Jumping into Multiage Classrooms

Some History  Abbotsford Christian School has traditionally had a three tract system. We have enjoyed the luxury of having three relatively small third grade classes, and three relatively small second grade classes.  But, in accordance with the national trend, enrolment has been dropping.  The teacher/student ratio has been great, but it is no longer financially feasible.  We have had to make some tough decisions.

What to Do?  Our dilemma: Because we needed to down-size, we had to decide...  Do we go the traditional route of having one 2/3 split and 2 each of the traditional grade two and three classrooms?  Or is it time to start something completely new to our school system?  What if we had five 2/3 multiaged classrooms?  What would that look like?  What would parents say?

The Challenge of Sir Ken Robinson  We still educate children by batches. We put them through the system by age groups.  Why is there the assumption that the most important things kids have in common is how old they are?  If you are interested in the model of learning, you don’t start from this production line mentality.  How do we educate our children to take their place in the economies of the 21 st century?  But the big question was?  Did we have the courage?

Stop! What is multiaged learning? Why is beneficial?

Opportunities  Build a sense of classroom community  Teach to the needs of the student first, not just the curriculum  Expanded friendship opportunities  Longer and better student to teacher relationship  No 2/3 would need to be an island  Encourage staff collaboration  The opportunity to be innovative and forward thinking  More authentic project based learning  Teacher/staff burnout  Availability and sharing of resources  Parents perceived understanding that multiaged equals split classes  Providing shared learning times for 5 classes  Staff buy in  Will this benefit students? Fears

Time to Do Some Actual Research A successful multiage class is formed by placing together a balance of numbers of students of different age groups with a range of achievement levels. The teacher plans instruction and assessment expecting and celebrating diversity within the class. Marion Leier A multiaged classroom is not simply a group of different aged students placed in the same classroom. Instead it is a well organized and thoroughly thought out program designed to take advantage of the natural diversity created. © 2006 by Russel Yates A multiage classroom is one in which the developmental range is wider than of that in a single-grade classroom... Children’s developmental diversity is celebrated, valued as part of a natural community of learners, and is harnessed in subtle ways to support learning.. It is not a classroom where a “second-grade” curriculum and a “first-grade curriculum” go on simultaneously. All children may work on the same topic but in different ways or at their own individual speed. Anne Bingham, “Exploring the Multiage Classroom” One of the main distinctives of our school is our recognition and celebration of each child and their unique gifts and abilities. We want our children to be allowed to be who they really are and to be accepted by one another. Just as God relates to each of us in a unique way, so we strive to discover the way into a particular child’s heart and mind. We endeavour to do this both individually and with each child as part of a larger community. We find this is beautifully expressed in our multiage classroom model. Westside Christian School, Vancouver, B.C.

What does learning look like in a multiaged classroom? Ideally, students will: Acknowledge and engage with each other’s diverse gifts and abilities through child-initiated and teacher-initiated learning experiences With the teacher, become assessors of and responsible for their own learning Work on activities independently and in a wide range of groupings Build co-operative learning skills Use project based learning and inquiry based learning to engage in authentic, applicable learning tasks Develop community with their classmates and their teacher over several years Move seamlessly from one year to the next, without the adjustment of getting to know the expectations, routines and personality of a different teacher

Flourishing Students who are flourishing exhibit these traits: Passion for learning Desire to serve and make a difference Ability to see connections Bloom where they are planted Think divergently and creatively about problems/solutions Ability to demonstrate empathy for others Desire to act morally and ethically across all aspects of life Understand how God has gifted and called them Demonstrate effective life habits and spiritual disciplines Determine to bring joy and hope into the lives of others

What does teaching look like in a multiaged classroom? Ideally, teachers will: View learning as an interconnected, ongoing, lifelong process that is not limited to a rigid prescribed curriculum View learning as something that is responsive and dynamic and continual Understand the many developmental stages of the learner, and not just what has always been “grade level appropriate.” Foster long term relationship with families View children as capable, inquisitive learners who are able to construct meanings about their world in partnership with others Build connectedness between learning experiences Be facilitators of learning instead of dispensers of knowledge and skills Focus on giving every child the opportunity for success, and the thrill of becoming a life long learner

Do children get as good an education in a multiage classroom as they do in a single-grade classroom?  Research is showing that students from multiaged classrooms tend to be more advanced in: o Study habits o Social interaction o Self motivation o Cooperation o Positive attitudes toward to school and learning o Higher levels of achievement

So what are the challenges? (or imminent hurdles) ◘ Although we firmly believe in this, will we have what it takes to do it well? Will we get stuck or revert back to the “split” mentality ◘ Will the strategies and structures be in place to ensure success? ◘ Do we have the physical resources (library books, netbooks, etc. to share with five classes? ◘ Assessment:  Will we grade over a two year continuum or will we still use grade level expectations?  Will assessment be for the benefit of the student to foster more learning, or will it still be seen as a way to sort and rank students?

Why the optimism?  This new model will enable us to more successfully walk out the educational part of our vision: All ACS students will achieve maximum potential through a learning process that is appropriate to the students’ abilities. Each student will feel valued, secure and challenged to explore God, His creation and their place in it.  We have excited and experienced teachers who are willing to think and dream outside of the current “educational box.”  We have supportive administration who firmly believe this is the direction to go.  We have parents who trust us, who will pray for us, and who are willing to be involved in their children’s education.  We can collaborate with another SCSBC school in Nanaimo that is also going this route.

So... Let’s jump right in! It will be messy! We will get wet and possibly immersed in the immensity of our undertaking! But the educational ripples (or possibly waves) will be far reaching in the total development of our children!

Bibliography rticle.pdf Dan Robinson, Education 501, Dordt College