Lab observation #1 EDEC 206 Name: Joanna Lende_

Location: Polaris K12 Date_9/15/11 Hrs 11:15 to 4:15

1. Observe the setting, ie. Materials, storage, displays, seating arrangements. Describe briefly, note any outstanding or unusual elements of the setting.

There are not seat assignments in the classroom, and the layout is clearly a reflection of an optional school in that children have a choice in multiple aspects of their learning. The art materials, books, math manipulatives, and other supplies are all low to the ground and accessible by all children. Something unusual about this classroom is that a few of the wall panels that separate Mike’s K1 from a 2/3 split next door are missing so the students can see each other and hear the teachers and students in the older class.

2. Describe the “messages in the environment” as children might experience them. Do you see evidence of different cultures, family configurations, and children with disabilities?

I can tell that this classroom is very student centered and that the environment supports independent, investigative, and discovery based learning. The students are welcome and comfortable in the classroom because the tools that the teacher and students use are all shared and accessible by all at all times. I do not notice children with an obvious disability, however the families of the children are included in the classroom through pictures and information posted. The classroom gives off a community feel through the pictures and labels of everyone in the class posted on the wall at eye level for the children. The children are encouraged to write letters to each other and can learn how to spell each other’s names by looking at the picture and copying the spelling of their name before placing the drawing or letter in the individual mailbox of that student.

3. What do you like most about this classroom?

I love that this classroom is called, Mike’s K1 family group. I feel that the children feel respected and included in this kind of an optional setting in multiple ways. Another aspect that I love about this classroom is that the children are called by their first names, as are all the teachers, administrators, and faculty. The students seem to always have a choice and with that they are simultaneously given responsibility for doing what they know they should be doing even though everything is accessible to them at all times.

4. What do you see that prompts thinking or play about:

Math? Reading/writing? Culture/community? Science?

Because this is a K1 classroom the agenda on the board clearly describes specific times for reading, writing workshop, science, and math. However, I feel that throughout the day all the subjects are integrated through play, choice, and investigation. For instance, math is prompted by giving the children geo boards at choice time, allowing them to create and build with blocks for play time and math time. The children also are involved in a lot of “interactive writing” with the teacher. Having the children read quietly during all transition periods always prompts reading. Also, there is generally a read aloud associated with the introductions to every subject. Culture and community are prompted mostly through books and conversations. Mike does a great job of listening to what the children have to say and giving children time to share something about themselves in various ways throughout the class period (such as author’s chair, sharing time, writing letters, etc). The classroom library has a great set of books that depict all different cultures and communities. One of the greatest ways that culture and community are shared and prompted is through songs, poems, and rhymes. Mike used to teach at a Waldorf school and he shared a lot of songs and poems about the earth, community, cultures, families, and taking care of one another. Science is also prompted through the sensory table, books, and specific investigations. The children went into the habitat, caught bugs and slugs, and then brought them into the classroom to draw and write about them for writing workshop. Another example is for recess on the day the children were learning about the three states of water; Mike brought some chalk outside and a bucket of water and traced the puddles. Later that day we went back outside and saw that our chalk outlines where still there but the water is gone because of evaporation.

5. Look at the week’s schedule. What stands out? Which domains of learning are addressed by the activities planned? Explain. How much play is allowed/encouraged?

What stands out about the schedule is that the day begins with choice time. I love this idea because there are bound to be late students and when children get to school they want to socialize. In order to settle children down, choice time is a great way to start the day so that children get the chance to socialize, play, and then find a seat and begin their academic day. Multiple domains of learning are written in the schedule including: word study, library, gym, music, reading, writing workshop, science discovery, math, and multiple recess times. Play is allowed as transitions between activities but tends to be more directed with books and specific materials. However recess is a time for children to play (three recesses a day) and during choice time for a good 45 minutes in the morning.

6. What elements of the environment contribute to a “print rich” environment?

The environment has many elements that contribute to it being print rich. Some of these include: books, alphabet on the wall, labels on all supply shelves, names on the wall with picture of the student, mail boxes for every student, large world map rug with labels, student’s writing and work displayed, writing folders, science journals, agenda written on the board, and the job chart. In addition, students are encouraged to write and draw multiple times throughout the day and are taught about “best guess spelling” and they always sign in on the board with a word, letter, or symbol. One thing that I really like in this classroom is that the classroom includes interactive writing often so that all the children can write something together.

7. What elements of the environment would be unlikely to find outside of Alaska, if any. What could be added to the environment to make it more “place-based”?

There are lots of natural elements in this specific classroom environment that would be unlikely to find outside of Alaska. For instance there is a: moose jaw, elk rack, whale bone, caribou spine, willow tree, wild Iris plants, large tree stump for the author’s chair, and lots of Alaskan specific books and information. For instance there are Alaska map books, Alaska native stories, and Alaskan art books. Some things that could be added to this classroom might include: an Alaskan native mask, Alaskan stuffed animals, Animal pelts and hides, model of an Umiak (traditional Eskimo boat), and perhaps a display of our Alaskan season temperatures.