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flyingcolours
Joined: 04 Oct 2011
Posts: 73
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 Posted: Mon Jan 23, 2012 12:21 am Post subject: Teaching multi-grade levels in the same class |
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Any tips on how to do this?
I have a combined 2nd and 3rd grade as well as a combined 4th and 5th grade.
How does one teach like that? Keep the one grade busy reading while dealing with the other? Problem is sometimes the group that I am not attending to at the time has questions while I am teaching the other grade.
This is difficult. |
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naturegirl321
Joined: 04 May 2003
Posts: 9041
Location: home sweet home
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| Posted: Mon Jan 23, 2012 1:42 pm Post subject: |
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Problem is that some kids in the 2nd grade might be at 3rd grade English level. I use various graded activities. So for example, they may have the same reading, but lower students can do multiple choice questions and the others can do short answers.
How big is your class? |
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flyingcolours
Joined: 04 Oct 2011
Posts: 73
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| Posted: Tue Jan 24, 2012 2:10 am Post subject: |
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Total class size is about 15.
Students must do the work for their grade that they are in even if they are more advanced (or slower).
FC |
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tttompatz
Joined: 06 Mar 2010
Posts: 1951
Location: Talibon, Bohol, Philippines
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| Posted: Tue Jan 24, 2012 5:10 am Post subject: |
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| flyingcolours wrote: |
Total class size is about 15.
Students must do the work for their grade that they are in even if they are more advanced (or slower).
FC |
Be that so, to quote the late Arthur C. Clark, "When something is fun, education happens." and to follow with a paraphrase from Dr. Sugata Mitra (polymath and Professor of Educational Technology at Newcastle University) at a recent conference, "Peer teaching and peer learning do occur when given the chance and it is deep learning with near photographic recall when later tested."
You teach one group and let the other participate as well. Teach G2 to the G2 students and let the G3s participate. The slower ones pick up what they missed and the better ones help the others.
Teach the G3s and let the G2s participate. They pick up as they go. You'd be surprised at the outcomes.
Each sub-group gets tested on their specific material but teaching and participation occur with the whole group.
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sistercream
Joined: 18 Dec 2010
Posts: 497
Location: Pearl River Delta
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| Posted: Tue Jan 24, 2012 6:40 am Post subject: |
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It's *bleep* hard work - I'm teaching a composite primary class this year, too.
You don't say where you are, or what resources you have. Can you have some kids doing work online or at a language lab station (with headphones/ mic's), while others do written work and another group is working with you?
It's extra work for me, but saves me a lot of grief during class time: preparing separate work packs for each grade - not just the set work, but also related "busy work" such as making sentences using current vocab., simple creative writing exercises, dictionary searches, etc. that kids can get on with if they come to something they can't do while I'm busy explaining something to someone else. As I'm frequently unable to see a raised hand in another part of the room, students knock twice on their desk if they want help, I will briefly acknowledge the child and then return to my immediate task until we reach a point where the group I've been addressing is able to proceed independently (at least for a few minutes). It takes a while to get kids into the routine - and strong discipline during the process - once they know the drill, it seems to work quite well.
IF everyone completes their set tasks in good time, we can have a combined song or game at the end of the lesson. |
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AGoodStory
Joined: 26 Feb 2010
Posts: 738
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| Posted: Tue Jan 24, 2012 2:13 pm Post subject: |
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| tttompatz wrote: |
| flyingcolours wrote: |
Total class size is about 15.
Students must do the work for their grade that they are in even if they are more advanced (or slower).
FC |
Be that so, to quote the late Arthur C. Clark, "When something is fun, education happens." and to follow with a paraphrase from Dr. Sugata Mitra (polymath and Professor of Educational Technology at Newcastle University) at a recent conference, "Peer teaching and peer learning do occur when given the chance and it is deep learning with near photographic recall when later tested."
You teach one group and let the other participate as well. Teach G2 to the G2 students and let the G3s participate. The slower ones pick up what they missed and the better ones help the others.
Teach the G3s and let the G2s participate. They pick up as they go. You'd be surprised at the outcomes.
Each sub-group gets tested on their specific material but teaching and participation occur with the whole group.
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I agree completely with tttompatz. This approach over time will result in better outcomes than will teaching to each group separately. Parents and skeptics may object that the most advanced students will not progress as quickly this way, but all of the evidence suggests otherwise. There is the additional benefit of a positive impact on class cohesion and dynamics.
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