In the chapter, the different grouping practices that could be used in the classroom were discussed. One of the types of grouping was grouping by ability versus grouping by flexibility. The first, grouping by ability, is based off how cognitively ready the student is for each subject. If a student excels in reading they are placed in a higher reading placement than say, an average or below average reader. Flexibility grouping relates to many subcategories of grouping such as regrouping or cross-grade grouping. Regrouping is when a student can go to a separate class to help them with subjects such as math, english, or science depending on areas they are struggling with. This causes some students to stay in the "normal" classroom while others are regrouped into a different classroom for more one-on-one attention. Cross-graded grouping is when students are placed in classrooms based on their reading, science, math, or other subject achievement levels. In this instance, you could have a third grader in a fifth grade math class due to their exceptional ability to understand math.
One thing I didn't understand about the chapter was the multigrade classes. It said that different grades are taught by the same teacher but separate curriculum and grade levels are maintained. I am curious to how this works? Wouldn't the teacher have so many different lesson plans for different grade levels and different cirriculum for each grade level then causing some kids to be working on something and others trying to focus on new material, etc?
Vygotsky was all about learning through social interactions therefore with grouping and working with others who have the same ability level could enhance children's learning. Vygotsky also believed that optimal learning differs among students which also goes along with cross-graded learning; allowing students to be with older or younger students based on their cognitive reasoning levels. I am being influenced by what the book, created by other individuals in society, has told me and by what I have learned through the teacher or other students through out the class.
I think that what they were talking about with the multigrade classes would not apply for every single class subject. I interpreted it as some students will leave their homeroom for an advanced or less advanced class, math for example. But, they will return back to their homeroom after math. They might also do this with a subject such as English. My high school, junior high, and elementary were all in one building. So, we had many teachers that would teach like this for example, they would teach 7th grade pre-algebra to the advanced 7th graders and 12th grade calculus 2 to the advanced seniors.
ReplyDeleteI agree with Sydney but there is also another way to do multigrade classes. There is actually a school in Bloomington that is called the Project School (and they teach in multigrade classrooms. Their school is set up like this...the K-1 grades are grouped, 1-3 grades are grouped, 2-3 grades are grouped, 4-5 are grouped, and 6-8 are grouped. Below is what the Project School has posted in their family handbook on what they believe to be the benefits of multi-age/multi-grade classrooms. I have been to this school and seen their beliefs being implemented and it is pretty amazing. As you can see, the lower grades seem to be a little more confusing and this is because some students are ready to learn things that are above their normal grade level and some are not so they will be placed with kids who are developmentally ready to learn the material of that grade level. The classes sometimes do split up as well though. They have room dividers where one side of the room may be doing one subject and the other another subject.
ReplyDeleteBENEFITS OF MULTI-AGE
A multi-age classroom is created by intentionally grouping children of different ages. The goal is for all children to reap many benefits from multi-age classrooms, including:
1. Children progress and grow without age restrictions.
2. Children acknowledge and accept differences in people.
3. Children benefit from remaining with the same group and teacher for more than one year.
4. Every child has a time for leadership.
5. Teachers have increased sensitivity to diversity.
6. Children can have continuous progress when they can pick up from were they left off the previous school year.
7. Curriculum is determined based on what is appropriate for individual children.
8. Interests, age, maturity, and so fourth provide children opportunities for natural groupings.
9. Children can fully develop areas of strength, and at the same time, receive support for the areas of need.
10. Children are placed in a natural structure. Where do adults spend time with people only their own age?
Here is the link to the Project School's website: http://theprojectschoolbloomington.cyberschool.com/district/
I highly recommend checking it out! :)