Manitoba Education, Citizenship and YouthNovember 2003

Multilevel classrooms are based on the premise that the students are innately active learners who learn in developmentally appropriate ways within a learning community. 2.3

Constructivist theoryOutcome-based curriculaBrain-based researchModel of Explicit InstructionFormative assessmentThe Continuum of Learning, IT, vii Theoretical Underpinnings

K 1 2 3 4 5 6 7 8

Characteristics of Successful Multilevel Classrooms: What the Literature SaysWell informed educators and parentsClassroom-based assessmentDifferentiated instructionIntegrated curriculumInquiryIndependent learnersCommunity of learners Time

Benefits of the Multilevel ClassroomWhen parents and educators understand what successful multilevel classrooms look like, there are benefits for all partners in the learning community AND all students can thrive . Kasten, 1998.

More Time for Quality LearningIn-depth units and/or integrated themesWorkshopsGoal setting, self assessment and reflectionContinuaRisk taking and confidenceLeadership rolesIndependent learners in an inquiring learning communityParents as partners

Supporting Multilevel Educators

Offering time for professional learning and collaborative planningUnderstanding student-centred authentic learningValuing formative assessmentCelebrating the benefits of a multilevel learning community

Administrators Supporting Multilevel TeachersDeveloping an understanding of the philosophy of successful multilevel classroomsVisiting the classroom(s) frequentlyPlanning to have the multilevel classroom(s) for two or more yearsBringing the whole school on-boardTime tabling to accommodate large blocks of time for workshopsOffering teachers release time for professional learning and collaboration with colleaguesProviding open-ended and authentic resources that support a broad range of learnersCelebrating learning with the multilevel learning community

Independent Learner in an Authentic Learning ContextK 1 2 3 4 5 6 7 8the focus moves to individual learning along a continuum 1.6

Assessment as/for Learning Teacher observation Student goal setting and reflectionSelf assessment Peer assessment Student led conferences Action plans

Differentiated instruction looks like-Continuum of LearningGoal settingFormative and performance assessmentsCo-operative GroupingsFlexible GroupingsIntegrated CurriculaInquiryOpen-ended tasksWorkshops

Integrated or Thematic StudiesCHARACTERISTICS OF INTEGRATION IN MULTILEVEL CLASSROOMSAddress broad topics across subjectsTarget learning outcomes (knowledge, skills and strategies and attitudes) from Foundation document(s)- 1st columnMeet the needs of a broad range of learnersDependent upon planning from Foundation documents- 2nd and 3rd columns, Suggestions for Instruction and AssessmentSupport inquiry across subjectsFacilitate demonstration of learning (processes and products) through performance assessments

Curriculum Integration

Learning to listen, speak, view, represent, read and write by doing Math, Science, Social Studies, Physical Education/Health Education and Information and Communication Technologies

Thinking about bigger ideas that include several subjects

Making connections and reflecting on learning

Inquiry: A Guided Planning Model4 column planner to integrate curricula and plan for assessmentThird column to engage students in planning for inquiryA planning tool to choose a variety of entry points depending upon learner and teacher needs

INTEGRATED THEME/TOPIC: Teacher Choice, Negotiated or Student Choice Time/Date: 4-8 weeks

GOAL(S): What do I want my students to know and do to show or celebrate their learning?

What do I want to do to facilitate the success of my students' inquiry?

PERFORMANCE(S)/DEMONSTRATION(S)/PRODUCT(S): How will my students show what they know and can do.

CLASSROOM PROCESSES: How will I design the learning teaching context? [Choose one or two of: inquiry, workshop approach; multiple intelligences; ]

Curricular Connectons

What subjects do I want to integrate?

Curricular OUTCOMES

What do I want the students to know and/or be able to do?

Instruction: LEARNING/TEACHING/ASSESSMENT STRATEGIES

How will I find out what they already know?/What will I see and hear?

How will I facilitate student inquiry?/ What learning will I see and hear?

How will I/they know what they have learned?/ What quality of learning will I/we see and hear?

RESOURCES/SOURCES

People; technology; print; multimedia.

ELA

Mathematics

Science

Physical

Education /

Health Education

Information

and Communication Technologies

Focus on 1-2 Learning Outcomes from each curriculum.

INQUIRY PROCESS

Activating: Teacher led Shared-Negotiated Student led

Choosing theme/topic.

Identifying and

recording prior knowledge.

Asking initial questions.

Exploring and selecting

primary and secondary sources.

Planning for inquiry.

Acquiring

Gathering, processing

and recording information.

Focusing the inquiry.

Applying

Planning to express

learning

Creating performance(s)/

product(s)

Celebrating and

Reflecting

Optional: Culminating event

Primary:

Field Trip

Expert

Artifacts

Secondary (Text Set):

Mulitmedia

Print

Web

Inquiry within the

Model of Explicit Instruction

Instruction: Learning, Teaching and Assessment Strategies

How will I find out what students already know? / What will I see and hear?

How will I facilitate student inquiry? / What learning will I see and hear?

How will I / they know what they have learned? / What quality of learning will I / we see and hear?

Inquiry Process

Activating

Teacher-

Led

Share/

Negotiated

Student-

Led

Choosing a theme or topic.

Identifying and recording prior knowledge.

Asking initial questions.

Exploring and selecting primary and

secondary resources.

Planning for inquiry.

Acquiring

Teacher-

Led

Share/

Negotiated

Student-

Led

The Third Column

Workshop: The Hourglass Model Dorta, 1995Co-operative Groups Flexible Groups Individual

ObservationConferencing

Strategic InstructionStage 1

Stage 2

Stage 3

Stage 4

Stage 5INTEGRATION

DIFFERENTIATION

For More InformationMECY print document: Independent Together: Supporting the Multilevel Learning Community, 2003

Multilevel web site http://www.edu.gov.mb.ca/ks4/cur/multilevel/index.html

Independent Together: Supporting the Multilevel Learning CommunityMultilevel classrooms are built on the premise that diversity is not a challenge to be overcome but an asset and a resource to promote learning. (1.6)

For Your Information:This PowerPoint template is only a suggestion for a parent or staff presentation. Hide the slides that do not describe your learning community. For example, Slide 8 applies to schools where the administrator is also the classroom teacher. Slide 9 represents a school that also has single-graded classrooms. You may want to insert your own images to reflect your community of learners. Several images reflecting rural, colony and urban multilevel classrooms are available in the online Media Gallery contained within Manitoba Education, Citizenship and Youths Multilevel website http://www.edu.gov.mb.ca/ks4/cur/multilevel/index.html Adapt the presentation for the needs of your community of learners.NOTE: Select Hide Slide from the Slide Show menu to bypass specific slides.

The Characteristics of Successful Multilevel Classrooms are from the research and literature cited in Independent Together: Supporting the Multilevel Learning Community.Some video clips that connect and are testimonials to these characteristics are:

These suggestions do not pertain to Hutterian classrooms, or other small schools where the administrator is also the classroom teacher.Such multilevel classrooms/schools do require support from higher administration. (See video clip T: 38-12---38-41)