Comparison of teachers' and expert judgement's perceptions of the Integrated Thematic Instruction (ITI/HET) Affordances of Highlands Elementary school grounds

Abstract

Highlands Elementary school grounds were originally constructed for play. Use of settings for teaching using Highlands Integrated Thematic Instruction (ITI) approach varied; some teachers were unaware of teaching opportunities that the settings "afforded." The author hypothesized that by comparing teachers' affordance perceptions with the author's "expert judgment" perceptions, opportunities could be identified to improve the "fit" of teachers' and expert judgments' perceptions in ways that would enhance suitability for teaching.Three settings were rated by teachers and expert judgment. Data was interpreted at and across settings regarding Science, Health, Social Studies, Student Inquiry, and teaching using Students' Senses ITI affordances. Relatively similar patterns were found in Science, Student Inquiry, and teaching using Students' Senses affordances. Health and Social Studies affordances were perceived differently. Differences helped interpret and infer potential opportunities to alter teaching activities and intervene in setting design to enhance suitability for teaching, and in suggestions for professional development.