I am looking for recent research regarding multi-age classrooms and the effects on teaching the standards. I also want research on the method of student placement into a multi-age classroom in regards to the ability range.
I, too, have been looking for this kind of information for the past few years. I've found information by using Google, but it's usually about the Montessori approach, Constructivism, or melding the combination classroom into one learning experience...not about grade level standards. I am currently working on a book of my own on combination classroom methods and would love to read anything that you come across.
Try the information here, too: [link removed]
On 5/26/07, Lynn Saxton wrote: > I am looking for recent research regarding multi-age > classrooms and the effects on teaching the standards. I > also want research on the method of student placement into > a multi-age classroom in regards to the ability range.
What qualities or traits make a great teacher? I am doing a senior project on about my future as a teacher. You can just list them, or say a few and explain them. Think of your favorite and best teachers, why were they that for you? If you're a parent you can think of what teachers have done that works well for your kids. Heck ask your kids, who is their favorite teacher and why?
I need response from all ages and levels of education, so if you answer this question i would request you say your age (or age range) and your level of education.
If your are a teacher or have been a teacher, do you think there are qualities or traits a teacher need to be a good teacher? What lessons did you have to learn as a new teacher?
If you answer this question as a teacher i would ask you to please state what grade and subject you teach. Maybe even how long you have been teaching too.
I am currently interviewing for a multiage position (1 and 2nd) and would love some advice about things to mention or any question to prepare for? I have done my research and I understand the components, I just want to be fully prepared. Thanks!!!
I have been teaching a first/second loop for 8 years, and first/multiage for two years. Because my district has grade level expectations, when I began in multiage I tended to get caught up in making sure that I kept the goals separate. However after the first quarter, I learned to allow the "community" to dictate their own needs. When I allowed the kids to enjoy the benefits of the buddy system, the learning truly began. Even though early first graders often need more phonemic awareness activities than phonics, I have learned to differentiate almost every lesson by focusing on the concept and then emphasizing the level that each student needs to move toward.
I would love to dialogue with you regarding with what I am sure will be wonderful year. My first graders (second graders next year), have blessed me with some wonderful advice! :-)
April
On 6/05/07, Shonna wrote: > This will be my first year teaching a combo class. I am > looking for information and websites for a 1/2 combo > classroom. thanks for your help.
Hi! I heard a progam about one-room schoolhouses last week on NPR and it was fascinating! Can anyone write and tell me how you go about setting up a school like this?
Next year due primarily to budget issues the VERY traditional elementary school I work in will be converting to multiage classes. Kindergarten is the only age that won't have grade combinations. I am a speech therapist and will be working to support students and teachers to make the new situation successful. Our school has about 21 students with autism most of whom spend at least some time in a general education classroom.
Any resources or ideas you could suggest would be greatly appreciated.
jj has given you a very accurate picture of how to manage a multiage classroom. The only piece of advice I can add is to allow yourself time to figure it all out. The first year you will have a tendency to compare what you are doing with how you taught in a traditional single-grade classroom. By the end of the second year, you will have a clear understanding of what multiage is all about. ... now you may wonder that two years may be too much time to spend figuring things out. Not to worry! Whatever you do as you transition, the children still learn and benefit from the care and expertise of their educators. The time factor is mainly for the educator to gain self-confidence -- kids, God bless them, adapt so much more quickly!
Thank you so much for the advice. It doesn't help that our district is also changing the expectations for reading instruction and as we reach out last day of this school year they haven't really done much to explain what will be happening next year.
I definitely think the school will need to loosen up. I'm not holding my breath though, especially because this was motivated more by limited budget options than by the staff wanting to adopt a multiage philosophy. I joined this building after working with a staff that was very collaborative and supportive.When I approached people about providing some of their students speech services in the classroom instead of as pull out no one was interested. One person did say I can't have another person in my classroom but I would be happy to let you take peers out with the kids that you need and that went pretty well.
One of the things I heard today (that I think may in some ways reflect staff anxiety) is that parents are approaching teachers and saying I want my brilliant child grouped with older kids not younger (you get the idea...) Teachers are asking about how they will be able to team (We will have 3 -1st/2nd combos, 1 - 2nd/3rd, 2 - 3rd/4th, and 2 -4th/5th classroom groupings). Any multiage resources for staff or parents would be appreciated.
Beyond a read aloud, I'm not sure how to handle this. The classroom I will be in is not (yet) my own. (taking over for a teacher who is not returning from her maternity leave...) Thanks for any suggestions! I'm so nervous!
How about some easy cooperative games. Tossing a koosh ball and saying the color of the persons shirt (or name, but they may not know it)
You can have the kids do a short math activity--- write their names, then count the letters in their names and graph them. They can take home the name tag they made. After the graphing, let them decorate with bingo ink blotters and stickers (not to messy to clean up later)
These are easy activities, but everyone should be able to do them. Hope the help is not too late.
On 6/12/07, I teach 6-7 year olds. Thanks! wrote: > Beyond a read aloud, I'm not sure how to handle this. The > classroom I will be in is not (yet) my own. (taking over > for a teacher who is not returning from her maternity > leave...) Thanks for any suggestions! I'm so nervous!
I too am a long term sub in a multiage classroom. Our "step-up" day is this coming Tuesday. Other teachers I have talked to have had some helpful ideas. One game that was suggested was "Find someone who..." Kids have to find people that share a similar characteristic and then link pinkies or legs. Could be eye color, hair color, number of people in their family, etc. I'm thinking I will do this as a silent activity, so the characteristics will have to be ones that kids can identify by sight. I figure kids can hold up fingers for numbers, etc. You could also easily connect this to math by graphing the number of kids with a particular characteristic (family member, hair color, same letter of first name, and so on). Another suggestion was to have the kids create some kind of art project that can be displayed at the beginning of next year. For example, each student can make a hand and write something about themselves on each finger, then draw a picture. Hope this helps. Good luck!
Hi all, I will be working with grades 1-4 at a summer program this summer. I'd like to post a question/challenge of the day and wasn't sure if any of you have resources (websites) that you would recomend for this? TIA, Cheryl
On 6/13/07, Cheryl/NH wrote: > Hi all, > I will be working with grades 1-4 at a summer program this > summer. I'd like to post a question/challenge of the day > and wasn't sure if any of you have resources (websites) > that you would recomend for this? > TIA, > Cheryl
I have taught 9-11 English and will be teaching K-12 Alternative school this year. HELP! Any suggestions on discipline or lessons plans would be greatly appreciated
How are the classes made up? There wouldn't be k and 12 in one room? Give some more details about the set up of the school. Is it broken up into HS, middle school and elementary? What is your position at the school? What will you teach?
On 6/16/07, Michelle wrote: > I have taught 9-11 English and will be teaching K-12 > Alternative school this year. HELP! Any suggestions on > discipline or lessons plans would be greatly appreciated
Hi there, i posted this on the Canadian board, but then I discovered this board! My class next year won't necessarily be multiage because of philosophy, but because of class size legistlation.
I will have 20 grade 3s and 3 grade 2s, and one of the grade 2s is autistic and has a support worker. I'm wondering how people cope with teaching two curriculums to a split when there is such a huge group and then a small group?
When you do your initial base assessments on all of your students at the beginning of the year you will be able to group them by ability in the different subject areas. You will probably find that your Year 2 students will be at roughly the same level as some of your Y3s, therefore you will realise that it isn't just one or two kids you will have to adapt your planning for. Your autistic child will obviously be on their own learning plan but they can be integrated where possible with your other students.
Keep most of your activities open-ended in their expectations and you can't fail. Ensure that you are teaching essential knowledge concepts in english and math as an introduction to each session and you won't miss any of the students.
the 3rds work WITH each other and with partners and in small groups a lot. they do a lot of independant work too... helping each other when they are finished.
I use them to help the 2nd graders too.
Luckily our curriculum matches up a lot. Today each group did a language handbook page on commands and exclamations... which is great for giving directions. 3rd just had 2 extra sentences. It was nice. Depending on your curriculum... there might be info on line or in your manual showing how to correlate with the multiage classroom. If not... I might email them and ask them for any advice they have.
I have tons of packets that I use so that when I am working with one group... and they other group finishes they have something independant to do and keep them quiet and seated.
I do give each group the same time. If you have an assistant, I would have them work with the group working without you.
If you dont... maybe there is a parent or two you could have come in???
I, too, have been looking for this kind of information for
the past few years. I've found information by using Google,
but it's usually about the Montessori approach,
Constructivism, or melding the combination classroom into
one learning experience...not about grade level standards.
I am currently workin...See More