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The High Scope Model

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by

Jan Pettersen

on 7 December 2015

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Transcript of The High Scope Model

The High Scope Model
The High Scope Concept
Roles in the Classroom
Classroom Materials
Evaluations
Classroom Environment
It is important for children to have a set daily routine.
Nothing is a surprise and children are notified plenty in advance when there are changes to the schedule.
Plan-do-review sequence- children are active in the planning of activities that they want to do while keeping the teacher involved throughout the learning experience.
The classroom is set up into many different stations with various materials at each.
Materials are put in places that are easily accessed by the students.
Encourages children to try many different activities.
Materials are diverse in order to represent different cultures.
Materials are chosen to reflect the childs interests but also to spark new interests.
The materials that are found in the classroom tend to be very universal and can be used in many different situations in order to promote creativity.
Educators also try to find real life materials that children will use in their every day lives.
Criticisms
"The name "HighScope" refers to the organization's
high purposes and far-reaching mission."
Background
http://www.youtube.com/user/HighScopePreschool/videos?view=0
Variety of Videos from High Scope:
Child Assessment
Program Assessment
Educator
Children
Mission and Vision:
"HighScope Educational Research Foundation is an independent nonprofit research, development, training, and public outreach organization with headquarters in Ypsilanti, Michigan. HighScope's mission is to lift lives through education. We envision a world in which all educational settings use active participatory learning so everyone has a chance to succeed in life and contribute to society."
Model allows for children to be active learners. Educators will guide students through activities that the students plan, carry out, and then reflect on.
Educators are working along side of the students.
Communication is key, both verbal and nonverbal.
Use encouragement instead of praise.
Look to solve problems rather than just dismiss them in the easiest way.
Daily Routine
Daily Routine
Allows children to think about what they want to do while recognizing the possibilities and consequences of their choices
This relationship that the Educators and the students share allows for control to be divided between the two. The students give their ideas while the Educators listen and help to make them happen.
Daily Routine
This is the longest time period of the day in which both children and adults are active and working together to learn.
The Educator first observes the children in their learning process and interaction with others.
Then the teacher intervenes in order to encourage, converse, and scaffold learning.
Daily Routine
By involving the children in the clean up process it not only restores order but gives the children responsibility and different jobs to do.
This organization also helps students with classifying the objects they use.
Labeling is important in this classroom because it helps children with literacy development.
Daily Routine
This time is for the children to converse with each other and the teachers to explain what they have done.
Can be done verbally, through pictures, models, or any way they want to share.
This time allows for children to pick out the things they liked about their activity and what they didn't like.
This often leads to future plans based on what was beneficial.
Small Group Time
Small group activity is based on problem solving using things that the children are interested in or have just learned about.
All children should be involved in this and teachers should ask open ended questions to promote learning.
Children are able to get up and move in order to use their bodies to help problem solve.
Large Group Time
This time is used for children and teachers to sing songs, put on puppet shows, play instruments or reenact an event.
Children are able to interact with each other and imitate what others are doing. They also can march, match the beat of a rhythm, or move around to songs.
The children are very active in their own learning.
They are able to decide what they want to learn.
With guidance from the educator the students are learning through problem solving and social interaction with others.
Planning Time
Work Time
Clean up time
Recall Time
Daily Routine
Daily Routine
Students are assessed by observations and notes that Educators make each day. This is based on progress that the student makes. These notes are then compared to the COR categories in order to classify and rate the students.
Child Observation Record (COR)
Program Quality Assessment
(PQA)
63 key points within 7 domains: learning environment, daily routine, adult-child interaction, curriculum planning and assessment, parent involvement and family services, staff qualifications and development, and program management.
Observers use a checklist of items when rating the program as a whole and then they choose one final grade.
History of High Scope
Established in 1970 by David P. Weikart, PhD (1931-2003)
Program originated from the Perry Preschool Study which was conducted in order to help children overcome poverty.
This idea was later used in the Head Start programs
Theorist's Ideas Embedded in
High Scope
Jean Piaget- Children are active learners.
Lev Vygotsky- (Social Learning Theory) Development happens when put in social situations.
Adults are able to offer guidance and scaffold children in their learning.
http://secure.highscope.org/Content.asp?ContentId=761
Overview
References
- ONLY high/scope that qualify as high/scope. So preparing a child to write their name by having
them trace over a nameplate before they play is
not a "high/scope" activity
- Limited online assessment tools available,
- High Scope Curriculum/Assessment Tools are expensive,
- Large amounts of paperwork
COR Categories:
Infant/Toddler COR Categories:
Sense of self, social relations, creative representation, movement, communication and language, exploration and early logic.
Preschool COR Categories:
Initiative, social relations, creative representation, movement and music, language and literacy, mathematics and science.
Roopnarine, J., & Johnson, J. E. (2009). Approaches to early childhood education. (5th ed.). Upper Saddle River, NJ: Pearson.
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
(Roopnarine & Johnson, 2009)
High Scope Educational Research Foundation. (2013). Retrieved from http://secure.highscope.org/
(High Scope Educational Research Foundation, 2013)
(High Scope Educational Research
Foundation, 2013)
(High Scope Educational Research Foundation, 2013)
(High Scope Educational Research Foundation, 2013)
(High Scope Educational Research Foundation, 2013)
Hunt, A. (2012, April 23). Harlem children’s zone: Geoffrey Canada’s efforts to break generational poverty from the Start. Retrieved from http://childrenandthelawblog.com/?tag=perry-preschool
(Hunt, 2012)
The study Results:
- children better prepared for school,
- more positive success rate throughout school
- low arrest rates as adults,
- higher employment rates, and
- lower rate for people on welfare.

Program found to return $16.14 to taxpayers for every dollar that was originally spent on it.
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