Yes and No. New students coming in could potentially miss out on some science and social studies curriculum; however, these curriculums are designed to be taught in a spiral design where students would receive these same topics in a later grade again. ELA and math would not be missed as they topics are sequential and build on ability and students, students entering the classroom would be taught the basics and progressed to a level that challenges them but yet allows them to still be successful.
Both. Multilevel classrooms allow for continous progress. All learners can be challenged. In a multilevel environment, students do not need to spend time on concepts and skills they have already mastered. Students who have not attained specific learning outcomes by the end of a school year have the opportunity to achieve them the following year. In multilevel classrooms, all students are expected to attain the learning outcomes, and time becomes a variable that can help them do so.
Regular Assessment. Multilevel classrooms are built on the premise that diversity is not a challenge to be overcome, but an asset and a resource that promotes learning. In reality, all classrooms are diverse. By the time students are eight years old, their academic performance in a single-grade classroom may span three or more years. In addition, students bring to the classroom a wide range of learning approaches, developmental stages, aptitudes, interests, experiences, cultural backgrounds, and personalities. Thus, there are no homogeneous classrooms.
Students are individually assessed regularly to ensure that curricular outcomes for each grade are being met.
No. Placing students from several grades in one classroom does not in itself create a successful multiage classroom; however, multiage classrooms are based on a student-centred, subject-integrated approach to learning.
False. No. Homogeneous and heterogeneous groupings of students remove the need for students to be independent learners. When students are in groups, they learn with their peers instead of having to do it on the own. This allows for collaboration, sharing knowledge, asking questions, and helping one another all without direct teacher involvement.
All involved contribute to the decision. Student Services, teachers, the student, and parents/guardians all have a say in where the student ends up. An information sheet is given out in March to be filled out by parents and child together. The information sheet asks who the child works well with, who they don't, and if there is someone they would like to work with. This sheet combined with the conversation with the outgoing teacher and student services, will be the basis for what will be the best placement for the child. Social dynamics, academics, and behaviour also factor into the decision.
Through planning. This is not an easy answer nor is it short. Simply put, teachers will teach to student abilities. Usually put in groups based on ability, teachers will have different expectations for different groups. Personal goals will drive students to strife for more, setting the bar higher. Teachers will have grade-level outcomes in mind when assessing student progress; however, only at the end of the two years will students have to achieve grade-level outcomes.
Not to worry. Math class can be taught in many different ways. It will be up to the teacher to choose how they will setup and give instructions. Workstations or work centers are two common ways in which students, grouped by ability, work their way around from one station to another. Each station reinforces the concept they are learning. On station is with the teacher. They teacher may reteach, introduce something, or assess where students need help. In this setup, everyone is busy and they all at some point get that needed time with the teacher. Once again this is just one way of teaching math.
Teachers do already. Teachers are already challenged with a range of student abilities whether in multiage or not. Multiage programming recognizes that each student is at a different stage of learning and focuses on the developmental stage of the learner; of necessity, the focus moves to individual learning along a continuum. Students learn to set personal learning goals, assess themselves, and reflect on their own learning. Teachers will plan lessons keeping in mind differentiated instruction and universal design to be able to accommodate what ever ability students may be at.
Continuous Progress. Multiage classrooms allow for continuous progress. All learners can be challenged. In a multilevel environment, students do not need to spend time on concepts and skills they have already mastered. Students who have not attained specific learning outcomes by the end of a school year have the opportunity to achieve them the following year. In multiage classrooms, all students are expected to attain the learning outcomes, and time becomes a variable that can help them do so.
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Buses will not run if the temperature is colder than -45oC with the windchill based on the weather at the Forks.
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