F. H. Jenkins
Preparatory
School
Our educational philosophy places an emphasis on scholar growth and development through active and differentiated teaching methods. Based on this philosophy, we have adopted a workshop model. With this model, scholars not only spend time engaged in daily small group instruction with a certified teacher, but they also receive time to explore the learning content independently. We believe that it is important that our scholars have an adequate amount of time in school to “try on” learning, therefore we build into our schedule daily opportunities for scholars to engage with content independently and with their peers.
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Mathematics
In the math classroom, we use a guided math framework. The guided math framework is the primary method of instruction delivery and content reinforcement. The math block is broken into four primary stations: teacher-led group, skills review, math facts, and engaged math activity. This framework allows for increased differentiation, and targeted time with the teacher. It also takes into account a variety of learning styles, as active and engaged play is intentionally incorporated into the daily math block.
Literacy
The workshop model implemented in the literacy classroom is called Daily 5. Daily 5 allows scholars choice throughout the Literacy block. The Daily 5 has five major components: Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work. In addition to these 5 components, the teacher conducts small, teacher-led groups throughout the Literacy Block. Each day small focus lessons are conducted. Daily 5 is designed to teach children to build their stamina and independence in each of the Daily 5 tasks so they can fully engage in meaningful, authentic reading and writing.
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Our educational philosophy places an emphasis on scholar growth and development through active and differentiated teaching methods. Based on this philosophy, we have adopted a workshop model. In this model, scholars not only spend time engaged in daily small group instruction with a certified teacher, but they also receive time to explore the learning content independently. We believe that it is important that our scholars have an adequate amount of time in school to “try on” learning, therefore we build into our schedule daily opportunities for scholars to engage with content independently and with their peers.