Date Time Grade/Subject
8/24 12:30 1st Grade/Whole Group Math
8/24 1:30 2nd Grade/Fine Arts (Music)
8/25 9:30 K/Whole Group Phonics
8/25 10:30 2nd/Small Group Guided Reading
EOCS7450 University of Georgia
The school in which the observations took place is currenlty in its fourth year of implementing Learning Focused Schools (LFS) strategies. In each of the classrooms observed, LFS strategies were evident. Collaborative pairs were used to assess understanding and mastery of skills. Questioning techniques focused on higher order thinking skills. Graphic organizers were implemented as a means of organizing information into manageable chunks. In particular, it was noted that LFS strategies were incorporated into the fine arts curriculum in both the classroom observed and in other areas of the fine arts department. This "consistent" and "pervasive" implementation is encouraged by the LFS model.
Both the kindergarten classroom and the fine arts classroom incorporated a variety of classroom management techniques which provided for clear expectations. Classroom schedules were posted on the wall, materials were clearly labeled, collaborative grouping was utilized and appropriate behaviors were modeled. In addition, each of the four classrooms observed had developed a classroom behavior management system consistent with that of the school-wide "flip a card" system. Misbehaviors were redirected while positive reinforcement and encouragement were used.
Another trend evidenced in each of the four classrooms observed was an emphasis on vocabulary and writing. Daily vocabulary words and character words were displayed on word walls and students were encouraged to use these resources during "writing workshops". Two of the four classrooms had clearly established areas for writing. Each of the four classrooms had provided materials and supplies for writing activities and the daily schedule reflected daily writing times.
Differentiated instruction was evident both in classrooms where a collaborative para-professional was used to provide inclusive services and in the fine arts classroom where special education students recieved services through regular education classrooms. In each of the classrooms observed, instruction seemed to be predominately teacher directed. However, there was some evidence of collaborative work among students. Students were encouraged to share with each other and reflect upon activities as they were completed.