Annotated Bibliography of Research References
Ashton, K. (2019). Approaches to teaching in the multi-level language classroom. Innovation in Language Learning & Teaching, 13(2), 162–177. Retrieved from https://doi-org.ezproxy.uleth.ca/10.1080/17501229.2017.1397158
Ball, L. (2017, September 7). Not All Writers Are the Same! Ideas for Differentiating in the Writing Workshop (Part 2) [web log]. Retrieved February 1, 2022, from https://twowritingteachers.org.
Beers, K. & Probst, R.E. (2017). Disrupting thinking: Why how we read matters. New York, NY: Scholastic.
Carter, P. (2005). The Modern Multi-age Classroom. The Whole Child, 63(1), 54-58. https://search-ebscohost-com.ezproxy.uleth.ca/login.aspx?direct=true&db=a9h&AN=18154047&site=ehost-live&scope=site
Dowling, Deborah.(2003). The multi-age classroom. The Science Teacher, 70(3), 42. https://www.proquest.com/docview/214620668?parentSessionId=9zMjf6XGkudfL2xulNfKHzYQm%2FGyKrU4ZxiZmXT%2B7ns%3D&pq-origsite=360link&accountid=12063
Lafontaine, M. (Ed.). (2004). Differentiating writing across the curriculum. Learn Quebec. Retrieved February 14, 2022, from https://www.learnquebec.ca/documents/20181/67916/DWAC_teacher_guide.pdf/104d9ddd-fc7e-4358-9c70-612a56d1d799
Legnard, D. S., & Austin, S. L. (2012). The menu for every young mathematician's appetite. Teaching Children Mathematics, 19(4), 228-236. Retrieved from https://www.proquest.com/scholarly-journals/menu-every-young-mathematicians-appetite/docview/1361836390/se-2?accountid=12063
Manitoba Education (n.d.). Independent Together: Supporting the Multilevel Learning Community. Retrieved from https://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
Peterson, P., Hittie, M. & Tamor, L. (2002). Authentic, multi-level teaching: Teaching children with diverse academic abilities together well. Retrieved from http://www.wholeschooling.net/WS/WSPress/Authentic%20MultiLvl%206-25-02.pdf.
Saskatchewan Rivers Public School Division (2019). Responsive Instruction: Classroom Level Supports. Module 1: Multi-Level Instruction. Planning for Student Diversity. Retrieved from https://www.srsd119.ca/wp-content/uploads/SSS/Responsive-Instruction_Multi-level-Instruction.pdf
Shea, M. (2015). Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom. Journal of Inquiry & Action in Education, 6(2). https://files.eric.ed.gov/fulltext/EJ1133583.pdf
Wall, B. (1994). Managing your multi-age classroom. Teaching Pre K-8, 25(1), 68.
https://search-ebscohost-com.ezproxy.uleth.ca/login.aspx?direct=true&db=ehh&AN=9409137635&site=ehost-live&scope=site
Weselby, C. (2021). What is Differentiated Instruction? Examples of how to Differentiate Instruction in the Classroom. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction
Zaner-Bolser. (2020). Why Writing Workshops Work: Instilling a Sense of Community and Confidence in Young Writers. . Columbus, OH; Saperstein Associates. https://media.zaner-bloser.com/writing/jump/pdfs/JumpIntoWriting!_WhyWorkshopWorksPaper_LA1304A.pdf.
- In this article, senior lecturer in applied linguistics and language education at Massey University, Karen Ashton, offers insight into various approaches that can be implemented into a multi-level language classroom. She suggests that there are primarily three approaches used in language multi level classrooms: completely separate programs for each year level, common topics across year levels with differentiated materials, and a future-focused program that draws on self-directed technology assisted learning in hopes to free up teacher time to work individually with learners. Ashton discusses factors that influence choice of approach and suggestion as to which is most applicable to various differentiation needs.
Ball, L. (2017, September 7). Not All Writers Are the Same! Ideas for Differentiating in the Writing Workshop (Part 2) [web log]. Retrieved February 1, 2022, from https://twowritingteachers.org.
- Teacher Lanny Ball provides insight into how teachers can differentiate in a writing workshop. He provides a clear and practical explanation of his process. This article also offers a hierarchy of writers' needs. Teachers are likely already familiar with Maszlow's hierarchy of needs and this conceptual framework for writers takes a similar format to show how writing skills must be built up.
Beers, K. & Probst, R.E. (2017). Disrupting thinking: Why how we read matters. New York, NY: Scholastic.
- This book was introduced to me in a curriculum and instruction class for teaching ELA last summer. It focuses on helping students to be good readers and not 'fake' readers who are just there to get the ‘right’ information to check off a box. Various strategies and important background information can be taken from this book.
Carter, P. (2005). The Modern Multi-age Classroom. The Whole Child, 63(1), 54-58. https://search-ebscohost-com.ezproxy.uleth.ca/login.aspx?direct=true&db=a9h&AN=18154047&site=ehost-live&scope=site
- American teacher Paula Carter describes the setting and practices in a multi-age classroom in Nevada, USA. She describes the demographics of the school where many of the students are bilingual and poverty is common. She argues that the strong classroom community in the multi-age classroom has led to increased academic achievement.
Dowling, Deborah.(2003). The multi-age classroom. The Science Teacher, 70(3), 42. https://www.proquest.com/docview/214620668?parentSessionId=9zMjf6XGkudfL2xulNfKHzYQm%2FGyKrU4ZxiZmXT%2B7ns%3D&pq-origsite=360link&accountid=12063
- This article provides practical examples of differentiating science instruction where big ideas are taught at various levels. There is a significant focus on teaching students in a homeschool environment, but the breakdown of content, process, and product, and levelling big ideas is helpful for our purposes.
Lafontaine, M. (Ed.). (2004). Differentiating writing across the curriculum. Learn Quebec. Retrieved February 14, 2022, from https://www.learnquebec.ca/documents/20181/67916/DWAC_teacher_guide.pdf/104d9ddd-fc7e-4358-9c70-612a56d1d799
- This is Learn Quebec's publication about differentiating writing across all subjects.
Legnard, D. S., & Austin, S. L. (2012). The menu for every young mathematician's appetite. Teaching Children Mathematics, 19(4), 228-236. Retrieved from https://www.proquest.com/scholarly-journals/menu-every-young-mathematicians-appetite/docview/1361836390/se-2?accountid=12063
- Math specialist Danielle Lengard, alongside principal Susan Austin, provide insight regarding a potential mathematical strategy that implements differentiation in both context, product and processes through math menus and workshops. They present explanations as to how math workshops offer differentiated instruction, allowing for deeper understanding of rich, rigorous mathematics that can be attainable by all learners.
Manitoba Education (n.d.). Independent Together: Supporting the Multilevel Learning Community. Retrieved from https://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
- Manitoba Education has provided an easily-accessible document aimed towards engaging students, educators and parents in participating in the development of a student-centered multilevel classroom community. Throughout the document, readers are presented with flexible, authentic strategies regarding managing multiple curricula whilst providing a rich learning and teaching context for all learners. The document contains 6 chapters that are focused on various aspects of multilevel classrooms, such as the benefits of multilevel classrooms and suggestions for integrating differentiated instruction and assessment effectively.
Peterson, P., Hittie, M. & Tamor, L. (2002). Authentic, multi-level teaching: Teaching children with diverse academic abilities together well. Retrieved from http://www.wholeschooling.net/WS/WSPress/Authentic%20MultiLvl%206-25-02.pdf.
- This document offers a variety of approaches teachers can apply to better address a variety of ability differences within the classroom. It gives an overview of strategies to implement in a multi-level classroom.
Saskatchewan Rivers Public School Division (2019). Responsive Instruction: Classroom Level Supports. Module 1: Multi-Level Instruction. Planning for Student Diversity. Retrieved from https://www.srsd119.ca/wp-content/uploads/SSS/Responsive-Instruction_Multi-level-Instruction.pdf
- In this handbook, Saskatchewan Rivers Public School Division explains the purpose and benefits of multi-level classrooms whilst providing an assortment of instructional approaches that may be incorporated to best meet the needs of diverse learners. It also provides a list of supplemental articles that pertain to differentiated instructional approaches.
Shea, M. (2015). Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom. Journal of Inquiry & Action in Education, 6(2). https://files.eric.ed.gov/fulltext/EJ1133583.pdf
- Dr. Mary Shea reviews the need for differentiated writing instructions in ELA. She lays out a framework for assessing the needs of learners and strategies to differentiate content to support all learners.
Wall, B. (1994). Managing your multi-age classroom. Teaching Pre K-8, 25(1), 68.
https://search-ebscohost-com.ezproxy.uleth.ca/login.aspx?direct=true&db=ehh&AN=9409137635&site=ehost-live&scope=site
- Teacher Bonnie Wall gives an overview of a multi-age classroom from the early 1990s. With a background in Montessori education, she led a pilot program for multi-age classrooms in her school. She is an educator in the United States and the article is quite old. However, the benefits and strategies she refers to still sound like they stand up over 25 years later. She argues that multi-age isn’t better than single age classrooms, just different.
Weselby, C. (2021). What is Differentiated Instruction? Examples of how to Differentiate Instruction in the Classroom. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction
- Although not directly focused on differentiation within a multi-level classroom, this document offers a simplistic explanation of differentiation of instruction. To provide readers with a clear understanding of the necessity and applicability of differentiated instruction, Weselby (2021) describes the definition and history of differentiation. She additionally explains the 4 ways of applying differentiation in a variety of courses, such as math and language arts.
Zaner-Bolser. (2020). Why Writing Workshops Work: Instilling a Sense of Community and Confidence in Young Writers. . Columbus, OH; Saperstein Associates. https://media.zaner-bloser.com/writing/jump/pdfs/JumpIntoWriting!_WhyWorkshopWorksPaper_LA1304A.pdf.
- American educational company Zaner-Bolser published this document to make a case for Writer's Workshops. They provide research-backed arguments for why writer's workshops are effective and best practices for teachers who use them.