Multi-grade teaching and learning: challenges and opportunities
Date
2014-04-29
Authors
Johnson, Heather Jo
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Abstract
This project identifies the challenges and opportunities that exist in multi-grade teaching. Many of the challenges are not inherent to the multi-grade configuration itself, but stem from a system that predominantly values and practices single-grade education. Many opportunities for real-world learning are inherent in multi-age groupings, which are more reflective of learning outside of institutionalized education. The literature review critically reflects on research that concludes multi-grade education is “simply no better or worse” than single-grade education. Given that few multi-grade classrooms or schools are created for philosophical or pedagogical reasons, and few multi-grade teachers may be employing pedagogies well-suited to multi-grade education, the potential for multi-grade learning has not been fully acknowledged or researched. This project investigates one question: “What are the philosophies, skills and approaches that enable successful teaching and learning in multi-grade classrooms?” The project begins to address multi-grade professional development through a website designed for multi-grade teachers.
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multi-grade multigrade