Resource - High/scope In The Elementary Classroom

HigH/SCoPE ELEMENTARY
rooms, with an emphasis on cooperative
learning, feature group seating at tables
in the various interest areas. individual
work areas are also available for quiet,
independent work. These individual
areas may include a space in the reading
area or at the teacher’s desk, or students
simply may be encouraged to take clipboards
to quiet areas. Children’s work
places in each of the learning areas
serve a dual function as a place where
students can accomplish their work and
as a space where the materials in that
particular area can be explored by all
children during plan-do-review.
Wall Displays
The walls of traditional classrooms
typically feature commercially-made
posters, precut designs, and other readymade
displays purchased by teachers
for their instructional and decorative
value. in a High/Scope setting, teacherprepared
bulletin boards are limited to
messages for children, information for
parents, and weekly schedules. The classroom
becomes instead a representation
of children’s learning and discoveries.
Teachers create a print-rich environment,
displaying student writing as well
as labels, important messages, group
writing samples, and schedules, because
students learn to read by trying to make
sense of print they encounter in their
everyday activities. in addition to featuring
lots of print, the walls become
covered with children’s creations — art-
High/Scope classrooms
emphasize
cooperative learning
by featuring
group seating at
tables in the various
interest areas.
work, science, and math projects, for
example — and photographs of the
children at work time with written descriptions
of their activities below. The
students themselves select the pieces of
their work they would like to display
rather than the teacher choosing the
“best” or “neatest.” Allowing children
the opportunity to display work that
is meaningful to them leads to their increased
self-esteem and sense of belonging
in the classroom.
In a High/Scope elementary classroom, shelves, containers, and baskets are clearly labeled and placed
within children’s reach.
Content Workshops and
Curriculum
Setting up the classroom according
to High/Scope principles better enables
teachers to meet the curriculum requirements
of their state or province using a
model called “content workshops.” These
are small-group instructional workshops
planned by teachers around specific
content in the major subject areas of the
curriculum. Teachers introduce content
workshops by giving a brief lesson on a
particular topic or subject; then children
move to table groups or other suitable
places in the classroom, such as the reading
area or carpet area, and begin to implement
what they’ve learned by using
and manipulating related materials.
What does a content workshop look
like? Three or four small groups of
children (assuming a classroom size
of approximately 20 students with one
teacher) work at separate stations and are
engaged simultaneously in curriculumrelated
activities using various materials.
The children then rotate among the tables
in order to experience all activities. The
teacher’s role during a content workshop
is similar to a teacher’s role in a pre-K
small-group time. Specifically, the teacher
focuses on the children, assesses skill
and knowledge, challenges, extends, and
encourages learning through open-ended
questions and authentic conversation,
sharing control with students.
A math content workshop, for example,
might include estimation of length as
the curriculum focus. Following a brief
discussion with the whole group about
the concept, the teacher would then have
prepared activities at separate table
groups. instructions for these activities
would be given verbally, as well as
visually or in written form, according to
the developmental level of the students.
Table group “A” may have a variety of
standard measuring tools, including
yardsticks, rulers, and measuring tapes
for students to explore the classroom
environment. The focus for this group
www.highscope.org ReSource Fall/Winter 2008 13