Welcome to Room 15/16! This is a 3-4-5 multiage classroom. We teach to a wide variety of learning styles and abilities.

Tell me, I forget..

Show me, I remember.

Involve me, I understand.

 

Philosophy

The philosophy of this classroom is to encourage students to become life long learners, to be excited about learning, and to become self-directed.  Students are encouraged to construct their own meaning and knowledge, to work independently being engaged at their own level of interest and ability; the responsibility for learning is theirs.  Work is activity based and non-teacher centered, thus enabling the teacher to be the guide, the facilitator, the role model.  There is frequent interaction with technology equipment, and they are seen as tools, as aids to instruction and learning.  Assignments are open ended, challenging students to constantly pursue knowledge.

Learning is done in a variety of ways. Individual, partner, small group and whole group activities are used. Personal goal setting and evaluation allow students to identify strengths and areas of needed growth in all academic areas.

 

Cooperative Learning

Tasks are sometimes done with children working cooperatively together.  Tasks are given to groups to complete, with each member being responsible for contributing ideas, support, thought, and work in order to learn the concepts involved.  At times the result is a group product, and at other times each person record their own work.  Students sometimes work in centers and on projects as they are challenged at their ability level and encouraged to take charge of their learning.

Curriculum

Curriculum is often integrated.  Subjects are presented in meaningful experiences, woven through the curriculum in a variety of ways.  Math emphasizes problem solving and conceptual understanding, while at the same time learning facts and processes.  Science emphasizes observing and recording.  Overall, gathering, assimilating, and evaluating information is a big element in every area of our work.

Instructional Methods

Whole class lessons will take place daily.  Students will also be given the opportunity to work alone, with a partner and in small groups. Working cooperatively in groups is used frequently, whether for discussion, problem solving or centers.  In centers, students rotate through a variety of activities simultaneously.

To supplement the district curriculum we use a variety of programs that challenge students at their ability level in reading, spelling and math.  Individual progress is monitored, evaluated and assessed as it pertains to each student.

Frequent projects are provided to enable students to research and discover ideas and information, and put their learning together in an integrated format that will involve all of the curriculum areas.  Student-initiated learning underlies most of the activities.

Spelling

An individualized spelling program will be in place where students are required to take at least on spelling test per week.  Students are placed into a spelling level based on an assessment given during the second week of school.  They work through each spelling level by passing the required lists.  Students get a copy of the test appropriate fro their level, study the words and sign up to take a test on any day during the week.  They pass each test when they get 100%.  I they don’t pass, they will need to retake the test on another day.  After passing, they move on to the next test for that level. Students must pass at least 2 tests per month.

Students are also required to go through their rough drafts to check for misspellings and make necessary changes.  This is a habit and discipline that is focused on for all assignments.

Mr. Hamel & Mrs. Moneda
(206) 252-1500

John Hamel

jchamel@seattleschools.org

Sally Moneda
samoneda@seattleschools.org