Submission Type
Event
Expected Graduation Date
2012
Location
Lower Level, Ames Library, Illinois Wesleyan University
Start Date
4-14-2012 9:00 AM
End Date
4-14-2012 10:00 AM
Abstract
While student teaching in a combined first and second grade class, I was faced with the challenge of meeting the diverse needs of my students. In this study I address the challenges of teaching in a multi-age classroom. My goals were to develop an inclusive classroom community while exploring effective methods of organizing students for instruction, small group work, and independent practice. I employed a qualitative methodology, collecting data in the form of field notes, journal entries, student dialogues, student work, and lesson plans. I share stories of my successes and missteps and conclude that establishing an optimal multi-age classroom community works best when social and academic student relationships across grade lines are encouraged and the benefits of multi-age grouping are discussed with students. Additionally, I found that student learning was most successful when students were placed in changing and flexible groups and worked with others of various achievement levels.
Making Multi-Age Work
Lower Level, Ames Library, Illinois Wesleyan University
While student teaching in a combined first and second grade class, I was faced with the challenge of meeting the diverse needs of my students. In this study I address the challenges of teaching in a multi-age classroom. My goals were to develop an inclusive classroom community while exploring effective methods of organizing students for instruction, small group work, and independent practice. I employed a qualitative methodology, collecting data in the form of field notes, journal entries, student dialogues, student work, and lesson plans. I share stories of my successes and missteps and conclude that establishing an optimal multi-age classroom community works best when social and academic student relationships across grade lines are encouraged and the benefits of multi-age grouping are discussed with students. Additionally, I found that student learning was most successful when students were placed in changing and flexible groups and worked with others of various achievement levels.