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ED320719.Pdf DOCUMENT RESUME ED 320 719 RC 017 563 AUTHOR Miller, Bruce A. TITLE The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Sep 89 CONTRACT 400-86-0006 NOTE 279p. AVAILABLE FROM Brookline Books, P.O. Box 1046, Cambridge, MA 02238 ($18.95). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) 'Iformation Analyses (070) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Class Organization; *Classroom Techniques; *Cooperative Learning; Elementary Secondary Education; Grouping (Instructional Purposes); *Multigraded Classes; Open Education; Peer Teaching; *Rural Schools; Self Directed Groups; *Small Schools; Teacher Effectiveness; Teaching Methods ABSTRACT This handbook was written to review current research on multigrade instruction, to identify key issues faced by multigrade classroom teachers, and to offer novice teachers a set of resource guides for improving instructional quality. The first chapter reviews previous research on multigrade instruction. It addresses questions regarding the effect of multigrade instruction on student performance and the training needed to teach in a multigrade classroom. The other chapters of the handbook cover topic areas considered essential for effec:ive multigrade instruction:(1) classroom organization; (2) classroom management and discipline;(3) instructional organization and curriculum;(4) instrucational delivery and grouping; (5) selt-directed learning; and (6) planning and using peer tutoring. Each chapter presents background information, basic concepts and principles, sample schedules, classroom layouts, instructional strategies, and further resources for multigrade teaching. Each chapter contains a list of pertinent references, which together amount to approximately 100 entries. (TES) ************************************ ****** ***************************** Raproductions supplied by EDRS are the best that can be made from the original document. This publication is based on work sponsored wholly, or in part, by the Office of Educational Research and Improvement (OERI), Department of Education, under Contract Number 400-86-0006. The con'ait of this publication does not neces- sarily reflect the views of OERI, the Department, or any other agency of the U.S. Government 3 ACKNOWLEDGEMENTS The following selections have been reprinted with permission from: Cohen, Elizabeth (1986). Reprinted by permission of the publisher from CohGn, Elizabeth G., Designing groupwork: Strategies for the heterogeneous classroom. (New York: Teachers College Press, ®1986 by Teachers College, Columbia University. All rights reserved.), pp. 207-209. Emmer, Edmund T. (1987). Classroom management and discipline. (pp. 233- 258). From Educators' handbook: A research perspective by Virginia Richardson-Koehler with David C. Berliner, Ursula Casanova, Christopher M. Clark, Richard H. Hersh, and Lee S. Shulman. Copyright © 1987 by Longman Publishing. Reprinted by permission by Longman Publishing. Evertson, C., Emmer, T., Clements, B., Sanford, Worsham, and Williams, E. (1981). Occianizing and managing the elementary school classroom. Reprinted with permission from Carolyn Evertson, Peabody College, Vanderbilt University, Nashville, TN. Gibbons, M. and Phillips, G. (1978). Helping students through the self- education crisis. Eanajaiaggan, 511(4), 296-300. ®1978, Phi Delta Kappan, Inc. Kagan, Spencer (1989). camperative learning: Resources for teachem. Reprinted with permission from Resources for Teachers, 27134 Paseo Espada #202, San Juan Capistrano, CA 92675. Karweit, Nancy (1987). Diversity, equity, and classroom processes. In M.T. Ha !linen (Ed.), Social organization of schools (pp.71-102). Reprinted with permission of the Plenum Publishing Corporation. Murphy, Joseph, Weil, Marsha, and McGreal, Thomas (1986). The basic practice model of instruction. The Elementary School Journal, fE(1). 0 1986 by The University of Chicago. All rights reserved. 0013- 5984/87/8701- 0006$01.00 Slavin, Robert E. (1987). Ability grouping and student achievement in elementary schools: A best evidence synthesis. Bey'v of Educational Baur Gh. AZ(3), 293-336. Reprinted with permissi...11 from American Educational Research Association. Slavin, Robert E. (1988). Synthesis of research on grouping in elementary and secondary schools. Educational Leadership. 01), 67-77. Reprinted with permission of the Association for Supervision and Curriculum Development © 1988 by the Association for Supervision and Curriculum Development. All rights reserved. Slavin, Robert E. and Madden, Nancy (1989). What woks for studentsat risk: A research synthesis. Educiaional Leadership. 05), 4-13. Reprinted with permission of the Association for Supervision and Curriculum Development © 1989 by the Association for Supervision and Curriculum Development. All rights reserved. Thomas, J.W., Strage, Amy, and Curley, Robert. (1988). Improving students' self-directed learning: Issues and guidelines. The Elementary School Journal. ria(3), 313-326. ®1986 by The University of Chicago. All rights reserved. 0013-5984/83/8803-0009$01.00. R C THE MULTIGRADE CLASSROOM: A RESOURCE HANDBOOK FOR SMALL, RURAL SCHOOLS Bruce A. Miller September, 1989 Rural Education Program Steve Nelson, Director Northwest Regional Educational Laboratory 101 S.W. Main Street, Suite 500 Portland, Oregon 97204 4) 6 CONTENTS Preface v The preface describes the process used in developing the handbook, including the multigrade teachers who shared their classroom strategies and ideas for improving the usefulness of the handbook. Introduction ix The history of multigrade classroom instruction is presented along with the background information which describes why multigrade instruction is an important and complex Issue for educators. Chapter 1 1 Review of the Research onMultigrade Instruction In this chapter, the research on multigrade instruction is reviewed in order to answer two questions: 1) What effect does multigrade instruction have on student performance ?; and 2) What kind of training is needed in order to teach in a multigrade classroom? Detailed information focusing on organizing and teaching in a multigrade classroom is also presented. Chapter 2. 51 Classroom Organization This chapter describes strategies for arranging and organizing instructional resources and the physical environment. Sample classroom layouts and a "design kit" for organizing your classroom have also been included. Chapter 3 73 Classroom Management and Discipline Establishing clear expectations for student behavior and predictable classroom routines have been shown to improve student performance. In this chapter, research relating to classroom management and discipline are presented along with a checklist for planning management routines and discipline procedures. Chapter 4 1 09 Instructional Organization and Curriculum Research-based guidelines for planning. developing and implementing instructional strategies are presented. This chapter emphasizes the development of cooperative work norms in the multigrade classroom and how to match instruction to the needs of students. An overview of curriculum planning concepts is discussed. Instructional Organization and Curriculum is a close companion pier with tho chapter on Instructional Delivery and Grouping. Chapter 5 151 Instructional Delivery and Grouping This chapter emphasizes that instructional quality and student grouping are key components for success in the multigrade classroom. Instructional methods such as recitation, discussion and cooperative learning are reviewed. Planning guides and examples have been included where appropriate. Strategies for organizing group learning activities across and within grade levels, especially those that develop interdependence and cooperation among students, are discussed. Chapter 6 223 Self-Directed Learning Developing skills and strategies in students that allow for a high level of independence and efficiency in learning individually or in combination with other students is essential in the multigrade classroom. Ideas for developing self-direction are presented. Chapter 7 241 Planning and Using Peer Tutoring This chapter provides guidelines for developing skills and routines whereby students serve as "teachers" to other students within and across differing grade levels. The research on what makes for effective tutoring in the classroom is reviewed. 8 Preface The development of this handbook began in 1987, when a group of people involved in rurai education raised several issues regarding multigrade classroom instruction. In their discussions, members of the advisory committee for the Northwest Regional Educational Laboratory's (NWREL) Rural Education Program agreed that multigrade teacher training in their respective states was either lackingor wholly inadequate. They also were concerned about the availability of research and training materials to help rural, multigrade teachers improve their skills. As a result of these concerns, the Rural Education Program decided to develop a handbook to assist the multigrade teacher. The handbook evolved in several stages. The first was a comprehensive review of the researchon multigrade instruction that included articles, books, and research reports from the United States, Canada, Australia and other countries. From this review, six topic areas emerged that are considered essential for effective multigrade
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