Gray Elementary School
"A New Beginning"
Our school is located in the rural community of Gray, 40 kilometres south-east of Regina, Saskatchewan. At present, we serve kindergarten-grade six students in a multi-level setting. Students are placed in a multi-level weekly groups. A group may consist of a Grade 1, a Grade 3 and a Grade 6 student. Students are placed in multilevel groupings of two-three at a table. They are in a group for one week and then rotate to a different table and group. Students keep their weeks work in a folder which is handed in each Friday to be evaluated. The students receive their weekly evaluation at the beginning of the following week with anecdotal results in each areas of study and recommendations for improvement. A copy of the evaluation is sent home in their communication books for parents to keep. While focusing on academic pursuits, they are also focusing on social skills as they learn to work interdependently to solve problems and work together on the tasks set before them.
Each student has a role in their group: recorder, researcher or organizer. The recorder is expected to record the information the group needs in writing, on the computer, tape recorder... The researcher is responsible for locating the resources their group needs: books, asking questions/interviewing, Internet... The organizer is responsible for making sure the group has what it needs to complete the task, remind group members of focus and seeks teacher assistance when necessary. The role assignments are decided by the groups, with students changing roles daily.
Students are taught curriculum requirements through the themeing approach. For example: In the theme of "Chocolate", students are taught all subject matter in connection to the theme.
Assignments and lessons are organized with ability levels and learning styles in mind. If a unit on geometry is being studied, all grade levels will be studying the concept of geometry appropriate to their ability level and curriculum requirements for their grade level. For example: The concept of symmetry would be introduced and expanded in accordance with curriculum requirements and student ability.
We believe that students need to be placed in situations where they experience the concept wherever possible. Hands-on activities are a daily occurrence in our school. Students are given the opportunity to share their understanding by explaining and demonstrating their learning to others, within their group and to the class. We believe that learning truly occurs when understanding is demonstrated, verbally and non-verbally.
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