Manitoba Education, Citizenship and Youth November 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 theory Outcome-based curricula Brain-based research Model of Explicit Instruction Formative assessment The Continuum of Learning, IT, vii Theoretical Underpinnings

K

Characteristics of Successful Multilevel Classrooms: What the Literature Says Well informed educators and parents Classroom-based assessment Differentiated instruction Integrated curriculum Inquiry Independent learners Community of learners Time

Benefits of the Multilevel Classroom When 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 Learning In-depth units and/or integrated themes Workshops Goal setting, self assessment and reflection Continua Risk taking and confidence Leadership roles Independent learners in an inquiring learning community Parents as partners

Supporting Multilevel Educators Offering time for professional learning and collaborative planning Understanding student-centred authentic learning Valuing formative assessment Celebrating the benefits of a multilevel learning community

Administrators Supporting Multilevel Teachers Developing an understanding of the philosophy of successful multilevel classrooms Visiting the classroom(s) frequently Planning to have the multilevel classroom(s) for two or more years Bringing the whole school on-board Time tabling to accommodate large blocks of time for workshops Offering teachers release time for professional learning and collaboration with colleagues Providing open-ended and authentic resources that support a broad range of learners Celebrating learning with the multilevel learning community

Independent Learner in an Authentic Learning Context K “…the focus moves to individual learning along a continuum” 1.6

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

Differentiated instruction looks like- Continuum of Learning Goal setting Formative and performance assessments Co-operative Groupings Flexible Groupings Integrated Curricula Inquiry Open-ended tasks Workshops

Integrated or Thematic Studies CHARACTERISTICS OF INTEGRATION IN MULTILEVEL CLASSROOMS Address broad topics across subjects Target learning outcomes (knowledge, skills and strategies and attitudes) from Foundation document(s)- 1 st column Meet the needs of a broad range of learners Dependent upon planning from Foundation documents- 2 nd and 3 rd columns, Suggestions for Instruction and Assessment Support inquiry across subjects Facilitate 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 Model 4 column planner to integrate curricula and plan for assessment “Third column” to engage students in planning for inquiry A planning tool to choose a variety of entry points depending upon learner and teacher needs

Inquiry within the Model of Explicit Instruction

Workshop: The Hourglass Model Dorta, 1995 Co-operative Groups Flexible Groups Individual Observation Conferencing Whole-Class Reflection; Goal Setting; Mini Lesson Whole-Class Self assessment; Reflection Strategic Instruction Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 INTEGRATIONINTEGRATION DIFFERENTIATIONDIFFERENTIATION

For More Information MECY print document: Independent Together: Supporting the Multilevel Learning Community, 2003 Multilevel web site l/index.html l/index.html

Independent Together: Supporting the Multilevel Learning Community “Multilevel 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 Youth’s Multilevel website Adapt the presentation for the needs of your community of learners. NOTE: Select “Hide Slide” from the Slide Show menu to bypass specific slides.