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EXAMPLE-

Classroom: T202

Teachers who share the room: Ms. Trujillo, Ms. Fiona, Ms. Yin, Mr. Bivens

The classroom layout is .....

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How is the furniture arranged to facilitate collaboration and interaction among students?

Are there flexible seating options, such as tables, group work areas, or comfortable seating arrangements?

Does each teacher/class have their own designated instructional display space in the classroom?

How does the classroom environment feel (i.e., relaxing, stimulating, inviting, comfortable, inspiring) and what creates this feeling?

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Are learning materials and resources readily accessible to students for collaborative work?

Are there designated spaces or storage areas for shared materials and supplies?

What materials and resources are available to support student engagement and exploration?

How are learning materials and resources organized and clearly labeled in the shared classroom?

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Are there spaces within the classroom where students can showcase and present their work?

Are there bulletin boards, whiteboards, or anchor charts that can be utilized for sharing ideas and progress?

Are unit aims present such as overviews, learning targets, guiding questions, examples, timelines, central ideas, etc.?

What other 'non-student created' visuals are present?

Artwork, Essential Agreements, LPs, ATLs, ISNS Visuals, SDG, Zones of Regulation, etc.

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How is technology integrated into the physical space to support learning?

Are there clear procedures and guidelines for using technology posted in the classroom?

Does the physical setup of the classroom incorporate visual cues or signage that reinforces the expectations for responsible and productive technology use?

Are there designated spaces where students can gather with their devices to engage in collaborative technology-based projects?

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This is a shared classroom LA and I & S. There are some book sets, dictionaries and encyclopedia sets. There are exemplars of work on the walls and also many helpful "posters" or guides about citing and writing prompts etc. There is not too much clutter and room for additional student work etc.

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NANCY LA 7

Used a video with lyrics ... studying David Bowie's "Major Tom" ... love the song and the analysis!

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Some posters for improving writing. Some ISNS branded posters. Some resources to help ensure/guide academic integrity. Classroom rules/agreements (for each class). Some "speak English" posters. Some ISNS branded behaviour guidance posters. Some unit posters for each grade. Plenty of room for student work left over.

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The classroom layout as far as seating goes is a U-shaped desk structure. This allows pairs to work easily together and groups of 4 to easily form around one table. All seats give a view to the projector. There is a couch in the room for quiet reading (with plenty of books to choose from). Most of the sections on the wall are for LL. Teacher was moving about the space and checking with pairs and individuals.

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T208 - Madison, Luke, Geran and Mary Ann who share the classroom.

There are boxes of storage where each group of students who share the table store their folders. Each class, there is a rotation for putting their boxes away. They all share the responsibility overtime.

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The required posters are on the walls along with posters to guide writing and student work. The posters make the classroom colorful and create a pleasant environment. Of note, the posters about writing are readable from across the classroom.

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The required posters are on the walls along with posters to guide writing and student work. The posters make the classroom colorful and create a pleasant environment. Of note, the posters about writing are readable from across the classroom.

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Some ISNS branded posters. Some Math terms posters. Global context posters. One board has some Mandarin units. There is plenty of room for student work.

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Well set up, individual studio space for DP students, and meeting tables in the middle, supplies and other resources put around the room in easily accessible places

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Plenty of posters on the walls: Unit posters, criterions, students work, posters related to math concepts etc. The posters cover most of the walls and are easily seen from everywhere in the classroom. Mikel Murillo.

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Students are working in small groups on a shared document in Teams assignment. They are inputting their thoughts and receiving timely feedback from their peers. Everyone seems involved and actively participating.

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The Grade 6 science overviews, guiding questions and learning target posters are posted in the room. ISNS visuals are also present in the room.

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The tables and chairs are set up in different areas and shapes that allow students can do group work as well as individual work. There is also a comfortable cozy zone in the back of the room for people to calm down or refocus.

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In the biology lab, all the cabinets are clearly labeled which make the lab materials are easily accessible for students and teachers. There are also posters presenting in the classroom to enhance students' engagement.

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The required IB posters are displayed in the classroom, along with ISNS branded visuals such as the mission/vision statements and the "Apologize Like a Phoenix" poster, etc. The walls are full of student work, fostering a sense of pride and ownership. Additionally, the tools are securely stored but remain visible, ensuring that both students and visitors are aware of the available resources in the workshop. Several displays in the room showcase work from previous years, serving as models for current students.

-LeBreton

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The back of the room is a separate area for resources with reference books, student work folders, command terms, and interesting study findings related to the units. Clear posters about ATL skills, classroom expectations, and writing tips are clearly posted on walls and wires. The black background with gold frame makes the bulletin board areas neat and eye-catching.

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The classroom is set up for students to work in small groups while visible to teachers. Tables, furniture & signage are sized and placed to be accessible to early years students. There is a flow to the room. When students are finished an activity they can safely transition to another area. While the room is laid out in a calm manner, soft carpets, welcoming colours & pillows.

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The layout and setup of the Design Workshop classroom is colourful, visually stimulating and inviting. All the tools, materials, accessories etc are clearly visible and accessible for students to interact iwth and make use of. The furniture layout appears to encourage collaboration and student interaction. Examples of work are on display in a way that encourages creative brainstorming, engagement with unit assignments, and productivity.

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Mr. Cliff and Ms. Xu share the classroom. I love the environment here. The visuals are so well organized and helpful. The writing posters are fantastic. Reading them as an adult, I can see that they are carefully crafted to scaffold students into producing effectively structured paragraphs and essays that allow them to integrate critical thinking and build coherent arguments. At the back of the class, there are many items that help keep students organized and aware of what they are studying.

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It's evident that students' work takes center stage, promoting a student-driven environment. Students' ideas are prominently displayed, grouped by their work and supported by two teachers. The classroom is well-organized, with labeled resources and student work throughout. It creates a valued and student-led learning experience.

Kyoung Eun

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The classroom is thoughtfully designed to accommodate both collaborative group work and quiet individual work. The arrangement of desks in groups of 3s and 2s facilitates effective group discussions and collaboration among students of various group sizes. Additionally, the presence of a single desk provides a space for uninterrupted individual work, allowing students to concentrate on independent tasks. The inclusion of 2 sofas and a red lounge chair creates comfortable reading areas, enabling students to engage in quiet reading activities in an English classroom setting. This well-designed environment promotes both collaboration and focused, independent study, enhancing the overall learning experience for students.

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Teachers who share this room EY 301: Ms. Andrea, Ms. Jasmine, Li

Observer: Laurie Seen

The classroom layout is arranged in a logical manner for K5 students to find their way around the room.  The environment is colorful and friendly, with many informative charts, posters, labels and anchor charts hanging around the room.

1.     There is plenty of spaces for children to present their work.  There is an open space in the front where children can come up and share.  There is also plenty of wall space for student work.

2.     There are several bulletin boards and the whiteboards up front that can be used for displaying student work as well as for exploring ideas and student progress. The daily schedule is displayed at the front of the room for students to see clearly.

3.     There are several areas that display aspects of the IB, such as a bulletin board dedicated to the Learner Profile Attributes.  There is also a bulletin board of “good choices” students can make in the class that encourage students to be principled and self-management skills.

4.     In addition to the visuals already mentioned, the classroom has the essential agreements posted clearly as well as Phoenix signs specific to ISNS, such as the voice level sign.  There are also extremely helpful anchor charts to guide students in both their literacy and math instruction.  My favorite one is the chart that distinguishes between Letters, Words and Sentences.  As a former K5 teacher, I know how important it is to have a chart like this as a reference for children.

It was a pleasure to be in such a warm and informative environment.  The space is set up well to be a third teacher!

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This is a wonderful art space. When I snooped around I noticed piles of neatly stacked notebooks used as individual sketch books. Each area of the room is spacious and suitable for creativity. Good layout for visual arts.

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This art space has all kinds of resources where students freely use what they need to create and complete their projects.

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The back wall is totally full of art, boasting students' pieces. It's neatly arranged but abundant.

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Science teachers share this space.

The classroom layout does not provide much flexibility due to the arrangement of the lab tables. In addition, wiggle stools are provided for studentss as chairs. During the mini-lesson, the teacher allowed students to stand or sit in flexible seating. Backpacks were set in a specific area of the classroom, but the tables were cluttered with supplies, giving the appearance and feeling of being a little chaotic. This type of set up allows for easy group collaboration. There are areas that students could work independently by moving their stools if they desired.

There is a mural painted on one of the wall covers, but otherwise the walls are bare. There are some posters hung on the bulletin board, and a little bit of student work samples displayed on one bulletin board. The institutional feeling of the room does not feel relaxing, but seems to give the feeling of a sterilized environment, which is appropriate for a Science Lab. There could be intentional ways to make the space feel more student centered and warm, however.

-KLaw

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Teachers who share this classroom: Ms.Trujillo, Ms.Fiona, Ms.Yin,Mr.Bivens

There are posters and students` works displayed on the back wall of the classroom which

are very clear to students that they can show their works and have a look at their classmates work.

You can easily found the Central Idea and line of inquiry and concepts of that Unit they are learning about in the front wall

right after you enter the door at the same side with the whiteboard. You can see that day's timetable for each class on the left

side of the white board in front of the classroom so that students have a clear mind about when they are going to have

what class in a logical way. They are long benches and mats and cushions around the classroom which make it looks cozy

and comfortable for students to read and discuss with their partners. There are some pots of beautiful plants next to the

window and around the classroom which make it so vibrant for students to enjoy.

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Grade 9 students were practicing musical performances in classroom 603. Working with resources and space available, the students were also able to utilize the roof to work in small groups. This allowed students to practice loudly, without worrying about disturbing anyone else! Opening up the classroom outside of the four walls allowed students to be creative and collaborative, aligning with the ATLs being practiced in this lesson.

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There are LED strips lighing up on the white board and handing up, which makes me feel warm. There are designated seats for students by homeroom, I, L, T shapes, students get to see each other from different angles.

Daily schedule is displayed on the whilt board, as well as the UOI, Math, Languages posters on the bulletin boards.

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This is an ICT lesson, Mr Bivens brought Vex Go kits to introduce the new lessons. Instructions were displayed on the screen, students do hands-on building using the robotic components by following the instruction, they learn and practice the verbs (i.e. snap), nouns (i.e. Green Angle Beams) through out the activity.

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The classroom is set up in such a way that students can work individually, in small clusters, or in 1 large group. I like the variety of seating arrangements, ranging from tables seating between 3 to 8 students, to a couple of cozy corners with cushions that accommodate between 1 to about 5 students. There is also a semicircle of chairs facing the screen where larger numbers of students can gather for full class activities. The two teachers each have a worktable set up on opposite sides of the roo which, I assume, offers them an unobstructed view of the students. There is plenty to look at and admire on the walls and hanging from the overhead wires, including strands of fairy lights that serve to warm the atmosphere of the room.

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The classroom has flexible arrangements of seating for students to work independently and collaboratively. The lesson intentionally utilizes Poe and AI to augment the student inquiry into bias. Teacher provides examples of prompts and inputs to effectively utilize AI to help student research and thinking. Large screen at the front outlines procedures and has a timer to help students manage time. Technology usage expectations are not visible or displayed, however students report that they know what they are and are not permitted to do with technology and feel that the teacher trusts them to be principled with their devices. Observed by Virginia Lee

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The classroom has space for student work to be highlighted, and also has a very helpful sign for students on what to do if they have finished their tasks. More generally, there is signage for the ATLs and Learner profile, as well as signed encouraging students to speak English. I noticed a lack of math-specific signage, but perhaps it is not needed since there is a lot of work on IXL. Observed by Virginia Lee

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Miss Elie's class (shared with Mr. Cliff). Classroom has an awesome mix of seating, allowing students to work in big and small groups, and have a rest from normal seats. Room has a relaxed feel, in a way that promotes thought and work.

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Limited need for resources- but books and materials are placed in clear view of students. Books in particular are on display, and are close to the 'comfy seating' zone.

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Lots of resources on walls- perhaps too many in some areas. Big posters provide some useful writing information, but some info is too small to be easily read at a distance.

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Students using laptops, Teams assignments, and Canva to produce SMART goals and the first things needed for a plan. Apple Classroom used to monitor laptops and projected to main screen.

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Ms. Lucy and I enjoyed observing Mr. Jovan's track and field class. The layout he had set up was perfect for the activities. He had designated areas for meeting with students, answering questions, and encouraging discussions. In addition, there was a quiet area with comfortable benches where instructions were given, and students could ask questions and seek clarification about their learning engagement. Mr. Jovan incorporated diverse activities that effectively utilized both the field and the track. The field served as an excellent space for warm-up exercises, while the track allowed each child to showcase their running abilities and participate in exciting collaborative relays. This setup enhanced the teaching of track and field skills. The class environment was pleasant and stimulating. The students seemed genuinely happy to participate in each activity, giving their best effort and following along enthusiastically. It was a joy to see their active engagement and willingness to learn. The layout and ability to create a positive learning atmosphere made the track and field lessons enjoyable for everyone involved.

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Mr. Cliff's classroom is equipped with a plethora of resources that align with the current tasks. These resources serve as valuable references for students when they have questions or need additional support. Additionally, Mr. Cliff fosters a supportive environment by posting students' work, which serves as an encouragement for them to excel. When students see their work displayed on the board, it motivates them to perform well and also allows their peers to review and learn from their achievements. Comment by Chien

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This is a very small room. Hea Jung teaches math HS here. It is organized as a classroom with 12 seats facing the screen. The side walls are covered with command terms and unit posters. There are 3 rows on each side so we can walk in the middle where the teacher can see students work easily and talk to each of them individually. The teacher's desk is at the back of the room which gives more space for the student's seating arrangements. It feels like a productive class setting.

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Classroom T206 with Ms. Sheena and Mr. Mark

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Classroom T206 with Ms. Sheena and Mr. Mark

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Students can use ipads to search for words they don't know while writing. The teachers gave individual support to students while they write. I see technology integrated in students' learning and will also use technology more to support my teaching.

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T109: Shared by Ms. Celine, Ms. Lexi, Ms. Lianne, and Ms. Lee

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T109: Shared by Ms. Celine, Ms. Lexi, Ms. Lianne, and Ms. Lee

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A large space where students can easily see the variety of musical instruments such as drums, xylophones, etc. These are routinely used for collaborative work, as well as for instrument exploration.

The iPad cart is easily rolled out for tech integrated activities. Cupboards have extra supplies, although these are mostly not labelled as they are for teacher use only. Bins with various instruments are clearly labelled in English. There is a small library shelf with English music-related books.

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Teachers who share the room: Mr. Delsandro and Ms. Zhang.

The Biology/Science Lab in 308 has a very pretty mural of the Central Nervous System that always leave a positive impression of me even though I've been in the room so many times before. It sets the mood for the room.

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Student works from summative assessments, class activities and tasks are displayed on the walls both in the front and back. ATLs, learner profile attributes, and the global contexts are posted on the walls. The classroom also has various math resources accessible to students, such as calculators, rulers, protractors, etc.

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Technology Integration: puzzel.org

J-curve effect

The classroom is indeed set up for students to engage in collaborative technology-based projects. The tables (and seating arrangements) are conducive to collaborative endeavors. Ample space between sets of tables (within an already large classroom) allows for easy transitions between class-wide activities and pairs/individual tasks.

Lesson: the whole class gathered for a video and Q&A follow-up (responding to an online video that is based on the Marshall-Lerner Condition and the J-curve effect). Then students broke into the pairs/individual task of assembling a J-curve puzzle online.

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The environment is flexible and adaptable to accommodate the changing needs and interests of students. It encourages collaboration, communication, and social interaction among children, teachers, and the community. Spaces are designed to facilitate small and large group activities, as well as individual exploration.

An Chan

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Students work are presented in a very appraoching ways in the classroom wall. Induvidual connection is frequently made with students through the check-in cookies, magnateic lego board and classroom job board in a form of early years' style. I can tell that the classroom is student centered.

-Huini

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Teachers in this space: Liezl, Miranda and Ernie. This is for MS and HS Music.

There are posters all around the room that speak to

1. Language usage - differentiation guidance applicable to both the teacher and the students about showing their understanding.

2. Subject specific terminology - The Elements of Music are used in most classes and these are shared and easily accessible for students and for teachers to refer to.

3. ATL reference - these are referenced on the board for students to understand the focus of the lesson, also displyed on the PPT for the lesson.

4. All the school required documentation and school policies are also displayed at the front of the class.

5. Band information - in the band section there was also a progress chart in a colorful display. I can assume this goes a long way to encourage students to continue to focus on improving their skill level.

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The classroom is set up in a way that invites musical creativity within the students as well as an authentic engagement and balance between technology and student inquiry. Devices (loop station, Ableton, just to mention a few) are all set up and ready to be used. It is evident in the student engagement with this technology that a solid, clear expectation as well as understanding of technology functioning has already previously been established and students are not afraid to explore musically when in use.