Standard HIVES

Great for:

  • Collaborative group work
  • Supporting interaction of student technology with wall screens
  • Facilitating group formation (especially for shy students)
  • Giving instructor easy access to all students
  • Peer-to-peer teaching and learning
  • Jigsaw activity

Keep in Mind:

  • Not as conducive to traditional lecture format (no “main” screen, no central visual focus, increased distractions)
  • Have a plan for group formation
  • Students may have trouble focusing as there can be more noise and distractions
  • May be particularly difficult for students who identify as easily distracted

Rows

Great for:

  • Increasing productivity by improving focus on individual work and/or instructor
  • Traditional pen and paper tests
  • Supporting activities that require a central point of focus (lectures, presentations, demonstrations)
  • Partner work

Keep in Mind:

  • Decreased student-centred discussion and collaborative group work
  • Uneven distribution of instructor-student interaction (neglected back row)

Circle

Great for:

  • Facilitating group conversation and sharing
  • Increasing meaningful student interactions as everyone is at the same eye level (including instructor)
  • Giving everyone a voice as there is no designated leader
  • Individual and large group work (when tables are present)
  • Presentations that don’t require an AV central focus
  • Poignant end of semester activities

Keep in Mind:

  • “Unplugged”
  • Circle without desks may make students feel vulnerable and uncomfortable
  • Not great if a central visual focus is required

Horseshoe

Great for:

  • Both teacher- and learner-centred lesson formats; Giving instructor easy access to all students
  • Facilitating large group discussions
  • Demonstrations, roleplay, simulations (everyone has a good view)
  • Debates (students can all see each other)
  • Partner work

Keep in Mind:

  • “Unplugged”
  • Requires more space than many other configurations
  • Not so great for small group work
  • Could be intimidating for shy students (sense of exposure)

Cabaret

Great for:

  • Collaborative group work
  • Supporting use of student technology with wall display screens
  • Facilitating group formation (especially for shy students)
  • Giving instructor easy access to all students
  • Peer-to-peer teaching and learning; central focus activities (mini lectures, presentations, etc.)
  • Jigsaw activity

Keep in Mind:

  • “Unplugged”
  • Students may have trouble focusing as there can be more noise and distractions
  • May be particularly difficult for students who identify as easily distracted
  • Have a plan for group formation

Runway

Great for:

  • Smaller class sizes
  • Teacher-centred lessons (traditional lecture format)
  • Discussions and debates
  • Demonstrations
  • Roleplay
  • Simulations
  • Partner work
  • Games with two teams
  • Panel discussions

Keep in Mind:

  • “Unplugged”
  • Requires space
  • Not great for small group work
  • Some students may feel vulnerable/exposed

The Change-Up

Great for:

  • Novelty-changing things up
  • Teacher-focused lessons
  • Pair-work
  • Instructor has easy access to all students
  • Games with two teams

Keep in Mind:

  • “Unplugged”
  • Unequal student access to whiteboards
  • Less conducive to small group work

Open Space

Great for:

  • Smaller classes
  • Hands-on activities
  • Gallery walks
  • Roleplay
  • Simulations
  • Demonstrations
  • Games
  • Panel discussions

Keep in Mind:

  • “Unplugged”
  • Have a strategy to maintain students’ attention so that it doesn’t become a free-for-all
  • Limits whiteboard access

Giant E

Great for:

  • Opportunity for students to work in small groups or independently depending on their preference
  • Instructor has easy access to all students
  • Games with two teams
  • Learner-centred lessons
  • Jigsaw activity

Keep in Mind:

  • “Unplugged”
  • Not ideal for teacher-focused activities
  • Unequal student access to whiteboards

Student's Choice

Great for:

  • Learner-centred activities
  • Empowering students to take responsibility for their learning by identifying how they learn most effectively
  • Meeting the needs of learners with differing learning styles (differentiated instruction)

Keep in Mind:

  • Students may need help making effective choices – clearly communicate options and expectations
  • Requires flexibility in lesson planning
  • Have a plan for focusing attention when required