Note: this post is part of a school assignment.
Prompt: Was the learning environment more student-centered or teacher/textbook driven? Did the environment focus on application rather than knowledge acquisition? What kinds of materials did teachers and students use and how do these compare to instructional materials used in North Carolina? How do teachers monitor students' progress? What types of assessments are used (at school level and national level)?
Prompt: Was the learning environment more student-centered or teacher/textbook driven? Did the environment focus on application rather than knowledge acquisition? What kinds of materials did teachers and students use and how do these compare to instructional materials used in North Carolina? How do teachers monitor students' progress? What types of assessments are used (at school level and national level)?
My placement is at the International Kindergarten Turmweg, but I also had the opportunity to visit the International School of Hamburg (ISH) for a day to see their version of kindergarten. I must say that these two kindergartens are vastly different learning environments, but that's what makes each school unique.
International Kindergarten Turmweg
This is a German kindergarten and is nothing like the American kindergarten that I've experienced firsthand as a student and prospective teacher. There are about 50 children in this facility who range in age from 2-6 years old.
The children are grouped by age for the morning portion of the day, but after lunch all the children interact together typically outside on the playground.
I spoke briefly with Erhard (the director) and Diana (my cooperating teacher) about classroom instruction and expectations of the children for when they move on to grade 1. They both informed me that the kindergarten learning environment is student-centered and somewhat project-based. From what I've observed so far it is also very much play-based, especially outdoors on the playground.
I've been in the minis' classroom thus far because Diana is one of the only English-speaking teachers and speaks English all day to the children. The minis participate in morning circle where they sing songs in English, talk about who is here or not here, count the children, discuss the weather, and practice their colors with various manipulatives and scarves.
When I arrived two weeks ago, the children were using recycled materials to create/build things or use them for various tasks; the older children learned about the different types of materials we recycle and what color bins they go in. Now they are moving on to a spring, gardens, and weather-related theme.
I did not get a chance to ask about progress monitoring or assessments because I was out sick for 3 days and Erhard was out of the office on Friday, but I will look into that.
The children are grouped by age for the morning portion of the day, but after lunch all the children interact together typically outside on the playground.
- The "minis" are the youngest (almost 2 year olds - almost 3 year olds)
- The "elementaries" are in the middle (older 3 year olds - 4 year old)
- The "preschoolers" are the oldest (5-6 year old)
I spoke briefly with Erhard (the director) and Diana (my cooperating teacher) about classroom instruction and expectations of the children for when they move on to grade 1. They both informed me that the kindergarten learning environment is student-centered and somewhat project-based. From what I've observed so far it is also very much play-based, especially outdoors on the playground.
I've been in the minis' classroom thus far because Diana is one of the only English-speaking teachers and speaks English all day to the children. The minis participate in morning circle where they sing songs in English, talk about who is here or not here, count the children, discuss the weather, and practice their colors with various manipulatives and scarves.
When I arrived two weeks ago, the children were using recycled materials to create/build things or use them for various tasks; the older children learned about the different types of materials we recycle and what color bins they go in. Now they are moving on to a spring, gardens, and weather-related theme.
I did not get a chance to ask about progress monitoring or assessments because I was out sick for 3 days and Erhard was out of the office on Friday, but I will look into that.
International School of Hamburg (ISH)
Kindergarten at an International School is practically identical to American kindergarten. At ISH, teachers work with children 5-6 years of age to prepare them for Grade 1 (first grade). Instruction is textbook/teacher/curriculum driven.
ISH uses the International Primary Curriculum (IPC) for their instruction. There are four broad units of study that are covered throughout the year; the current unit being covered is about flowers and insects. ISH also uses Common Core Standards for math and they are in the process of utilizing additional standards for literacy and language instruction.
The International School is very fortunate when it comes to instructional materials because they have so much to offer the children. They aren't facing budget cuts like schools in North Carolina and all over the United States.
Teachers use the IPC to monitor and assess children's learning of the material. The teachers have parent conferences twice a year (once in November and again in May) to talk about children's academic and developmental progress. Additional parent conferences can be made throughout the year as desired by the parents.
This month, children in kindergarten will be participating in the School Readiness Test, a pre-screening instrument, which is designed to identify children's developmental readiness for Grade 1.
ISH uses the International Primary Curriculum (IPC) for their instruction. There are four broad units of study that are covered throughout the year; the current unit being covered is about flowers and insects. ISH also uses Common Core Standards for math and they are in the process of utilizing additional standards for literacy and language instruction.
The International School is very fortunate when it comes to instructional materials because they have so much to offer the children. They aren't facing budget cuts like schools in North Carolina and all over the United States.
Teachers use the IPC to monitor and assess children's learning of the material. The teachers have parent conferences twice a year (once in November and again in May) to talk about children's academic and developmental progress. Additional parent conferences can be made throughout the year as desired by the parents.
This month, children in kindergarten will be participating in the School Readiness Test, a pre-screening instrument, which is designed to identify children's developmental readiness for Grade 1.