multiage learning handbook of the teacher being the only person in the classroom that has knowledge...
TRANSCRIPT
Multiage Learning
Handbook
Written by Sandra Cormican
In collaboration with
The St. Paul School Multiage Team:
Jana Boschee
Louise Bridgeman
Carolyn Davey
Carmen Larsen
Matthew New
Robyn Stephanic
Contents
1. Preface ..…………………………………………………………………………………………. 2
2. Multiage definition ……….......................................................................................... 3
3. Multiage philosophy ………………………………………………………………………. 6
4. Alberta Education: Goals for Student Learning…………………………………...9
5. Multiage benefits ……………………………………………………………………………. 10
6. Multiage best practices …………………………………………………………………… 12
7. Getting started ………………………………………………………………………………….13
8. Research resources …………………………………………………………………………...15
9. Online resources ………………………………………………………………………………..16
9. Appendixes ………………………………………………………………………………………...
A. Split Grade vs. Multiage Chart ………………………………………………..18 B. Examples of Differentiation in a Multiage Classroom ……………...19 C. Multiage 2Year Planning Guide ……………………………………………..20 D. Theme/Unit Planning Guide …………………………………………………...25
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Preface
This handbook is designed for staff (teachers/administrators/educational assistants) who are currently working, will be working or are interested in working in a multiage school. It is intended to help staff understand the philosophy behind multiage learning, best practices and where to get started in the planning process. The ideas presented here are based on online resources taken from teachers and schools already implementing multiage learning, as well as research articles. There are several key components to the multiage philosophy; however there is also opportunity to structure it to meet the unique needs of individual schools.
St. Paul School started the multiage process in the 201415 school year with one mulitage class and increased to six multiage classes in the 201516 school year. We are by no means experts, but we are learning a lot about the philosophy, benefits and processes by actually living it. We have seen many benefits to the multiage learning set up and are excited to share our knowledge with other staff and schools.
Sincerely,
the St. Paul Multiage Team
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Multiage Learning Definition
A good place to begin, is with our definition of multiage learning, as there is often confusion when talking with fellow teachers, parents and support workers as to what the term “multiage” actually means and how it differs from a “split grade” or “combined grade” classroom. The basic definition of multiage learning is very simply an environment where children of ages spanning more than one calendar year, are learning together. However, this definition can also encompass a variety of multigraded classroom configurations such as the above mentioned split grade or combined grade. The multiage learning configuration that we are discussing in this handbook is: the purposeful placement of children of ages spanning at least two calendar years, of varying abilities, for two consecutive school years with the same teacher in the same classroom. Let’s take a closer look at each of these components: “the purposeful placement” Whereas configurations such as “split” or “combined” grades are generally implemented on a yeartoyear basis based on student numbers and/or classroom space; the multiage classroom is deliberately implemented and intended to be a permanent solution with the best interests of student learning in mind. “of children of ages spanning at least two calendar years” Multiage classes can be of many different configurations, but are mostly combinations of 2 or 3 calendar years. In a traditional classroom, students are grouped together based on their birthdates, which can range from January to December of the same birth year or from January of one year to March of the following year. This gives the false illusion that students are developmentally and academically equal, which they are not. A child born in January is significantly different developmentally than a child born in December of the same year. Therefore teachers will still have a range of developmental stages and varying degrees of academic abilities. The reason for putting at least two birth years together, is to allow for leadership development and role modeling from the older students to the younger students. The students at our school are grouped by two grade levels, excluding kindergarten, so it is 1/2, 3/4 and 5/6. It is also possible to do three grade levels together, like 13 and 46.
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“of varying abilities” Often in “split grades” higher achieving students of the lower grade are put with the lower achieving students of the higher grade, to supposedly make it easier for the teacher. This, however creates the atmosphere of the teacher being the only person in the classroom that has knowledge to give. In a multiage classroom, the strengths of all students are recognized and each student is valued as having knowledge to share. So although a student may be weak in reading, they may have a strength in science, therefore they can take a leadership role in that area. Students are given many opportunities to be the learner and the teacher. The teacher still has an active role to play in ensuring that learning skills are being acquired. Teachers are there to teach students how to learn, not necessarily what to learn. One fear we’ve heard is that the ability levels of the students will be widespread and therefore create more work for the teacher. However, the range of ability levels in my 3/4 multiage classes is not any greater than it was when I taught a single grade 3 class. The difference is that there is more than one student at each level, so students don’t feel singled out as being “slow.” Also, there are more confident students who can help mentor other students. “for two consecutive years with the same teacher” The duties of teaching a “split” grade is often shared among teachers, as it is recognized that teaching a “split” grade (where the teacher is responsible for teaching the full curriculum for both grades in one school year) is significantly more work than teaching a single grade. So often a teacher will only teach the “split” grade for one year. In the multiage class, the teacher has students for two years, which is of significant benefit for both the students and the teacher. Students have less anxiety during the summer months and the beginning of the year for the second year, as they already have developed a relationship with the teacher and know his/her expectations. The teacher, as well, only has to get to know and assess half of his/her class at the beginning of the year. The teacher also spends less time at the beginning of the year going over rules, expectations and routines, as the older students will take charge and teach the new (younger) students. It also gives the teacher two years to help students progress and develop the needed skills. Teachers often feel “if I only had a bit more time…” and in the case of the multiage class they do. Some people might say having the same teacher for two years in a row can be a negative experience, if it is not a good teacher. This is where a strong administrators,who have positive relationships with the teachers, are needed. If there is a case where a teacher is struggling with the multiage philosophy, the administrator will provide the needed support in order to help the teacher be more confident and therefore be able to provide a positive educational experience for the students. If the issue is a personality difference and a positive relationship between the teacher and the student cannot be established, there is the possibility of moving the student. However a student should only be moved for educational purposes (and not, for instance, to be with a particular friend) and only after everyone involved (administrators, parents, teacher, student, other support staff) has met and agreed that the move is in the best interest of the student.
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To summarize: Multiage learning is not just a simple task of grouping students of different ages/grades together, but is in fact a philosophy on how students best develop and learn. In order for this type of learning environment to be successful, administrators and teachers need to understand, as well as believe in the philosophy. Teachers need to be trained in the philosophy and the strategies, as well as given plenty of opportunities (time) to plan (collaborate) with fellow multiage teachers. The next section will help to explain the philosophy behind this type of configuration more fully. See appendix A for a chart comparing split grades and multiage learning
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The Multiage Philosophy
Multiage is a pedagogical shift from a teachercentered and curriculum driven classroom to student centered and student driven classroom. The multiage philosophy stems from the belief that students need to be allowed to explore, make mistakes, teach others, and listen to a variety of people (not just the teacher) in order to learn. It also recognizes that students are more motivated to learn if they feel like they are valued and have choice in what they do and learn. The purpose of multilearning is to help provide students an education at their level of understanding and ability and then scaffolding them to the next level of the skill or concept. It is also designed to help grow the whole student: emotionally, socially and academically. Students have the opportunity to work with a variety of students and take on different roles within the classroom. Since it is a philosophy on how students learn and interact with each other on a social and emotional level, teachers need to understand, believe in and be trained in this philosophy, in order for it to be successful. If the philosophy is not understood, the setup can easily turn into a teachercentered program such as the split/combined class. The key components are of multiage learning: differentiation/flexible grouping, student centered student choice, peer mentoring and collaboration (between students and teachers). Differentiation and Flexible grouping/Peer mentoring: If you currently are a teacher, most likely you are already differentiating to meet the varying needs of the students in your classroom. The modern classroom consists of students from a variety of experience levels, cultural backgrounds, visible and nonvisible disabilities, emotional needs and economic backgrounds. Most teachers feel overwhelmed with the responsibility of meeting all these unique needs on a daily basis and the idea of creating a multiage classroom is overwhelming because it feels like more is being added. However, a multiage classroom can actually alleviate some of the stress and pressure. The key is in having lessons and activities which integrate differentiation, meaning that even though students may be working on the same theme or even task, they are doing it at their own level. For instance, if students are studying Sound and Hearing, provide books at different reading levels in order for them to learn about the topic independently; or if you are teaching multiplication in math, some students may be working with manipulatives to understand the concept, some may be playing games to practice recall of facts up to 5x5 or 9x9, while others still will be practicing 2 digit by 1 digit on whiteboards in a small group with the teacher. The other part of differentiation in a multiaged class is flexible grouping. This means that students are working in different groups and therefore with different students depending on the task. This
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fosters collaboration (which will be touched on later) as well as peer teaching. This peer teaching is the component that helps relieve some of the pressure and stress off of the teacher. We as teachers tend to put a lot of pressure on ourselves that we have to do it all. We don’t! We can delegate some responsibilities to the students. For group work or centers, students are in heterogeneous groupings, which allows students to share their strengths and promotes the sharing of knowledge among peers. Teachers then are freed up to work with small homogenous groups on a particular skill which they are lacking or struggling with. These groups are based on the needs of the students (what skills do they need help with), not based on grade (what does the curriculum say students in this grade should be learning). What differentiation does not look like in a multiage classroom is different worksheets for students in one grade, while the teacher is teaching a new skill to the other grade. Participating in discussions with each other, asking questions and hands on learning activities are the best ways for students to learn. See Appendix B for more examples of differentiation at the different levels. StudentCentered In the multiage classroom the planning is done with the questions in mind, “What do the students need to learn? What are the students going to be doing?” instead of “What am I, the teacher, going to be doing/teaching?” Once the needs of the students has been established, then the question is “How can I (as the teacher) facilitate this learning?” and “How will I (as the teacher) assess the learning?” Choice Most adults don’t like being told what to do, nor do we enjoy sitting for long periods listening to someone else talk. However, this is precisely how most students spend their day; listening to someone else tell them what they should be learning and doing. Students, just like adults, want to have a choice in what they learn and do. That being said, there are of course skills and knowledge that students must learn, but even within those perimeters, there are areas in which we can offer choice. One of the first things we should be doing at the beginning of the year is asking students what they want to learn in the coming school year. You would be surprised at how much of what students want to learn can be tied into the curriculum. Teachers also need to be upfront with students and let them know what the expectations of the curriculum are. This allows for students to be prepared. In a multiage class, the younger students get a preview of the expectations, which will reduce anxiety as they know what to expect in the following year and it also allows those students who are ready, to be scaffolded to the next level, which they may not have been able to do in a single grade class because there is no modeling. Collaboration: Another vital part of multiage learning is the presence of collaboration not only between the students, but also between teachers. In order for this occur, there needs to be at least two teachers at each level. The teachers then can collaborate in planning, teaching and assessing. It is important that
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teachers teaching the same level, establish a positive relationship, in which all of them share ideas as well as listen to the ideas of others. Collaboration amongst students occurs almost in every subject area in multiage learning. Students sit at tables, which promotes student interaction, as opposed to the isolationism promoted through the use of desks. If tables are not available, desks can be placed in pods or groups to allow for sharing and collaboration among students. Students learn to share ideas, listen to the ideas of others, disagree respectfully and compromise with all the students in the class, as the groups change frequently.
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Alberta Education: Goals for Student Learning Before going any further with discussing the benefits and best practices of multiage learning, it is important to mention how it connects to the Alberta Government’s view on what student learning should look like. On May 6, 2013 the Government of Alberta approved a new ministerial order from the Department of Education to change the school act. The government recognized that in our ever changing world the expectations of student learning should also be changing, so that students leave school prepared to be contributing members of their communities. This means that our teaching practices also have to change in order reflect the new expectations. Some of the key points of the order are: ● that education from Kindergarten to Grade 12 be inclusive ● students become engaged thinkers and ethical citizens with an entrepreneurial spirit ● students use literacy and numeracy to construct and communicate meaning ● students learn how to gain knowledge, think critically, identify and solve complex
problems, manage information, innovate and create opportunities ● students are good communicators and are able to work cooperatively with others ● students demonstrate global and cultural understanding
Upon looking at what the new expectations are for students to achieve during their school career and the multiage philosophy, there are many commonalities. Both the order and the mulitage philosophy see students as being engaged in their learning through handson activities, questioning, thinking critically and problem solving. The goal of education is to prepare students for our every changing, and increasingly connected adult world. In order to do this, we have to realize that our role as teachers has also changed. We are asked to teach students how to learn and guide them to make discoveries on their own.
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Benefits of Multiage Learning
Of course one of the most frequently asked questions regarding multiage classrooms by both parents and teachers is “How will this help the students?” The success of the students in a multiage classroom is directly related to how well the teacher understands and implements the multiage philosophy. If the philosophy is understood and the key components are followed then the benefits to the students are numerous. The benefits become stronger and more apparent the longer the student spends in a multiage environment. A multiage classroom fosters and promotes: ● diversity, feeling of community ● collaboration, cooperation, peer tutoring ● selfinitiated learning, selfmanagement ● selfconfidence, selfadvocacy
This is achieved through: ● integrated curriculum ● integrated students ● flexible and dynamic grouping ● authentic assessment ● continuity (as students are with the same teacher for at least 2 years) ● continuous progress ● developmentally appropriate tasks, differentiated instruction ● a nurturing environment ● giving choice
This in turn, results in students who: ● are fully engaged in the learning process ● take responsibility for themselves and their learning ● are selfregulated, increased independence ● develop standards of excellence ● are aware of their own strengths and areas of need ● able to selfassess and set goals ● are aware of the curriculum goals and how activities relate to these goals ● positive selfimage ● positive attitude towards school and learning ● progress academically (not necessarily reaching grade level standards, but they are
making progress in their personal skills and understanding of concepts)
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Most teachers and parents will acknowledge that there are benefits of being in a multiage learning environment for the younger students, but often see it as a negative experience for the older students, as they feel these students will be held back. Again, if the multiage philosophy is understood and followed this is not the case, as students work at their level; therefore they are either provided support or challenges as needed. There are specific benefits for the older students in a multiage class: ● They develop a stronger sense of responsibility. ● They have opportunities to demonstrate leadership (which generally is reserved for the
oldest students in the school i.e. Grade 6) at an earlier age ● They have improved selfregulation. ● They have a stronger relationship with the teacher as they are with the same teacher
for at least two years. ● They are more comfortable in the classroom as there is consistency (familiarity) with
routines and expectations. ● They are role models for younger classmates and have the opportunity to peer tutor.
This applies to all students, even those who are working below grade level, as there will be younger students that they can be role models to. This is especially beneficial to students who are behind their own age peers academically, as it gives them a boost of selfconfidence realizing that they do have something of importance to contribute to the class and other students.
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MultiAge Learning Best Practices As already mentioned, it is vitally important that teachers understand and believe in the multiage philosophy in order for it to be successful for both teachers and students. It is also critical that teachers are provided training, planning time and collaboration time, as well as support inside and outside the classroom. If the training, time and support are not provided by administration, teachers will become overwhelmed. As in all classrooms (single grade or multiage), teachers should be providing a warm, welcoming, respectful learning environment, where students are given freedom, control and opportunities to experience success. Many of the ideas presented below are already being used in many classrooms. In the training and planning stages, teachers should: ● learn the developmental stages of students ● crossreference the curriculum of the levels they will be teaching to compact the curriculum ● plan themes/topics for a 2year cycle, however also allow flexibility in order to accommodate
the interests of the students each year ● research differentiation methods in order to have a repertoire available for the integration of
all learners ● come up with meaningful and purposeful learning activities for curricular topics ● consider how to foster the social, emotional, physical and academic growth of students
In the classroom, teachers should: ● learn the interests of all students in the class and incorporate them into the year plan ● find opportunities to celebrate each students’ talents/strengths ● have clearly defined expectations ● encourage indepth investigation into topics through research and handson explorations ● offer choice ● encourage collaboration and peertutoring ● assess frequently and on a continuum ● allow students to work at their own level (which will not necessarily be their grade level) ● teacher students how set goals, reflect, develop a portfolio and be selfadvocates ● differentiate instruction ● use a variety of groupings (i.e. cooperative, interest based, skill based, needs based, random,
partners, whole class, etc.) ● “teach to the top” (this sets high expectations and shows students what the goal of the learning
is)
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Getting Started As mentioned previously, teachers need to be provided with amply opportunity and time to meet as a team in order to plan a twoyear multiage learning cycle for their level. This is to ensure that all members are on the same page and that the desired outcomes are being met. The following are some suggestions that we have applied to our multiage classrooms these past two years. Hopefully, as you read these ideas, you will realize that you are already doing a lot of this in your single grade classroom. Classroom Arrangement (physical layout): ● flexible furniture and arrangement (i.e. tables, chairs, pillows, desks, exercise balls) ● students sit in table groups (i.e. groups of 4) ● space for the whole class to gather (i.e. carpet gathering space) ● space for small groups to work ● space for individual students to work on their own (i.e. break out room, desks, hallway,
floor, etc.) ● technology easily accessible for student use (i.e. laptops, iPads, earphones) ● store materials for independent access (i.e. have tools and supplies, like staplers, felts,
paper, hole punch, crayons, etc. in access for students to help themselves) ● organize books by genre and/or level of difficulty ● bins for storing work (i.e. portfolio binder, notebooks for math, writing, reading and
word study) are easily accessible for students ● individual supplies storage option (i.e. work bins, cubbies, chair bags, etc.)
Classroom Management: ● students and teacher(s) come up with rules and expectations together and these are
displayed in the classroom ● use popsicle sticks/nametags for making fair choices ● offer different levels of independent work ● allow independent students freedom to pursue project of own choice ● hold a weekly class meeting
Curriculum Planning: ● For Math and Language Arts look at the outcomes from both grade levels and place the
skills on a continuum (i.e. basic skills to be mastered leading to higher level concepts). At the beginning of the year, asses new students and place them on the continuum. This will guide whole group and small group teacher guided lessons.
● For Science/Social Studies/Health create integrated class projects that connect the topics and outcomes of the different grades.
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● Use the Project Approach (by Sylvia C. Chard, PhD) http://www.projectapproach.org or ProjectBased Learning (by the Buck Institute for Education) http://bie.org/about/what_pbl
● When choosing topics for project learning consider the curriculum (from both grade levels), student interests, school initiatives and special events/current events.
● Design a curriculum map for the year segregating elements for planning only (ie. read aloud, reading, writing, spelling, projects, oral language, math, social studies, science)
● plan ahead special projects/events ● repeat the process, but not content for the next year ● Allow for large blocks of time for integrated learning, instead of separate blocks of time
for each subject area. (i.e. teach science/social studies content in reading, writing and math; or integrate math and language arts into science/social studies)
● Keep outcomes of various grades handy for quick reference. Please Appendixes C and D for sample year and unit planning templates that you could use.
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Research Resources The following is a list of articles and studies which discuss the benefits and challenges of multiage classrooms.
● Teaching and Learning Exchange: MultiAge Teaching, Westmount Community
School Staff, Dr. Sterling McDowell Foundation for Research into Teaching http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/92_multiage_teach.pdf
● Multiage Instruction: An Outdated Strategy, or a Timeless Best Practice, Dr. Valerie
Ritland, Dr. Myron Eighmy, The European Journal of Social & Behavioral Sciences (eISSN: 23012218) http://www.futureacademy.org.uk/files/menu_items/other/ejsbs9a.pdf
● Challenges in Implementing Curriculum and Assessing Student Learning in Multiage Classrooms, Matthew David Kemmis, Concordia University Portland http://www.cuportland.edu/coe/thesis/documents/matt%20kemmis%20thesis.pdf
● Chapter 1: Learning and Teaching in the Multilevel Classroom
http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap1.pdf ● MultiAge: Hype or Just Damn Good Pedagogy, Sean Piercey
http://www.choosingmultiage.com/presentations%20and%20articles/Piercey_Paper.pdf
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Online Resources The following is a list of online resources which are written by teachers with practical experience in multiage classrooms. http://multiagelearningnetwork.org/ ● This website has videos which introduce and explain the multiage classroom concept.
The topics include: benefits, overview, differentiation and grouping, curriculum and lesson planning, assessment, team teaching, wrap up, and personal perspectives. The videos are first hand accounts from administrators and teachers of two multiage charter school in the United States. The two schools run their programs differently, so it is nice to see the two different perspectives; demonstrating that schools can tailor the multiage philosophy to meet the needs of their school community. The website also contains a link to an eLearning course (password is given) which contains more videos and written explanations.
http://www.choosingmultiage.com/multiage_approach.php ● This website is written by a retired teacher with 30 years of experience teaching in
multiage classes in Nova Scotia. She provides a first hand perspective on the philosophy of multiage learning and starting a multiage school. She also includes resources (courses and readings) and FAQ’s. Under resources you will also find slideshows explaining various aspects of multiage learning.
http://www.multiageeducation.com/index.html ● Another website written by a multiage teacher. It includes the following information:
how to set up and manage a multiage classroom, a bookstore to order books relevant to multiage teaching, links to multiage schools around the world, kidfriendly pages for students to complete online research, links to online multiage resources, and technology tips.
http://www.montessorianswers.com/multiageclassrooms.html ● This is from the Montessori perspective, however, I believe it gives a good explanation
of the benefits of a multiage classroom. http://www.theexpeditionschool.com/about2/multiageclassrooms/ ● This is a Q & A page for parents, covering the basics of multiage classrooms.
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http://www.educationworld.com/a_curr/profdev/profdev184.shtml ● This article primarily talks about multiage classrooms as a way to facilitate
differentiation, but also includes some planning tips. http://www.share2learn.com/components.html ● An anecdotal account of the components of a multiage classroom.
http://www.ascd.org/publications/educational_leadership/sept05/vol63/num01/The_Modern_MultiAge_Classroom.aspx ● This is a first hand account of a 1/2/3 multiage class in Reno, Nevada. It talks about the
challenges they face due to the demographics of their school and how multiage learning helps them meet the needs of their students. It touches on classroom organization/management and the curriculum.
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Appendix A
Differences between SplitGrade and Multiage Classrooms
Split Grade Multiage Learning
students at two consecutive grade levels learning in the same classroom
students of ages spanning at least two calendar years learning in the same classroom
class configuration is done to alleviate number discrepancies in the grades (i.e there are too many students for one class of that grade, but not enough students for a second class OR in rural schools it may be the case that there are not enough students to make up a whole class of a single grade)
class configuration is done to create a more student centered, collaborative learning environment
it is for one school year only students remain with the same teacher for two years
the combination of the split grade depends on the student numbers and may change from year to year
the school decides on 2 or 3 year configurations and keeps it consistent throughout the school
the teacher teaches the full curriculum for both grades in one school year
the multiage team looks at the curriculum for both grades, looks for similarities and then creates a twoyear cycle
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Appendix B Examples of Differentiation in Multiage Classrooms
1/2 ● individual support through computer activities ● home reading program (individualized) ● strategy grouping for reading (Daily 5/CAFE strategy groups) ● heterogeneous grouping for math centres ● strategy/skill grouping for math in (small group) teacher guided lessons ● heterogeneous grouping/partnering for handson learning centres/activities (all
curricular areas) 3/4 ● strategy grouping for reading & writing (Daily 5/CAFE strategy groups) ● heterogeneous grouping for math centres ● strategy/skill grouping for math in (small group) teacher guided lessons ● heterogeneous grouping/partnering for project based learning ● coteaching in classroom (with multiage level partner) ● choice of format in which to demonstrate learning (i.e. PowerPoint, poster, video) ● tiered tasks/assignments/assessments
5/6 ● strategy grouping for reading & writing (Daily 5/CAFE strategy groups) ● heterogeneous grouping for content activities/centres ● strategy/skill grouping for math in (small group) teacher guided lessons ● coteaching in classroom (with multiage level partner) ● tiered assignments ● flexible timelines for completion of tasks ● flexible grouping that allows students to move among groups as the direction or depth
of projects/research evolves. ● peer teaching that includes initial collaboration, scheduled reteaching with same peer
and an opportunity to reflect on growth as a result of the partnership. ● allow student choice of how to show their learning/growth (visually, orally,
performance based, through the use of technology or the arts are some examples) ● allow students to guide their learning through their own interests on a topic
(mindmanager and inspiration are tools that can help with this) ● engaging and purposeful enrichment activities (easily accessible to students)
** It would be beneficial, if teachers in the same levels combined students from their classes for skill/strategy based groupings (in math, reading, writing). i.e. If teacher A is doing a small group lesson on rereading for comprehension, she/he could take students from both classroom A & B that require practice with that skill. Meanwhile, teacher B could be doing a small group lesson on sight words with students from both classroom A & B who require practice with that skill.
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Appendix C
MultiAge 2Year Planning Guide
Teachers: _____________________________________________ Level: ________
Science & Social Studies Topics:
Look at the current curriculum of the two grades and decide which topics you will be covering in the two year cycle.
Time Frame Year 1 Year 2
Field Trips:
List possible field trip or inclass presentations for themes/topics for each year in the cycle.
Month Year 1 Year 2
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Language Arts: List topics/novel studies/skills you want to cover in each year of the cycle.
Time Frame Year 1 Year 2
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Math
Create a schedule which allows you to teach all the math strands on a rotation throughout the year. In this sample, each strand was covered twice in the year, with the outcomes becoming more complex in the second round. Other programs have each strand being taught on a particular day of the week throughout the year.
Measure ment
Number Sense
Add & Subtract
Patterns Multiply Divide Fractions Shape
FALL & WINTER
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
SPRING & SUMMER
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Grade __ (list specific outcomes) Grade __ (list specific outcomes)
Numbers of the Week or Mountain Math or similar daily review programe
STATS AND PROBABILITY: Graphing on Fridays
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Math Centres As a team, create centres that can be shared amongst the classes. Each bin will contain an activity for each strand. You will need one bin per class and decide on a rotation schedule (ex. We did math centres on Tuesdays and Thursdays. We kept each bin for 2 weeks and then switched. Since we
had four classes and four bins per set, each set was two months worth of centres.). CENTRE SETS
OPERATIONS +/
OPERATIONS × and ÷
MEASUREMENT
PROBLEM SOLVING
PATTERNS FRACTIONS & DECIMALS
2D & 3D SHAPES
Fall Set A
Fall Set B
Fall Set C
Fall Set D
Winter Set A
Winter Set B
Winter Set C
Winter Set D
Spring Set A
Spring Set B
Spring Set C
Spring Set D
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Health, Physical Education & Religion Topics: The outcomes in these subject areas tend to overlap. List the topics that will be covered in each
year of the cycle.
Time Frame Year 1 Year 2
Fine Arts:
List the themes/skills that will be covered in each year of the cycle.
Time Frame Year 1 Year 2
Click on the link below for an editable version of this planning guide. MultiAge 2Year Planning Guide
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Appendix D
Theme/Unit Planning Guide
Topic: ______________________________
Subject Grade ____ Outcomes Grade ___ Outcomes
Click on the link below for an editable version of this planning guide. Theme/Unit Planning Guide
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