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EEB426 Multistage Teaching Presentation

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Rebecca Reichler

on 27 September 2012

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Transcript of EEB426 Multistage Teaching Presentation

EEB426 Presentation
Multistage Teaching

Michelle Somers
Keiran Parish
Jacqui Crowe
Rebecca Reichler Our Experiences with Multistage Teaching Challenges in Multistage Classrooms
-Classroom Control
-Preparation time
-Learning Time
-Individual differences among students
-Conflict of Values Multistage Teaching Pedagogies What Happens After a Multistage Classroom? In this resource, the term multistage classrooms refers to student-centred classrooms in which students learn across two or more grades and are taught by the same teacher for two or more years (DET, 1997). Reason why Schools Implement a
Multistage Classroom Benefits of
Multistage Classrooms Research shows that there are many benefits to having students learn in groups with older and younger peers (Pavan, 1992 & Gaustad 1995). Big and.... Learners The benefits of multilevel classrooms explored in this resource apply to the whole learning community: learners, teachers, and parents. Teachers Parents Individual/personal learning:
Focus is on the developmental stage of the learner with moves to individual learning along a continuum. Creates leadership capabilities:
Students assume leadership roles and articulate their understanding as they share their learning with younger students. Allows for continuous progress:
In a multistage environment, students do not need to
spend time on concepts and skills they have
already mastered. Experience from having students in a multistage classroom in the year before, showed the students who had been in a class with the same stage were more independent and self directed, the students mixed with the stage below were used to more scaffolding and teacher directions Classroom with stages 2 and 3 in small school Straight stage 3 class, students had been exposed to multistage classrooms in previous school years in a small school.
Stage 2 and 3 classroom, students were placed in this class based on literacy results, large school. For younger students, being mixed with older students helps to promote independent workers with self direction and self monitoring skills, these skills will carry into the older schooling years Early stage 1 to stage 3 in classroom, small school (one teacher)
Early stage 1 and stage 1 in one classroom, small school. Classroom with stage 2 and stage 3, small school, students were placed in the class on their learning abilities.
Joint classroom with stage 1 and stage 2, in small school.
Gifted and talented class operating between stage 3 and stage 4 There are many decisions as to why schools create a multistaged classrooms, however Miller (1996), suggest it is based on pedagogical and/or democratic considerations:

Some schools/divisions/districts choose multistage programming for
philosophical reasons.

These classes are the accepted pattern of organisation in many government and non-government schools across Australia, especially in rural areas.

These deliberately formed multilevel classroom emphasize a continuum of learning, rather than maintaining grade differences. In such classrooms students work with the same teacher for two or more years. Regardless of whether multilevel classrooms are created for
pedagogical or demographic reasons, they can be seen as assets that promote quality learning within the classroom setting. The research conducted by Veenman (1996) shows that students who were in multistage class were not achieving any less than students who were in a single stage class. Emerging research conducted indicates that multi age grouping, when implemented well, provides both educational and social benefits. (Department of Education and Training, 1996). Other schools may have two or more grades assigned to the same
teacher to manage shifting enrollment. These classrooms are often
viewed as a temporary measure within a school. Multi-stage classrooms are a coping administrative coping mechanism that are implemented within schools to deal with declining enrolment and uneven class sizes, (Veenman, 1996). Teachers of multistage classrooms and the teachers who have these students after multistage learning experiences, see the students as diverse learners and plan learning experiences accordingly. (Lloyd, 1999). Pratt (1986) states in his research that multistage classrooms encourage students to forge relationships outside of their age group and that these friendships create a harmony across classes and the school. From practical experiences, relationships were seen to still exist even after the students were not in the same classes together. Instructional Delivery and Grouping
Questioning- Monitoring Students 'Learning' through requiring a single correct answer response. This allows the teacher to also publicly evaluate the students responses for correctness.
Discussion- Using a few well thought out divergent questions, which are aimed at perplexing students, in order to stimulate thought and conversation. (Vincent, 1999)
-Grouping- Whole class activities, mixed ability groups, stage groups and learning centers.
-Collaborative group projects. Develop a greater relationship with students:
Teachers have more time to develop a deeper understanding of each student’s strengths and needs over more time, and can plan instruction at the student’s level of development. Fewer students:
Teachers have fewer students to learn to know each year. Flexibility:
Planning and programming for two or more years, teachers have opportunities to be more flexible with curricula, planning projects around student interests and current community events. Hattie (2002), states in her research that there is no real evidence to show that being a multistage classroom in any way disadvantages students and that teachers are more than likely to teacher a multistage class as they would any other class. Greater parent-teacher relationship:
Over time, many parents feel more confident because they know the teacher better. This provides opportunities to develop a stable parent volunteer program. Creating stronger community relationships:
There is time to work on and solve problems. Through an extended relationship, parents and the teacher develop as partners in supporting the independent learner. Lower demands on parents:
Demands on parents for attending classroom events, volunteering, and communicating with the school can be simplified. Self Directed Learning
-Rich resources required for learning
-develops through tasks and problems
-Task and problem centered
-Intrinsic and Curiosity based.
(Vincent, 1999) Students Teachers Designing Learning Tasks and monitoring. Assessment Goal Setting Coach/Model Facilitator Mediators (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr Peer Tutoring
-Drill and test each other in spelling and maths etc.
-Helps students to develop different skills
-Builds Self esteem
-Peer modeling-push ups, jumping etc.
-Students describe concepts in 'kid language'
-Study skills can be developed
(Pavan, 1992) Scaffolding Major reviews of this research into multi-age learning show several consistent trends.
Pavan (1992) found that students in multistage classrooms performed as well as or better than students in single-grade classrooms academically. Their greatest gains tended to be in language and reading.
Lolli (1995) attributes this higher literacy achievement to the integration of curricula and the construction of meaning where language skills and strategies are tools used to learn content.
The benefits of an integrated approach to learning are also well supported by brain-based research and Gardner’s multiple intelligences model (Gardner, 1997).
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