Victor Ochieng’ explains six suggested sitting styles in CBE-compliant classrooms and how they promote collaboration, participation, and learner-centred instruction.
Dear reader, my 55th treatise on Competency-Based Education (CBE) strives to suggest some sitting styles in CBE-compliant classrooms. Based on my reading and research findings, there are six suggested sitting styles, which include: Group or cluster, circular, u-shaped or horse-shoe, pair, traditional rows or modified, and workstation or activity-based sitting styles.
Comparatively, in 8-4-4 System of Education, learners sit in fixed rows facing the teacher due to the over-reliance on lecture method as a pedagogy. But in CBE, the sitting style is flexible because it is more learner-centred. Then, based on dynamic nature of CBE, classrooms are not static per se. In lieu, they are re-arranged to suit the prevailing learning activities.
For example, the facilitator can have different sitting styles for group discussion, science experiment and presentation session. Once again, a typical CBE classroom should adopt flexibility where the classroom arrangement can change to circles, semi-circles, clusters or groups and u-shaped formats. This versatility enables the learners to engage in lessons activity, group work, discussions or collaborative learning, projects, practical actU-shaped or horseshoexperiments.
On this, I dote on a certain CBE expert called Mureithi Vincent Snr. While digging deep into his valuable vaults of knowledge, I unearthed what he christens as CBE-compliant sitting styles. He has a house of gold titled The Effective CBE Facilitator. Therein, he writes about classroom effectiveness, well-being and professional mastery in CBE.
More importantly, he contends, a CBE-compliant sitting style is not merely the physical organisation of desks and chairs in classrooms. In lieu, it is the deliberate pedagogical design of space supporting interaction, collaboration, visibility, accessibility and active learning. Meaning, in CBE, the classroom layout is part and parcel of instruction. For it directly influences how learners interact, participate, communicate and construct knowledge.
Therefore, CBE puts Constructivist Learning Theory on a pedestal. Tracing its true provenance, the philosophical foundations stem from venerable educators such as John Dewey. Then, the psychologist Jean Piaget that developed Cognitive Constructivism. Likewise, Lev Vygotsky that developed Social Constructivism. They all come to a consensus, learners actively construct knowledge. Rather than just absorbing knowledge passively. They build upon previous experiences and schemas; integrating new information through active exploration, reflection and social interaction.
Ideally, when the sitting style in a CBE-compliant classroom is tailored to meet the needs of the learner, there is collaboration among learners and sharing of learning materials. In CBE, is a facilitator. A good guide by side, and not just a certain sage on stage. Therefore, it is incumbent upon the facilitator to focus on learner-centred sitting styles enhancing active learning and participation. While designing learning experiences, the CBE facilitator should be daft, but adroit. Adept at it. Learning experiences or activities should influence the sitting style in CBE-compliant classrooms.
Likewise, a well-thought-out sitting style should help learners hone core-competencies such as communication and collaboration, critical thinking and problem solving, and creativity and imagination. Again, when done properly, the sitting style should improve levels of understanding and hone communication competencies in learners. It should promote inclusion. It should encourage mutual respect among learners.
While focusing on sitting styles in CBE-compliant classrooms, facilitators should consider some fascinating factors. For instance, academic abilities of learners in line with Differentiated Learning or Instruction instead of one-size-fits all approach in the dissemination of knowledge. In that regard, enhancing peer-to-peer learning by mixing fast learners, average learners and learners in dire need of robust support. In mixed set-ups, the facilitator should be keen on gender-balance so as to ensure that boys and girls participate equally.
Then, it is imperative to consider manifold needs of learners. Learners with special needs should sit where they can see clearly, hear properly or access learning materials without unnecessary straining. On classroom spacing, the sitting style should be determined by size of classroom, number of learners and availability of furniture. More on this matter, is brought out in these six suggested sitting styles we cited at the beginning of this treatise.
- Group or Cluster Sitting Style
Firstly, in this sitting style, learners sit in small groups around tables or desks. Typically, 4-6 learners per group. It is particularly effective during project work, problem-solving tasks and experiential learning activities. This sitting style encourages discussion and collaborative learning. It promotes teamwork. It enhances to peer-to-peer learning. Then, through it, learners can hone core-competencies of communication and collaboration.
- Circular Sitting Style
Secondly, in this sitting style, learners sit in a circle format facing one another. While sitting that way, they can see one another. The facilitator can be in the circle. The sitting style encourages equal participation. It is the best arrangement for reflective learning, story-telling and participatory discussions. For it removes hierarchy in classroom, and reinforces equality among learners. It promotes open discussion of ideas. It helps learners build confidence and listening skills. Through it, learners also hone core-competencies of communication and collaboration and problem solving. At the core of a typical CBE classroom design, is the principle of interaction over isolation. Learners should interact, share ideas, solve problems collaboratively and participate actively in learning tasks.
- U-shaped or Horse-shoe Sitting Style
Thirdly, in this sitting style, desks are arranged in a u-shaped format in classroom. There is an open space in the middle to enhance movement of the facilitator. It allows learners to maintain eye contact with one another. The sitting style is good in demonstrations. It is ideal for real discussions, presentations, and question-and-answer sessions. For it enhances communication and engagement. It improves classroom interaction. It acknowledges, visibility and accessibility are key principles in CBE-compliant sitting styles. The facilitator should be able to move freely within the classroom. Observe learners. Provide robust support. Assess progress in real time. By the same token, learners should have clear visibility of instructional resources such as the board, charts, or demonstration area.
- Pair Sitting Style
Additionally, in this sitting style, learners simply sit in pairs. Two learners work together. It is common in reading and practical activities. It encourages co-operation. It supports peer assistance. It builds social skills. In the bid to prop up learners that look low and slow in academic performance, a keen facilitator can pair up a top achiever with a struggling student.
- Traditional Rows or Modified Sitting Style
Advisedly, in this sitting style, rows are used during written tests. Or when embarking on independent work. Or when the facilitator is to make some explanation.
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However, CBE discourages permanent rigid rows. This format is good because there is easy class control. It is also the best when learners are to engage in assessments. It is therefore able to enhance the core-competency of self-efficacy in learners.
- Workstation or Activity-Based Sitting Style
Finally, this sitting style is apt and appropriate when it comes to practical or science-based lessons. Different corners of the classroom are set up for specific tasks. Then, learners rotate from station to station, while engaging in different learning experiences or activities. This enhances experiential learning and skills-development.
By Victor Ochieng’
Victor Ochieng’ re-tools educators (Principals and teachers) on CBE. He speaks to Grade 10 learners on Pathways, Subject-Combinations, Career Choices and Preparation for School-Based Assessments (SBAs): Projects, Practical and Written Tests. vochieng.90@gmail.com. 0704420232
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