teaching in/managing multi-level classrooms. what are multi-level classrooms? most teachers teach...

Teaching Teaching in/Managing Multi-in/Managing Multi-

level Classroomslevel Classrooms

What are Multi-level What are Multi-level Classrooms?Classrooms?

Most teachers teach multi-level classes in Most teachers teach multi-level classes in some form, whether it be due to class size or some form, whether it be due to class size or other factors. The actual classroom may be a other factors. The actual classroom may be a combination of two or more different types. combination of two or more different types.

Combined classes of different year levels Combined classes of different year levels Classes of mixed proficiency levels Classes of mixed proficiency levels Native-speakers or learners with an Native-speakers or learners with an

extensive background in the target extensive background in the target language along with learners of an language along with learners of an immersion program immersion program

Classes of mixed motivation levels Classes of mixed motivation levels

Reasons for Establishing Reasons for Establishing Multi-level classroomsMulti-level classrooms

Pedagogical philosophies in favor of multi-Pedagogical philosophies in favor of multi-level classrooms i.e. a ‘continuum of level classrooms i.e. a ‘continuum of learning’ across a two year spanlearning’ across a two year span

Low student populations Low student populations Availability of space/faculty—i.e. no Availability of space/faculty—i.e. no

space/faculty available for special programsspace/faculty available for special programs

Regardless of pedagogical or demographic Regardless of pedagogical or demographic reasons, multi-level classrooms can provide reasons, multi-level classrooms can provide quality learning.quality learning.

Advantages of Multi-level Advantages of Multi-level ClassroomsClassrooms

Students are able to learn at their Students are able to learn at their own pace (within reason)own pace (within reason)

Students learn to work well in groupsStudents learn to work well in groups Students become independent Students become independent

learners, modeling future learners, modeling future occupational work environmentsoccupational work environments

Students become partners in learningStudents become partners in learning Students become partners in learningStudents become partners in learning

Disadvantages of Multi-Disadvantages of Multi-level Classroomslevel Classrooms

Finding appropriate resources and Finding appropriate resources and teaching materialsteaching materials

Organizing appropriate groupings within Organizing appropriate groupings within the class, especially when personalities the class, especially when personalities clashclash

Building and effective self-access center in Building and effective self-access center in classclass

Determining the individual needs of each Determining the individual needs of each studentstudent

Ensuring that all students remain Ensuring that all students remain challenged and interestedchallenged and interested

Advantages and Challenges Advantages and Challenges of Multi-level Classrooms of Multi-level Classrooms

for the teacher: The PRO’sfor the teacher: The PRO’s

A more rewarding teaching A more rewarding teaching experience as you really get to experience as you really get to practice your craftpractice your craft

Learn more about the way a student Learn more about the way a student learns whether that is auditory, learns whether that is auditory, visual, or kinesthetic learningvisual, or kinesthetic learning

Advantages and Challenges Advantages and Challenges of Multi-level Classrooms of Multi-level Classrooms

for the teacher: The CON’sfor the teacher: The CON’s More preparation timeMore preparation time Not knowing where to begin as the Not knowing where to begin as the

year startsyear starts More demanding in-class activity for More demanding in-class activity for

the teacherthe teacher

Types of Multi-level Types of Multi-level classroomsclassrooms

Multiple Grade LevelsMultiple Grade Levels

Multiple curriculaMultiple curricula As much as a 3 year difference in ageAs much as a 3 year difference in age Potential for a very wide stretch of Potential for a very wide stretch of

material needed to be offered for material needed to be offered for remedial/accelerated students in both remedial/accelerated students in both gradesgrades

Types of Multi-level Types of Multi-level classroomsclassrooms

Multiple Proficiencies in ClassMultiple Proficiencies in Class

Even in classes as small as 7 or 8 Even in classes as small as 7 or 8 students, it would be highly unusual to students, it would be highly unusual to have a class that is completely have a class that is completely homogenous in abilityhomogenous in ability

Be prepared for differences and be Be prepared for differences and be proactive about finding solutions that proactive about finding solutions that best fit a child’s educational needsbest fit a child’s educational needs

Multiple Proficiencies Multiple Proficiencies Multi-level classroomsMulti-level classrooms

Identifying late developers, grade-Identifying late developers, grade-level developers, accelerated level developers, accelerated developers, and gifted developers.developers, and gifted developers.

In lieu of full-time remedial or In lieu of full-time remedial or TAG/GATE programs, each class has TAG/GATE programs, each class has to be a self-contained learning to be a self-contained learning environment accommodating all environment accommodating all learners.learners.

The Standard Normal Distribution Curve (Bell

Curve)

Standard Normal Distribution Curve Sample: IQ

Reading PercentilesReading Percentiles

A percentile number denotes “what % of A percentile number denotes “what % of the test population scored lower than that the test population scored lower than that particular student on a particular test.particular student on a particular test.

For example, a student who scores in the For example, a student who scores in the 9090thth percentile on a math test scored percentile on a math test scored higher than 90% of the students who took higher than 90% of the students who took that same test and scored lower than 10% that same test and scored lower than 10% of the population who took the same test. of the population who took the same test. The percentile tells you NOTHING about The percentile tells you NOTHING about the raw score.the raw score.

Student Reading Raw Score Math Raw Score

XXXXXXX 76% 40/50 81% 39/50

YYYYYYY 68% 38/50 92% 45/50

Sample Percentile Scores

Multiple Proficiencies Multiple Proficiencies Multi-level classroomsMulti-level classrooms

Techniques for identifying both late Techniques for identifying both late developing and gifted studentsdeveloping and gifted students

There are multiple age-appropriate There are multiple age-appropriate tools, usually segmented into Pre-K (for tools, usually segmented into Pre-K (for 4 year olds), K-24 year olds), K-2ndnd, 3, 3rdrd-8-8thth, 9, 9thth and up and up (almost exclusively for non-native (almost exclusively for non-native language speakerslanguage speakers

Multiple Proficiencies Multi-level Multiple Proficiencies Multi-level classrooms: techniques for classrooms: techniques for identifying gifted studentsidentifying gifted students

It is easier to identify an older gifted student since It is easier to identify an older gifted student since there are records of academic achievements there are records of academic achievements although they may not tell the entire storyalthough they may not tell the entire story

There are both intellectual and emotional clues that There are both intellectual and emotional clues that may, but not definitely confirm, a gifted student.may, but not definitely confirm, a gifted student.

Intellectual signsIntellectual signs: has a high verbal ability relative : has a high verbal ability relative to age, reads earlier than average, often remembers to age, reads earlier than average, often remembers large volumes of information or specific details, has a large volumes of information or specific details, has a longer attention span at an earlier age, learns longer attention span at an earlier age, learns concepts and tasks quickly, ask plenty of “what if” concepts and tasks quickly, ask plenty of “what if” questions, makes unusual connections at an early questions, makes unusual connections at an early age, enjoys intellectual activities/games, can problem age, enjoys intellectual activities/games, can problem solve. solve.


Emotional qualitiesEmotional qualities: responds well to : responds well to the company of older people, is the company of older people, is compassionate at an early age and compassionate at an early age and displays many fears, has an unusual displays many fears, has an unusual sensitivity to the feelings and sensitivity to the feelings and expectations of others, is a expectations of others, is a perfectionist, expects early success and perfectionist, expects early success and gets frustrated by failure, can spot gets frustrated by failure, can spot inconsistencies, has a highly developed inconsistencies, has a highly developed sense of humor at a young age.sense of humor at a young age.


There are many different definitions of gifted There are many different definitions of gifted students, but most programs and educational students, but most programs and educational organizations consider students who score 3 organizations consider students who score 3 standard deviations away from the mean on standard deviations away from the mean on cognitive, aptitude or skills tests to be gifted. cognitive, aptitude or skills tests to be gifted.

Most TAG or GATE programs accept students Most TAG or GATE programs accept students who score in the 90who score in the 90thth+ %tiles on reading and + %tiles on reading and math tests.math tests.

We currently have 16 different students who We currently have 16 different students who would qualify for one or more TAG or GATE would qualify for one or more TAG or GATE programprogram


Remember, there are multiple intelligences: Remember, there are multiple intelligences: visual/spatial, verbal/linguistic, visual/spatial, verbal/linguistic, logical/mathematical, interpersonal, and logical/mathematical, interpersonal, and intrapersonal. It’s difficult to create a intrapersonal. It’s difficult to create a program for all of these types of program for all of these types of intelligences. intelligences.

Being identified as gifted does NOT Being identified as gifted does NOT necessarily produce results. The Potential is necessarily produce results. The Potential is identified, not the actual production.identified, not the actual production.

Harvard School of Education experiment: Harvard School of Education experiment: you, you, you, you, and you.you, you, you, you, and you.

Multiple Proficiencies Multi-level Multiple Proficiencies Multi-level classrooms: techniques for classrooms: techniques for identifying late developing identifying late developing

students (especially younger students (especially younger students)students)

Intellectual signsIntellectual signs: has a low verbal ability : has a low verbal ability relative to age and finds it hard to articulate relative to age and finds it hard to articulate thoughts, reads later than average, finds it difficult thoughts, reads later than average, finds it difficult to recall facts and information, has a shorter to recall facts and information, has a shorter attention span at an earlier age, learns concepts attention span at an earlier age, learns concepts and tasks arduously and through many repetitions and tasks arduously and through many repetitions if at all, finds it difficult to make connections if at all, finds it difficult to make connections between concepts, learns the alphabet later than between concepts, learns the alphabet later than average, finds it difficult to correctly write the average, finds it difficult to correctly write the alphabet in both cases after much repetition and alphabet in both cases after much repetition and time, finds it difficult to order numbers, finds it time, finds it difficult to order numbers, finds it difficult to conceptual size and amount.difficult to conceptual size and amount.

Multiple Proficiencies Multi-level Multiple Proficiencies Multi-level classrooms: techniques for classrooms: techniques for identifying gifted and late identifying gifted and late developing young studentsdeveloping young students

Tools for identifying ability in younger students i.e. Tools for identifying ability in younger students i.e. grades K-2grades K-2

10 recommend tests as per Washington, Oregon, Texas, 10 recommend tests as per Washington, Oregon, Texas, and other departments of educationand other departments of education

The Auditory Analysis test, Decoding Skills The Auditory Analysis test, Decoding Skills tests, Degree of Reading Power test, the tests, Degree of Reading Power test, the Observation Survey, Qualitative Reading Observation Survey, Qualitative Reading Inventory, the Roswell-Chall diagnostic reading Inventory, the Roswell-Chall diagnostic reading test, Slosson Oral Reading Test (SORT), the Test test, Slosson Oral Reading Test (SORT), the Test of Phonological Awareness, The Texas (or of Phonological Awareness, The Texas (or California) Primary Reading Inventory, The California) Primary Reading Inventory, The Yopp-Singer Test of Phoneme SegmentationYopp-Singer Test of Phoneme Segmentation

Multiple Proficiencies Multi-level Multiple Proficiencies Multi-level classrooms: techniques for classrooms: techniques for identifying gifted and late identifying gifted and late developing older studentsdeveloping older students

Identifying raw ability in older Identifying raw ability in older students i.e. grades 3 and up is students i.e. grades 3 and up is much the same as it is with younger much the same as it is with younger students, but it is easier to measure students, but it is easier to measure actual performance due to a body of actual performance due to a body of work the student has produced i.e. work the student has produced i.e. writing samples, tests, standardized writing samples, tests, standardized tests, etc.tests, etc.

Number Number CorrectCorrect

RIT ScoreRIT Score Number Number CorrectCorrect

RIT ScoreRIT Score

11 164.6164.6 1313 204.6204.622 172.4172.4 1414 206.5206.533 177.6177.6 1515 208.6208.644 181.6181.6 1616 210.6210.655 185.0185.0 1717 212.4212.466 187.5187.5 1818 215.0**215.0**77 190.0190.0 1919 218.3218.388 193.5193.5 2020 221.5221.599 195.3195.3 2121 225.7225.7

1010 197.4197.4 2222 230.3230.31111 199.8199.8 2323 237.8237.81212 201.9*201.9* 2424 245.1245.1

*Likely to meet standards**Likely to exceed standards

Sample Reading Test Evaluation with Corresponding RIT scores

Grade LevelGrade Level

3rd3rd

4th4th

5th5th

6th6th

7th7th

8th8th

9th9th

10th10th

191 - 200191 - 200

200 - 207200 - 207

208 - 214208 - 214

215 – 221215 – 221

222 - 226222 - 226

227 - 230227 - 230

231 - 233231 - 233

233 and above233 and above

RIT interpretation

http://www.nwea.org/support/details.aspx?content=532

Multi-level Classrooms with Multi-level Classrooms with a mix of native and non-a mix of native and non-native English speakersnative English speakers

Although there are a many Although there are a many differences, our classes have taken differences, our classes have taken the approach that this is a variable the approach that this is a variable of the multi-proficiency multi-level of the multi-proficiency multi-level classroom. classroom.

Since there is no official ESL Since there is no official ESL program at the school, currently program at the school, currently non-native speakers go through a de non-native speakers go through a de facto immersion program facto immersion program

Strategies for the multi-Strategies for the multi-level classroomlevel classroom

The very first thing that a teacher of a multi-level The very first thing that a teacher of a multi-level classroom should do is assess the students ability as classroom should do is assess the students ability as soon as possible.soon as possible.

For older students, past records, For older students, past records, achievement/standardized test scores, writing samples achievement/standardized test scores, writing samples should be checked to see where the student excels, should be checked to see where the student excels, where they need help. where they need help.

The teacher should ask the questions: Is the student The teacher should ask the questions: Is the student late in developing? Is the student accelerated? Is the late in developing? Is the student accelerated? Is the student truly gifted?student truly gifted?

For younger students who have no records, teacher For younger students who have no records, teacher observations should be cross-referenced with age observations should be cross-referenced with age appropriate milestones. If the teacher observes appropriate milestones. If the teacher observes unusually slow development or unusually high ability, unusually slow development or unusually high ability, one or more of the available tests should be one or more of the available tests should be administered to get a better idea of what will best administered to get a better idea of what will best stimulate the child’s learningstimulate the child’s learning

Strategies for the multi-Strategies for the multi-level classroom: selection level classroom: selection

of texts and materialsof texts and materials Selecting a core text is of vital importance. Selecting a core text is of vital importance.

Most texts offer challenge Most texts offer challenge problems/activities/passages for the problems/activities/passages for the accelerated learner and remedial support for accelerated learner and remedial support for the late developing learner,the late developing learner,

Multiple texts can and should be used when Multiple texts can and should be used when feasible. For a language class, multiple level feasible. For a language class, multiple level books can be used to create reading groups books can be used to create reading groups to let students learn at their own pace. to let students learn at their own pace.

Math classes can use ‘application’ texts Math classes can use ‘application’ texts along with ‘concept’ texts. Concept texts along with ‘concept’ texts. Concept texts challenge the student to think logically and challenge the student to think logically and not just copy/follow the examples shown. not just copy/follow the examples shown.

Strategies for the multi-Strategies for the multi-level classroom: self-access level classroom: self-access

materialsmaterials Make sure everything is well labeled and organized. Make sure everything is well labeled and organized. The materials should reflect the needs and interests of The materials should reflect the needs and interests of

the students in your class. Self-Access materials can be the students in your class. Self-Access materials can be intimidating for students if you just have a shelf full of intimidating for students if you just have a shelf full of textbooks. textbooks.

It is best to photocopy many copies of worksheets and It is best to photocopy many copies of worksheets and exercises. exercises.

You can provide a lot of these materials via the You can provide a lot of these materials via the myteacher webpages. myteacher webpages.

Have puzzles, intellectual games available for the Have puzzles, intellectual games available for the student who routinely finishes early and needs student who routinely finishes early and needs stimulation. Get to know this student’s habits and see stimulation. Get to know this student’s habits and see what works well in intellectually stimulating him/her.what works well in intellectually stimulating him/her.

Crosswords, suduku, other puzzles Crosswords, suduku, other puzzles

Strategies for the multi-Strategies for the multi-level classroom: groups level classroom: groups

and pairingsand pairings Successful pairings and groupings are key to a Successful pairings and groupings are key to a

successful multi-level classroomsuccessful multi-level classroom Sometimes the most obvious pairings or groupings Sometimes the most obvious pairings or groupings

i.e. by ability, reading level, etc. don’t work due to i.e. by ability, reading level, etc. don’t work due to clashing personalities or other issuesclashing personalities or other issues

Cross-ability pairings along with like-ability Cross-ability pairings along with like-ability pairings should be rotated throughout the year to pairings should be rotated throughout the year to keep things fresh.keep things fresh.

Some students might also spend time by Some students might also spend time by themselves depending upon their ability with a themselves depending upon their ability with a special assignment. It is up to the teacher to special assignment. It is up to the teacher to continually find projects to keep this type of continually find projects to keep this type of student stimulated. The internet has hundreds of student stimulated. The internet has hundreds of ideas. ideas.

Strategies for the multi-Strategies for the multi-level classroom: groups level classroom: groups

and pairingsand pairings Start with a warm-up that involves the whole Start with a warm-up that involves the whole

group. group. Break part of the class off into one type of Break part of the class off into one type of

grouping (i.e. pairs) and work with part of the grouping (i.e. pairs) and work with part of the class on a lesson, grammar point, or activity. class on a lesson, grammar point, or activity.

Break off the class into another type of Break off the class into another type of grouping (i.e. small groups) and have the grouping (i.e. small groups) and have the other students use self-access materials. other students use self-access materials.

Bring the class back together for a whole Bring the class back together for a whole group activity/game. group activity/game.

Strategies for the multi-Strategies for the multi-level classroom: other level classroom: other

ideasideas Isolate students within the class who are Isolate students within the class who are

interested in peer tutoring.interested in peer tutoring.

This doesn't always have to be the student with the This doesn't always have to be the student with the highest level of English/Math/Etc. Your students who highest level of English/Math/Etc. Your students who fall somewhere in the middle may in fact be the most fall somewhere in the middle may in fact be the most valuable to you, as they strive to attain a level of valuable to you, as they strive to attain a level of competency comparable to the most advanced competency comparable to the most advanced students. Remind your students that the best way to students. Remind your students that the best way to practice and improve a new language/skill/concept is practice and improve a new language/skill/concept is to teach it to someone else. to teach it to someone else.

Consider enlisting a volunteerConsider enlisting a volunteer Teaching a multi-level classroom will be exhausting for Teaching a multi-level classroom will be exhausting for

even the most energtic of teachers so getting a even the most energtic of teachers so getting a volunteer to help with some of the non-pedagogical volunteer to help with some of the non-pedagogical task i.e. copying, collating, organizing, etc. may be task i.e. copying, collating, organizing, etc. may be helpful.helpful.

Strategies for the Multi-Strategies for the Multi-level Classroom: know your level Classroom: know your

limitslimits It may be that you have tried It may be that you have tried

everything in your power to help a everything in your power to help a student learn and they simply have student learn and they simply have not for one reason or another. not for one reason or another.

If this is the case, simply If this is the case, simply continuing on with failed strategies continuing on with failed strategies (given that a reasonable amount of (given that a reasonable amount of time and effort has been put in time and effort has been put in place) is not beneficial for anyoneplace) is not beneficial for anyone

ConclusionConclusion

Multi-level teaching is difficult and Multi-level teaching is difficult and time consumingtime consuming

However, it leads to a rich However, it leads to a rich curriculum for studentscurriculum for students

In lieu of an official ESL, TAG, GATE, In lieu of an official ESL, TAG, GATE, or remedial program, multi-level or remedial program, multi-level teaching is the ONLY way to ensure teaching is the ONLY way to ensure that each student gets an education that each student gets an education that is intellectually stimulating. that is intellectually stimulating.

ConclusionConclusion The teacher if he is indeed wise does not teach you The teacher if he is indeed wise does not teach you

to enter the house of wisdom but leads you to the to enter the house of wisdom but leads you to the threshold of your own mind. - Kahlil Gilbranthreshold of your own mind. - Kahlil Gilbran

I have lived some thirty years on this planet, and I I have lived some thirty years on this planet, and I have yet to hear the first syllable of valuable or even have yet to hear the first syllable of valuable or even earnest advice from my seniors. - Henry David earnest advice from my seniors. - Henry David Thoreau Thoreau

The mediocre teacher tells. The good teacher The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The explains. The superior teacher demonstrates. The great teacher inspires - William Arthur Ward great teacher inspires - William Arthur Ward

To know yet to think that one does not know is best; To know yet to think that one does not know is best; Not to know yet to think that one knows will lead to Not to know yet to think that one knows will lead to difficulty. difficulty. - Lao-Tzu - Lao-Tzu

teaching in/managing multi-level classrooms. what are multi-level classrooms? most teachers teach...

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multilevel classes

learning students

groups students

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kinesthetic learning

continuum of learning

quality learning

independent learners