Resource - High/scope In The Elementary Classroom

HigH/SCoPE ELEMENTARY
In the High/Scope elementary classroom, children learn by doing — working with hands-on materials and
initiating many projects of their own choosing.
For example, if a teacher in a High/Scope
classroom is teaching the concept of
patterns in math, students would likely
be encouraged to select a handful of
materials for making series and patterns
(e.g., coins, buttons, beads and string)
from any area of the classroom. Children
may then choose to select other materials
(e.g., thread spools, paint brushes, tape
rolls) during science when they are
asked to compare objects in terms of
how fast they roll down a ramp. Again
during art, when the students are asked
to use flashlights to capture shadows,
children may select materials from the
environment to incorporate as part of
their learning.
Activity areas are stocked with
manipulatives related to curriculum
topics and children’s interests; these
materials are well organized and stored
in consistent locations. Shelves, containers,
and baskets are clearly labeled and
placed within children’s reach. The type
of labels used in a classroom will vary
according to the developmental stage of
the children. Kindergarten children are
often still picture-reading at this stage
and require labels that incorporate pictures.
As children’s decoding abilities
develop, tracing labels (which show the
outline of an object) and labels with
words are often sufficient. once the
areas have been established, and mate-
High/Scope is for
Elementary-Age
Students Too!
In this new workshop, you’ll discover what plan-do-review looks like in
a K–3 classroom, learn how to plan meaningful content workshops, as well as
gain practical ideas to set up a learning environment that meets local, state,
and regional guidelines and High/Scope principles.
FW-IN521 $675/participant
rials labeled, the areas themselves are
labeled with names.
Stocking the areas with materials
traditionally found in teachers’ closets
and cupboards is a big change for teachers
switching to a High/Scope approach.
This change often requires teachers to
let go of some personal control. As i
have trained groups on how to set up
their elementary learning environments
according to High/Scope principles,
teachers often worry they will run out of
materials by the third month of school.
This point is a valid one, as teachers do
not receive large budgets to replenish
their classroom supplies, and so i reassure
teachers new to High/Scope that
they do not need to put all their materials
out at the beginning of the year. For
example, they can add materials such as
paper, glue, and other art supplies that
tend to diminish as the year progresses.
giving children access to materials
provides them with an opportunity to
be responsible for their environment
and to make purposeful choices about
materials they select to work with. This
supports their developing independence
and sense of initiative.
Activity areas are
stocked with manipulatives
related to
curriculum topics and
children’s interests;
these materials are
well organized and
stored in consistent
locations.
Seating
in a traditional classroom, the teacher’s
desk is typically the focal point of
the classroom, and children sit in neatly
arranged rows of desks (with the most
“difficult” students strategically seated
near the teacher). High/Scope class-
www.highscope.org ReSource Fall/Winter 2008 12