CLM100- Teaching Multiage Groups - HandoutWelcome to CLM100

Course Objectives:

By taking notes on the handout and successfully answering assessment questions, participants will meet the followingobjectives as a result of taking this course:

Identify characteristics of multiage educationCompare multiage education to the traditional graded-classroom approachIdentify potential benefits to students of multiage educationIdentify cognitive, social-emotional, and psychomotor characteristics of children at various developmental levelsDemonstrate understanding of recommended strategies for classroom management and discipline in the multiageenvironmentDemonstrate understanding of strategies for classroom organization in the multiage environmentDemonstrate understanding of various learning strategies that are effective in the multiage environment, includingpeer tutoring, cooperative learning, heterogeneous grouping, and self-directed learningIdentify effective assessment methods for the multiage environment

At one point in this course, participants are expected to reflect and write about topics related to their own learning andteaching experiences in relation to course content.

References:

Allen, K. E., & Marotz, L. R. (2015). Developmental profiles (8th ed.). Cengage.

Duncan, P. and Hagen, F. (2008). Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents,3rd Ed. American Academy of Pediatrics.

Goodlad, J. I., & Anderson, R. H. (1959). The nongraded elementary school. New York: Teachers College Press

Goodlad, J. L., & Anderson, R. H. (1987). The nongraded elementary school (Rev.ed.). New York: Teachers College Press.

Hammond, M., & Collins, R. (2016). Self-directed learning: Critical practice. London: Routledge.

Hynes-Hunter, J. (2004). “Discipline Strategies,” The New P.E. & Sports Dimension web article.http://www.sports-media.org/sportapolisnewsletter25newlook.htm

Pavan, B. N. (1992). The benefits of nongraded schools. Educational Leadership, 50, 22-25.

Yates, R. (2016). Multiage Education. http://www.multiage-education.com/.

Additional Resources

Aldridge, J., Eddowes, E. A., & Kuby, P. (1998). No easy answers: Helping children with attention and activity leveldifferences. Olney, MD: Association for Childhood Education International.

Allison, J., & Ong, W. (1996). Advocating and implementing multiage grouping in the primary years. Dimensions of EarlyChildhood, 24(2), 18-24.

American Academy of Pediatrics’ Guidelines for Health Supervision. (2008). Bright Futures: Guidelines for HealthSupervision of Infants, Children, and Adolescents. 3rd edition. Elk Grove Village, IL: The American Academy of Pediatrics.

Bee and Boyd. (2010). The Developing Child: Twelfth Edition. Boston: Pearson.

Bingham, A. (1994) Exploring the multiage classroom. York, ME: Stenhouse.

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175–86.

Dahley, A. (1994). Cooperative Learning Classroom Research.http://alumni.media.mit.edu/~andyd/mindset/design/clc_rsch.html.

Eichacker, D. (2011). Reading achievement and perceptions regarding the multiage classroom environment. ProQuest,UMI Dissertation Publishing.

Emmer, E.T. (1987). Classroom management and discipline. In V. Richardson-Koehler & D.C. Berliner (Eds.), Educators’handbook: A research perspective (pp. 233–258). White Plains, NY: Longman.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A. (1990). Theoretical issues in peer tutoring. In H.C. Foot, M.J. Morgan,& R.H. Shute (Eds.), Children helping children (pp. 65–92). New York, NY: John Wiley and Sons.

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Giesecke, D., Cartledge, G., & Gardner, R. (1993). Low-achieving students as successful cross-age tutors. PreventingSchool Failure 37(3), 34–43.

Gustad, J. (1992). Nongraded Primary Education. ERIC Digest: 347637. Eugene, OR: ERIC Clearinghouse on EducationalManagement.

Gustad, J. (1995). Implementing the multiage classroom. ERIC Digest. Eugene, OR: ERIC Clearinghouse on EducationalManagement.

Gutierrez, R., & Slavin, R. E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis.Review of Educational Research, 62, 333-376.

Haladyna, T. M. (2000). Student Achievement of 3rd-Graders in Comparable Single-Age and Multiage Classrooms. Journalof Research in Childhood Education.http://www.thefreelibrary.com/Student+Achievement+of+3rd-Graders+in+Comparable+Single-Age+and...-a063567049.

Katz, L. (1995). The benefits of mixed-age grouping. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary andEarly Childhood Education.

Katz, L. W., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-age grouping in early education. Washington,DC: National Association for the Education of Young Children.

Kelley, M. F., & Fitterer, H. (April 1998). Multiage and traditional classroom programs: A comparison of standardized testscore data, group cooperation and problem-solving performance. Paper presented at the Annual Conference of theAssociation for Childhood Education International, Tampa, FL.

Kohn, A. (2006). Beyond Discipline: From Compliance to Community. Association for Supervision & CurriculumDevelopment. Alexandria, VA.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification ofEducational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc

Mason, DeWayne A., & Burns, Robert B. (1996). “Simply no worse and simply no better” may simply be wrong: Acritique of Veenman’s conclusion about multigrade classes. Review of Educational Research, 66(3), 307-322.

Mason, D. A., & Stimson, J. (1996). Combination and nongraded classes: Definitions and frequency in twelve states.Elementary School Journal, 96(4), 339-452.

Miller, B. (2001) Children at the center: Implementing the multiage classroom. Portland, OR: Northwest RegionalEducational Laboratory.

Mulcahy, D. (1992). Multiage And Multi-Grade: Similarities And Differences.http://www.mun.ca/educ/faculty/mwatch/win2000/mulcahy.html

Pavan, B. (1977). The nongraded elementary school: Research on academic achievement and mental health. Texas TechJournal of Education, 4(2), 91-107.

Perrone, V. (1991). Standardized testing. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education

Slavin, R. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. ChildDevelopment, 58, 1161-1167.

Stone, S. J., & Christie, J. F. (1996). Collaborative literacy learning during sociodramatic play in a multiage (K-2) primaryclassroom. Journal of Research in Childhood Education, 10, 123-133.

Stone, Sandra. The multiage classroom: A guide for parents. ACEI Speaks.

Sousa, D., and Tomlinson, C. (2010). Differentiation and the Brain: How Neuroscience Supports the Learner-FriendlyClassroom. Solution Tree. Bloomington, IN.

Topping, K. (1988). The peer tutoring handbook: Promoting co-operative learning. Cambridge, MA: Brookline Books.

Veenman, S. (1995a). Cognitive and noncognitive effects of multigrade and multiage classes: A best-evidence synthesis.Review of Educational Research, 65(4), 319-382.

Veenman, Simon. (1996). Effects of multigrade and multiage classes reconsidered. Review of Educational Research,66(3), 323-340.

CLM100: Teaching Multiage Groups

What Is Multiage Education?

Use the space provided to record important information from the course.

What is multiage education?

The Difference Between the Graded and the Multiage Classroom2 of 10

The Difference Between the Graded and the Multiage Classroom

Graded classroom:

Multiage classroom:

Environment and Curriculum

Multiage Instruction: Historical Perspective

Similarities

Differences

The Association for Childhood Education International (ACEI) also lists 11 benefits of multiage classrooms:

Factors That Affect Outcomes of Multiage Grouping

Unique Elements of a Multiage Class

Accommodating Student Developmental Levels

Cognitive Domain

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Social-Emotional Domain

Psychomotor Domain

The Three Phases of Classroom Management and Discipline

Phase 1: Preparing for the Beginning of School

Arranging the Classroom

Identifying Expectations of Behavior

Establishing Consequences

Phase 2: Beginning the School Year

Teach Students Appropriate Behavior

Consider Student Concerns

Lead the Class

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The Teacher as Role Model

Phase 3: Maintaining Good Discipline

Monitoring and Handling Inappropriate Behavior

Class Rules and Consequences

Classroom Organization and Management

Storing Personal Belongings

Storing Curriculum Materials and Supplies

Divide the classroom into functional areas

Hang labeled and color-coded mobiles in each area

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Have the students make the mobiles as an art activity during the first few days of school. It is an easy way to involvestudents in setting up the room or area. In addition, clear labeling can reduce the demands students make on teachersfor help.

Provide a place where students can learn about new individual assignmentsThis might be a bulletin board tree where students can find new individual assignments written on index cards and pinned

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on the limbs. Library pockets glued on the outside of a file folder could also be used.

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Put library card pockets or hand-made construction paper pockets on a large oak-tag board or corkboard. Student nameson the outside of the pockets make refilling easier.Also, have a series of file boxes, organized by skill level or subject matter, that contain work assignment folders for eachstudent.

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Make up a game that involves points, fun activities, or something your students will like whenever materials areas areespecially well taken care of. For example, many teachers have found that students enjoy being read to, and they usethis as positive reinforcement throughout the year. The positive reinforcement activity needs to be something thestudents want to participate in. It will be different for each class. Find what works best for your situation.

Managing Instructional Time

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Helping Hand

Designate a “helping student” for each day. This will generally be an older student who is able to answer basic questions,get materials, or explain instructions. Create an outline of a hand with a magnet on the back. In the center of the handplace a picture of the helping student for that day. The hand is placed in a central location in the room and studentsneeding help go to the person. This strategy allows pre−reading students to get help with written instructions or otherneeds without disturbing the teacher. This also fosters trust between older and younger students.

Instructional Organization

Scheduling

Learning Strategies

Peer Tutoring

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Cooperative Learning

Heterogeneous Grouping

Define heterogeneous groups:

Self -Directed Learning

Evaluation: How Will I Know If The Students Have Learned?

Spiral Evaluation

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Webbed Evaluation

Bridged Evaluation

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Talking Journal

Begin the day with the children assembling in a central location (e.g. rug). Children and adults take turns telling thegroup something of personal importance. Sometimes children share special articles brought from home. Active listening isan important part of Talking Journal time. Students are encouraged to comment and ask questions. To evaluate theTalking Journal, take note of the frequency and nature of the children’s talk as well as their comments and questions.Some behaviors to watch for are: clear, audible voice; eagerness to share; ability to speak without a prop; interest inothers’ presentations; quality of questions and comments; and ability to actively listen.

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Morning Message

A message to the children is written on large chart paper and presented to the combined classes. Five or six words areleft partially blank with only the beginning sound or blend given. Read the message aloud, deciding together which wordswill make sense in the blanks. The message often suggests the focus of the day’s activities. As the content of themessage is discussed, note word meanings and usage, conventions of grammar, and other stylistic features of the writing.

Next, students volunteer to spell the missing words. As the message is being reviewed, invite the children to point outinteresting things they have noticed. The students’ observations can lead to discussions on a wide variety of literacyconcepts: word patterns, rhymes, homophones, vowel combinations, blends, mechanical features of punctuation andcapitalization, etc. A copy of the message can be sent home each day to provide parents with information about dailyschool activities.

As one of the teachers is leading the Morning Message discussion, another teacher/adult can be making notes aboutwhich children are actively listening and contributing to the chart discussion. Document the children who suggest wordsfor the message, provide sound spellings, supply conventional spellings, or notice significant things on the message.Older students can also take turns being observers writing notable occurrences on a checklist. At the end of the messagediscussion, both the teacher and student observers comment on the discoveries or behaviors of the group.

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Choice Time

As the children enter the classroom in the morning, have them sign up for an activity to do later at “Choice Time.” Thereare a wide variety of choices; some of them are teacher ideas and others may have been suggested by the children.Examples include: blocks, puzzles, games, reading, writing, drawing, painting, clay, and dramatic play. The Choice Timeperiod is structured so that children may work and play either independently or in groups. It offers children opportunitiesto make decisions, to work on relationships, and to learn on their own. Choice Time also gives children the freedom toacquire skills, to attain concepts, and to practice in academic areas of their choice. Once every two weeks, schedule eachstudent to meet with the teacher for a goal-setting conference during Choice Time.

When observing the children during Choice Time for evaluation, note both social and academic development. Over time,note the quality and degree of self-direction, creativity, decision making skills, problem-solving ability, cooperation, andresponsibility for materials that each student is exhibiting. Also note individual gains in reading, writing, math, and othercontent areas.

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Investigations Workshop

During this time (45-minutes works well), students work on math and science through theme related activities. Thethemes studied can be based on a three-year cycle of the district’s science curriculum for the ages taught. Theworkshops include large-group, small-group, and individual projects. Sometimes the teachers determine the groupings;other times the students choose the group or activity in which they wish to participate. Hands-on activities that demandthat the student’s problem solve, experiment, and do research are a major component of the Investigations Workshops.Each child has an Investigations Log in which s/he records significant findings.

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The teacher should observe the problem-solving and research strategies used by each student during the Workshop.Recognize and record incidences of scientific curiosity as well as student choices of collaborative groupings and how eachgroup conducts its investigations. The student Investigations Log serves as a record of individual learning.

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Literature Groups

Literature Groups are groups of five to seven students and one adult who meet together to enjoy and discuss a book oftheir choice. The teacher selects examples of quality literature, as many titles as there are groups. On sign-up day theteachers gives short book talks to introduce the students to the upcoming Literature Group selections. The teacher makesup the Literature Groups according to the students’ choices. The Literature Groups meet for two, 45-minute sessionseach week. Groups meet for four weeks, for a total of eight sessions.

During the sessions the groups work on listening and speaking goals, as well as a variety of literacy activities. Somepossible Literature Group activities are: reading and comparing different versions of the story; listening to related books;partner reading; studying character, plot, setting, and style; vocabulary study; and retellings. Finally, the group workstogether to plan a culminating project to share with the other Literature Groups.

Leaders (older students and/or teacher) evaluate reading and listening comprehension, as well as the use of reading andwriting strategies, during Literature Group activities. During discussions, the leaders also observe the quality andfrequency of students’ participation. Collaboration and cooperation in the group are also noted. Group members alsoevaluate themselves on their participation.

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Math

The students are grouped developmentally for math class three days a week. Large-group lessons, small-group lessons,and individual work are all components of these classes. This developmental grouping allows the teacher to groupchildren at similar stages for instruction in basic math concepts. The remaining two days a week are spent in MathWorkshop. The students are offered a choice of problem-solving situations to work on. As much as possible theseproblems will be related to real-life situations.

For example, the children might be asked to decide how much pumpkin seed we need of each variety for next year’splanting. They will then compute the needed garden space and design how the pumpkin patch could be laid out.Problems developed by students are also used. The workshop time gives the students the opportunity to problem solvein multiage collaborative groups, as well as on an individual basis.

The teacher observes problem-solving strategies and successful collaborations as the children work. Note the degree ofunderstanding of mathematical concepts. Through math goal-setting conferences, the teacher can help studentsrecognize their strengths and set additional learning goals. Students take the appropriate math assessment test forconcepts they have studied; the results are recorded on each child’s record.

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Communication Workshop

This is a daily activity that consists of a large block of time in which the students are all engaged in a variety of literacyactivities. The focus is on the fundamentals of literacy: reading, writing, listening, and speaking. Students work on thepersonal literacy goals they developed for themselves during goal-setting conferences with the teacher. Begin theworkshop with a read-aloud of a picture book or a continuing chapter book. Students have input into the book selection.Quiet reading is next.

Students (and teacher/adults if modeling) choose books, magazines, newspapers, and other materials to readindependently. After the quiet reading time, the reading segment of Communications Workshop continues with a varietyof activities: partner reading, listen to tape recordings of books at the listening center, continue to read independently orto conduct research on self-chosen topics, and share books they have been reading with a friend (i.e. Sharing includesshowing pictures, inventing a story to go with the pictures, talking about the book, or reading the book aloud).

A teacher-directed mini-lesson follows the reading time that focuses on reading/writing skills and strategies. After a breakfor physical education, music, art, library, or computer instruction, the Workshop resumes with quiet writing in daybooks.All children (and adults) write at this time choosing topics of personal importance to write about in the daybooks.

After quiet writing, students engage in a variety of writing pursuits as they continue the writing segment of the Workshopwith topics including: personal writing (letters, notes, poems, songs, stories, etc.), collaborative writing, editing,illustrating their published works, and book responses. Periodically, end a Communications Workshop with a sharing timewhen students/adults may read their writing or tell about a book they have enjoyed during Workshop. Listeners offertheir comments and questions.

Every two weeks, regularly scheduled conferences during Choice Time help the students set appropriate literacy goals.Students should be encouraged to balance their goals so that they are working on both skills and strategies in readingand writing. During Communications Workshop the teacher works individually with children to monitor their progress onthe literacy goals they have chosen. During the workshop, question the children: What are your reading goals? Whatwriting goals are you working on? Show me how you worked on your goals in your daybook today. How did you help

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yourself to be a better reader today?

During the reading segment of the workshop discuss books with children and listen to them read, noting their use ofreading strategies. Evaluate strengths and weaknesses in word decoding and comprehension, and help the studentsapply reading strategies. Assist students in choosing appropriate books. Evaluate as you talk with students about theirwriting, noting their attention to their goals, their spelling, vocabulary growth, and the development of stylistic features intheir writing.

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End of Day Circle

Teachers can use the last 10 minutes of the school day for guided reflection on the day’s work. The question for the dayis posted on the board all day for the children to reflect on. At End of the Day Circle, a child reads the question, andthose who wish to respond are called on. Some possibilities for questions are: What do you value about your work today?What did you do today to help yourself become a better reader (writer, mathematician, etc.)? What did you do today tohelp someone else? What will you tell your family about what you did in school today?

Answers are written down by the teacher in the End of the Day Question Book. This book is kept on a low shelf where thechildren can get it to read over their own and others’ responses. The teachers note the frequency with which studentschoose to respond to the questions, as well as the type of question that elicits the response. The children’s abilities toexpress their thoughts clearly and audibly are also noted. The End of the Day Question Book offers a permanent recordof the children’s reflections.

Teachers assess the strengths of each student in order to show him/her what s/he can do and how to build on thatknowledge. A progress report should be sent home to parents to inform them of their child’s growth. However, the bestway to share your knowledge of the children is to talk with the parents. Hold conferences with parents two or three timesa year and encourage them to visit the classroom or call to discuss their child’s educational growth.

Conclusion

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