Resource - High/scope In The Elementary Classroom

HigH/SCoPE FEEDBACK
Using sticky notes and clipboards, teachers can jot down notes while interacting with children, then fill in the details later at planning time.
children. This does not mean one note
for each child in each area every day.
However, by looking back at your notes
periodically, you can see where you
need to fill in anecdotes on a particular
child and/or area of development. Then
you can be on the lookout for relevant
examples. As a guiding philosophy, consider
the following encounter i had at a
training session for camp counselors.
A young lady found out i was an employee
of the High/Scope Educational
Research Foundation, and she said to
me, “i really like the philosophy of
High/Scope, but i don’t like that assessment
part where you just have to stand
back and take a day to take notes on the
kids. i’d rather be involved with them
instead of observing them.” i responded,
“That’s fantastic that you want to be
involved with them, and i’m sure the
children want you to be involved as well.
i bet you would be able to take more
in-depth and meaningful anecdotes on
your children if you wrote them while
you were involved and interacting with
onlineCoR
Get to the COR of the Assessment Process!
OnlineCOR is the next generation of Web-based assessment
software —
Teachers: Enter anecdotes online, view planning activities, and connect with
online forums.
Adminstrators: Create an instant network and access information and reports
from multiple sites on a secure server.
Parents: View the child’s progress in an online portfolio including anecdotes,
artwork, photos, and more!
Start with the online tour at www.OnlineCOR.net — it’s worth the time, and
worth some thought.
them.” i suggested using sticky notes, a
clipboard in each area, and other simple
strategies for jotting things down. i also
told her she didn’t need to write a com-
By looking back
at your notes
periodically, you can
see where you need
to fill in anecdotes
on a particular
child and/or area
of development.
plete anecdote on the spot — just enough
to jog her memory so that at planning
time she could fill in the details. “Try it
and get back to me to let me know how
it went,” i concluded. At our next encounter
she told me that she was able
to get more out of her notes now that
she had an easy way to do them that
didn’t interrupt her play and interactions
with the children. She was now able to
see much more growth developmentally,
socially, and in all areas of their “bright
little lives.”
www.highscope.org ReSource Fall/Winter 2008 24