Transcript Multi-Grade Classrooms

EDUC 336 – 11/SP
We conducted two surveys and consulted existing
research in order to answer this question.
Surveys
• Teachers:
• Michigan, Wisconsin,
Nevada, Utah, Minnesota,
California & others
• Parents:
• Parents’ data matched
teachers’ data with very few
differences.
This slideshow has been planned in such a way that it
is our proposed training.
This slideshow would be ideal for teachers or
administrators to use in order to educate the
community about the
advantages of a
multi-grade education.
Years of Teaching in a Multi-Grade Room
1-3 Years
3-5 Years
5-10 Years
10+ Years

“There are indicators, however, that in
some cases the level of academic
achievement in multi-grade classrooms is
higher than might be expected when
compared to single-grade classrooms.”
Pawluk

Mass Production
› Single-grade classrooms became popular in
1848 in Massachusetts
 Educate more children for less money
› Shift was not based on research, but on
economic planning.
Yes, Definitely
Yes, Somewhat
Indifferent
No
“Kind of a family feeling...
Less peer pressure.”
- Teacher
“More diversity [in ages]
means less peer pressure.”
- Parent
Older Students
Build confidence
Learn patience & understanding
More challenge to work beyond
grade level
Learn to take initiative to help
others
Students work in zone of proximal
development
Learn to take responsibility for the
needs of others
Less opportunity for
discouragement
Learn by teaching
Students learn to work independently.
Therapeutic for socially immature or awkward students.
Katz, Lillian
Younger Students
“Multi-age grouping builds strong
relationships among teachers, students
and families.”
 “Multi-age classes are sometimes called
family groupings; just as family gains
strength from the range of talents and
interests of its members, the multi-age
class is enriched.”

Cross of Glory Lutheran Church
Yes, it is a distinct
advantage for both
students.
It's okay.
Indifferent.
It puts both students
at a disadvantage.
“Students learn and retain more when they help others.”
“Other students can be used as a teaching tool.”
“In a socially constructed classroom, the
teacher and students mutually create the
learning environment.”
Teacher-assisted instruction occurs when the
teacher provides the structure, but the
children provide the information.
When students work with slightly older peers,
they work within their zone of proximal
development.
Scaffolding also occurs as various levels
collaborate to reach goals.
Gnadinger, Cindy: Peer-Mediated Instruction
Explicit Instruction: modeling followed by
guided practice, then independent
practice – scaffolding
 Co-operative Learning: peer tutoring
 Subject Integration: vertical/horizontal
integration

› Vertical: One subject; multiple levels
› Horizontal: Multiple subjects; one level
Latalle-Démoré
Yes!
Yes, a little.
Indifferent.
Yes - it lowers scores.
“ITBS scores are not a good measure of student learning.” - Teacher
Students who attended two previous
years with the same teacher scored
higher on benchmark tests than
students new to the classroom.
 Students who are enrolled in a
multi-grade classroom score just as
high as those in single-grade rooms.
 Standardized tests are quantitative rather than
qualitative assessments.

1Carter,
Paula 2Higgins
3 Cross
of Glory

Task:
› Write a story about the first Thanksgiving.

Roles:
› Fifth graders – brainstorm [research]
› Second graders – write/proofread
› Kindergarteners – illustrate the story
Note vertical & horizontal teaching strategies.
“Content can easily be taught across levels, but it takes extra planning.” - Teacher



“The caring, compassion, and family atmosphere in
the multi-grade classroom has no measure. I
cannot imagine being in any other setting.”
“Multi-grade classrooms are a lot more work for the
teacher, but very good for the students. It is easier
for the teacher to place students in more
advanced work or in remedial work if needed.”
“One room schools require tons of time. However,
in my opinion, it is absolutely the best way to
educate children. If a student begins 1st grade
with you and attends until they finish 8th grade, you
will have spent over 10,000 hours with that student.
Teachers become very close to those students. I
still hear from students whom I taught in a multigrade school.”
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Gnadinger, C. (2008). Peer-mediated instruction: assisted performance
in the primary classroom. Teachers & Teaching, 14(2), 129-142.
doi:10.1080/13540600801965945
Smith, K. A. (1993). Attitudes toward Multiple Aged Classrooms of Third,
Fourth, Fifth, and Sixth Grade Students. Retrieved from EBSCOhost.
Carter, P. (2005). The Modern Multi-Age Classroom. Educational
Leadership, 63(1), 54-58. Retrieved from EBSCOhost.
Higgins, Dave. Myth: Multi-grade Classrooms are Detrimental. Canadian
Union Messenger, p. 6. Retrieved from www.adventistarchives.org.
Katz, Lillian G. (1995). The Benefits of Mixed-Age Grouping. ERIC Digest,
73, Retrieved May 19, 2011.
Lataille-Démoré, Diane. (2007). Combined Grade Classrooms. The
Literacy Numeracy Secretariat, 9, Retrieved May 19, 2011.
Pawluk, Steve. (1993). A Comparison of the Academic Achievement in
Multigrade and Single-grade Elementary Church-school Classrooms.
Journal of Research on Christian Education, 2, 235-254.
Pratt, David. (1986). On the Merits of Multiage Classrooms. Research in
Rural Education, 3, Retrieved May 19, 2011.
The Advantages of a Multi-grade Classroom. (2003). Cross of Glory
Lutheran Church. Retrieved May 19, 2011.