MANAGING PRODUCTIVE INSTRUCTION IN SPLIT GRADES Three strategies are manageable for dealing with split grade classes.

1. Stagger the Phases of Instruction  Have one grade work on APPLICATIONS while the other grade works directly with the teacher on the first three phases of instruction - Motivation - Motivation - New Learning ( Modeling) - New Learning ( Modeling) - Consolidation ( Strongly - Consolidation ( Strongly scaffolded practice) scaffolded practice)

How to Manage Independent Applications 1.Teach strong routines from day 1. 2.Design self-managed centers. 3. Use parent volunteers or educational assistants to monitor the alternate grade while you provide direct instruction to the other grade. 4.Use cooperative learning strategies. 5.Manage praise strategically. Make it count when you give it! 6. Hold students accountable for their efforts!

2. Use Contract Learning  Lay out the entire unit for each grade so that modeling happens in small groups as needed and every student is constantly working on one grade appropriate “project” after another.  The teacher guides work as students complete projects.  Focus on language development as students work so that concepts are retrievable.

3. Design Units Around Process and Products  Instructionally, there are three things that can be varied in instruction: - change the content - change the content - change the process - change the process - change the product - change the product Source: Education for All, p. 15, Ontario Ministry of Education

To Design a Unit around Process and Products 1.Examine the specific expectations for each grade’s units for the subject area being considered. 2.Match the process and product expectations from the achievement categories of: - Thinking and Inquiry ( process) - Thinking and Inquiry ( process) - Communication ( process and product) - Communication ( process and product) - Application ( product) - Application ( product) 3.Decide on a mega-unit title that combines major concepts from both grade units. 4.Match the Process and Product expectations side by side down the center of a large page. 5.Design activities that use the same process and require the same products applied to different content. ( Record the activities for one grade to the left of the center column and the activities for the other grade to the right of the center column). 6.Use the same assessment and evaluation strategies and recording devices for each grade.