Putting It Together: Differentiation in Multi-Age Classrooms
In multi-age classrooms, teachers must address the diversity of learners and different curriculum outcomes for each grade. Ashton (2019) highlights the three common approaches that arose from our research:
- Teaching completely separate programs for each year level. For example, the grade 3 students learn what they would in a single age class, as do the grade 4s. This is more common in a class combining multiple ages out of necessity (i.e. numbers of students and teachers).
- Common topics across year levels with differentiated materials. For example, all students learn about plants in science, but different skill levels are targeted for each grade.
- Self-directed learning that relies on technology so students work at their own pace. This frees up teacher time to work with students individually or in small groups as needed. We suspect that this is more common, and more feasible, with secondary students.
Teachers share their best practices
Completing our practicums in a school that embraces the multi-age philosophy from grade 1-6 enabled us to learn from many inspiring teachers. Here's some of their best practices that they shared with us.
Grade 1/2 Literacy Centres
In grades 1 and 2 many students are working on foundational reading skills. Using literacy centres with 4 levelled groups allowed the teacher to create learning experiences for all students to work at an appropriate level. I observed students working through their centres in late March, which meant routines and expectations were well-established. For most of the class the teacher was working at a U-shaped table with one group of students at a time while the others worked in pairs or independently on other centres.
Best Practices
Establishing Routines - Students in grade 1 and 2 need scaffolding to learn the routines for literacy centres. In September, she had all students play at several centres while she worked with one group at a time at the U-shaped table. This allowed students to learn to resolve conflicts, play together, and stay on task with limited teacher intervention so she was free to work with the small groups. Once this routine was established, more challenging literacy activities could be added to centres.
Peer Mentoring - Students already above their grade level expectations were given opportunities to support students in other groups. I observed two students working together on reading a book, playing games, and quizzing each other on sight words and comprehension questions from a book they read.
Resources - Having good quality resources is essential! Resources used in these literacy centres included:
Best Practices
Establishing Routines - Students in grade 1 and 2 need scaffolding to learn the routines for literacy centres. In September, she had all students play at several centres while she worked with one group at a time at the U-shaped table. This allowed students to learn to resolve conflicts, play together, and stay on task with limited teacher intervention so she was free to work with the small groups. Once this routine was established, more challenging literacy activities could be added to centres.
Peer Mentoring - Students already above their grade level expectations were given opportunities to support students in other groups. I observed two students working together on reading a book, playing games, and quizzing each other on sight words and comprehension questions from a book they read.
Resources - Having good quality resources is essential! Resources used in these literacy centres included:
- Sequenced vowel sound books from Starfall Education (https://store.starfall.com/product/set-of-short-vowel-pals)
- Anna Geiger, M.Ed. - The Measured Mom (https://www.themeasuredmom.com/)
- Becky Spence, M.Ed. - This Reading Mama (https://thisreadingmama.com)
- Elephant & Piggie books by Mo Willems were a favourite in this classroom