1. A PRESENTATION FOR GRADE 10 MATH TEACHERS
MULTIAGE PEDAGOGY
A PRESENTATION FOR GRADE 10 MATH TEACHERS

2. This presentation is designed for Math 10 teachers of the Nova Scotia International Program. The purpose of this presentation is to convey and share ideas about multiage pedagogy and how it can be beneficial to their classroom instruction. I would like to encourage teachers to help students overcome their math fear and anxiety, and encourage them to love and appreciate the value of Math and its usefulness in their daily lives. Math is FUN! Ms. Lilian Albarico

3. INTRODUCTION
Every child is unique. Some might possess similar traits to other children, but we should not assume everyone will explicitly display the same characteristics or skills. Not even twins are the same. If we look into the different developmental stages of human individual, we can notice that in a single grade class, even most of the students are of the same ages, they don’t inhibit the same expected developments due to many factors like genes, social environment, and others. As teachers in single grade glass, we should always think that’s there’s 2-3 age gaps within our students age level even they are physically of similar ages. With these kind of thinking, we should embrace ourselves that we will always have slow or fast learners, gifted or special, and high achievers or mediocre. This kind of perception is the very reason why we need to use the multiage pedagogy.

4. What is MULTIAGE?
A multiage 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.
(Marion Leier)

5. What is MULTIAGE?
Multiage classes are created when children of different ages and grade levels are intentionally combined in a single classroom to realize academic and social benefits. (

6. Learning MATH
We all know that rote learning in Math is what we were always been taught for centuries. No wonder many students developed fear of learning in Math and anxiety because they see math as never ending practice exercises and useless problem solving, and memorizing numbers.
If we, Math teachers can change the way our students feel for Math, they’ll love Math more than we do.

7. What is MULTIAGE PEDAGOGY?
Multiage Pedagogy is a method and a combination of teaching strategies that support brain-based learning and emotional intelligence are a perfect fit with the multiage concept.
A multi-age teacher believe that there is no better environment in which children can learn than with an absence of threat, opportunity to make appropriate choices, pursue meaningful content, work collaboratively and have adequate time to complete their work. (Leier, M.).
As a multiage teacher, I gravitate toward a democratic classroom to give my students experience in decision making and to take on the responsibility as community members. They learn to assert their voice and listen to other perspectives. (Leier, M).

8. BENEFITS OF MULTIAGE PEDAGOGY TO MATH 10 CLASS
For STUDENTS
Student- centered Learning
Meaningful Experiences
Higher Math Grades
Improve English Fluency
Promotes Leadership
Community Responsibility Awareness

9. BENEFITS OF MULTIAGE PEDAGOGY TO MATH 10 CLASS
For TEACHERS
Flexibility in designing authentic assessments
Willingness to go out their comfort zone to address students’ issues.
Focus more on the needs of the learners.
Initiate activities for different kinds of learner.
Act more as a facilitator.

10. BENEFITS OF MULTIAGE PEDAGOGY TO MATH 10 CLASS
For the CLASS
Decrease aggressive and competitive behaviours in class.
Students tend to value collaboration and community-building.
Students feel more comfortable with teachers.
Older or matured students can act as role model within the multi-age class.
Cross-aged or peer tutoring is practiced.
The class tends to have fewer discipline problems.
For PARENTS
Involvement of Parents in their children’s learning.
Supervise their kids’ progress easily since they’re both on the same page with the teachers in addressing their issues.

11. What’s behind MULTIAGE PEDAGOGY?
A. Child-centered Philosophy
B. Constructivist Approach
C. Multiple Intelligence Theory
D. Innovative Teaching Strategies
E. Integration of Technology

12. A. Child-Centered Philosophy
“Education is not a preparation for life; education is life itself.”
John Dewey
In a child-centered philosophy in education, teachers distinguish, develop, protect, and nurtures each child’s unique gifts and development needs. This philosophy is integral part in multiage pedagogy that uses constructivist approach to learning.
Child-centered recognizes and nurtures each child’s unique gifts and development needs - a philosophy that is integral to our curriculum, activities, and interactions.
In the next page, we will explore about the developmental stages of ages between where Grade 10s are starting to inhibit.

13. Review on Developmental Stages
THEORIES
AGE RANGE
CHARACTERISTICS
PSYCHOSOCIAL DEVELOPMENT
(ERIK ERIKSON – Psychoanalytic Theory)
ADOLESCENCE
(12-19 YEARS OLD)
SENSE OF COMPLEXITY OF LIFE, MERGING OF SENSORY, LOGICAL AND AESTHETIC PERCEPTION.
Teens need to develop a sense of self and personal identity.
COGNITIVE DEVELOPMENT
(JEAN PIAGETS THEORY
FORMAL
OPERATIONS
11+
THEORITICAL, HYPOTHECIAL, & COUNTERFACTUAL THINKING. ABSTRACT LOGIC AND REASONING. STRATEGY AND PLANNING BECOME POSSIBLE. CONCEPTS LERNED IN ONE CONTEXT CAN BE APPLIED TO ANOTHER.
MORAL DEVELOPMENT
(LAWRENCE KOHLBERG
CONVENTIONAL
(Adolescents & Adults)
Characterized with an attitude which seeks to do what will gain the approval of others. Oriented to abiding by the law and responding to the obligations of duty.
Psychosocial Development - During adolescence the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations.
Multiage pedagogy supports this development stage through giving project-based learning like webquest wherein students can chose or play a role in their learning, that will help them guide what careers they want in the future or what are the things they are good at then develop them.
COGNITIVE DEVELOPMENT - The formal operational stage begins at approximately age eleven and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, and logically test hypotheses. According to Piaget (1958), assimilation and accommodation require an active learner, not a passive one, because problem-solving skills cannot be taught, they must be discovered.
In multiage, students will discover how valuable is math in daily use therefore, problem-solving skills when practiced will surely developed.
CONVENTIONAL STAGE- At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned and reasoning is based on the norms of the group to which the person belongs. At this stage, good interpersonal relationships are nurtured and possibly, maintaining a social order can be seen.

14. B. Constructivist Approach
Constructivism is a theory about knowledge and learning(Brooks, J.G & Brooks, M.). It’s composed of five overarching principles of constructivist pedagogy:
Prosing problems of emerging relevance to learners
Structuring learning around ”big ideas” or primary concepts
Seeking and valuing students’ point of view
Adapting curriculum to address students’ suppositions
Assessing student learning in the context of teaching
The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another. (

15. B. Constructivist Approach
The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another.

16. Recommended Math Teaching Strategies
Project-based Learning
- Kite Project for the application of Trigonometry
- Pet House Model for Geometry application
Inquiry-based Learning
- Webquest an online inquiry and assessment
Case Studies
- Business Expo , case study for Finance Unit
Refer to my professional website for some examples of authentic assessments:

17. C. Multiple Intelligence Theory

18. C. Multiple Intelligence Theory
Believing that students can exhibit multiple intelligences, a teacher can provide many opportunities that address diverse learners.
According to Gardner,
All human beings possess all nine intelligences in varying amounts.
Each person has a different intellectual composition.
We can improve education by addressing the multiple intelligences of our students.
These intelligences are located in different areas of the brain and can either work independently or together.
These intelligences may define the human species.
Based from:

19. D. Innovative Teaching Strategies
Differentiated Instruction
Constructive and Reflective Assessments
Student-Led Activities
Unique Groupings
Seating Arrangements
In multiage class, assessments are made
- for learning
- while learning
- of learning
Seating plan arrangements should depend on two things:
a. What type of activities are you holding in class
b. what type of groupings
As a facilitator, when assigning seat to students, teachers need to be flexible and make sure that he/she can easily pass through to assess them or inspect them.
Student-led Activities :
Community Volunteer
Awareness
Charity

20. E. INTEGRATION OF TECHNOLOGY
TECHNOLOGY has become an integral part of education. It’s one of the reason why multiage is possible. Learning with the aid of technology is engaging, interesting, and futuristic.

21. Suggested Technology in the Classroom
Powerpoint (or Pages) for Media Lessons
Graphing Board (Or Smartboard)
Calendar Organizers
Computer with internet Access
Printer
Projector
Texas Instrument Calculator

22. Suggested Apps for Math
Geogebra
Desmos
Unit Converter
Currency Converter

23. ISSUES AND HOW TO OVERCOME THEM
Parents’ Lack of Orientation about Multiage. Parents must be informed firsthand to avoid conflicts of ideas and negative connotation or misinformed about multiage.
Insufficient skills for Teachers to Implement Multiage. Teachers must be trained and a multiage mentor teacher should guide them.
Disorganized Classroom. Before a teacher starts the multiage class, he/she must see to it that the classroom is set, flexible, and organized.
Lack of technological skills for teachers. Not all teachers are technology lovers so if there’s a teacher who is not confident about using technology, pair her/him with someone who can use properly and they can divide the task accordingly.

24. MULTIAGE RESOURCE DEPOT
Please click:
Note:
This is a part of the presentation.

25. REFERENCES
Brooks J. G, & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms. Alexandria: ASCD.
Fullan, M. (2013). Stratosphere, integrating technology, pedagogy and change knowledge. Toronto: Pearson.
Jacobs, H. H. (Ed.) . (2010). Curriculum 21, essential education for a changing world. Alexandria: ASCD.
McLeod, S. A. (2013). Erik Erikson. Retrieved from
Leier, M. Retrieved from b/themulticlass.html ml

26. WEBSITES
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