


Each oval table is equipped with a PC, electrical sockets, LAN sockets and small projectors (Wi-Fi also functions well). Movable chairs of each table allow students to move around to some extent. All these devices are not available in traditional classrooms.



2.3 The elimination of inequality phenomenon of traditional classroom

In the traditional classrooms, students taking the seats at the back part often have difficulties to see the teacher’s presentation due to light reflection, or to hear the teacher if the front students make some noises. Besides, teachers care more about the needs of front students due to space and energy limits. It will inevitably bring about some inequality in the traditional classrooms.
Comparatively, all these problems are solved well enough in the Experimental classroom. Two big screens plus seven small monitor screens allow any students to see all the content of presentations. The noise problem is also resolved well by the soundproof material, microphones, and the stereo system.
In the classroom organized by groups, teachers have to go to each group to understand their puzzles and solve their specific problems. There is no more space limit for the teacher is no more the attention center of the classroom, so he/she has no need to stay at the same place all the time.

3. Disadvantages of the Experimental classroom
3.1 Huge costs

It is said that the Experimental classroom costs million dollars.


If so, it would be too expensive for most schools in developing countries to build one.


Even for some rich schools in developed area, there must be a detailed benefit-cost analysis to prove the value of such a classroom; otherwise some more urgent demands must override the needs of such a classroom.


3.2 Light source and outside visions

It may not be the feature of these types of Experimental classrooms but the design problem of only this one that there are no windows in it.


Researchers have already proved the lights’ effect on learners, which indicate that natural light, rather than manmade light can help learners better focus on the learning subjects.


Besides, the vision outside the windows also plays roles in learners’ ability of concentration. The wide horizon is shown beneficial and the narrow space detrimental.


3.3 Limited movable space
Though the movable chairs to some extent allow learners move around, their movability is still limited by the table for the chairs are blocked by other devices, and have difficulties moving down staircases, hence rendering the limits of each individual’s communication with other classmates on other tables.


It will reduce the valuable information flow among the whole classroom, and limit effective communication to a small realm of each group.



3.4 Care for physically challenged learners

The design of Staircase does not take into consideration the need of some physically challenged learners. Some of them may have difficulties climbing up or down.














Plus: more pictures of the room