Abstract/Notes: Examines the advantages of teaching in a multiage elementary classroom and discusses specific techniques that work well with children of different ages and abilities. Suggests that teachers need to integrate material as much as possible, balance large- and small-group activities, and utilize cooperative teams made up of students from each age group. (MDM)

Language: English

ISSN: 0891-4508

Abstract/Notes: The Inclusive Classroom: Creating a Cherished Experience through Montessori brings together experts in Montessori Education and Special Education for the 3- to 6-year-old child in Montessori school. This book will be used by Montessori professionals in teacher training programs at the undergraduate and graduate levels, by Montessori teachers in classrooms including public, private, sectarian, and nonsectarian schools for classrooms ages 3 to 6, and by Montessori administrators in all types of schools. The Montessori chapters (Introduction, Practical Life, Sensorial, Math/Geometry, Language, and Conclusion) describe and include examples of how to modify or re-present Montessori lessons for children with learning challenges. These lessons are supported by the principles of Universal Design for Learning AND specific standards from the National Association for the Education of Young Children (NAEYC).

Language: English

Published: Lanham, Maryland: Rowman & Littlefield Publishers, 2021

ISBN: 978-1-4758-5635-4

Abstract/Notes: Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with multiage instructional approaches. Chapter 1 begins by examining the purposes of assessment and then compares the characteristics, strengths, and limitations of conventional and authentic assessments. Chapter 2 explores methods used to assess and document the process of learning, such as observation, anecdotal records, and developmental checklists, and presents means of assessing, evaluating, and organizing authentic products of student learning. Issues involved in reporting student progress to parents and administration are examined in the third chapter. Chapter 4 considers the implications of authentic-assessment approaches for administrators and school boards, and summarizes what administrators should know about teachers' requirements to effectively implement new assessment methods. A summary publication is included. The appendix contains an overview of authentic-assessment practices in Oregon. Data were gathered from interviews with 10 educators and assessment specialists.

Language: English

ISSN: 0095-6694

Abstract/Notes: This issue of the OSSC Bulletin explores problems encountered in implementing a closely associated group of educational innovations whose adoption has become increasingly common in recent years. This "family" of organizational and instructional practices includes non-age-graded organization, mixed-age grouping, developmentally appropriate practices, continuous-progress learning, integrated or thematic instruction, and cooperative learning. Data were gathered from a review of literature and 10 telephone interviews conducted with teachers and administrators. Chapter 1 surveys the theoretical base for nongraded education and for common nongraded practices and program configurations, focusing on areas in which controversy exits or research evidence is incomplete. It also shows how ignorance of the change process can affect implementation. Chapter 2 explores misunderstandings that often sabotage nongraded practices, and how these misunderstandings develop, and suggests actions that can be taken to reduce them. The third chapter examines the ways inadequate practical skills lead to failure and discusses effective ways for teachers to acquire the appropriate skills. Chapter 4 illustrates how an unsupportive school culture can discourage educators and undermine a program, and chapter 5 documents the need for district and state support. The sixth chapter considers the need for sufficient time and financial resources to prevent program failure. It examines how these factors have affected implementation efforts in British Columbia, Kentucky, and Oregon. Chapter 7 suggests actions school boards and administrators can take to avoid or overcome these obstacles. A Bulletin in Brief, a four-page condensed version, is included. (LMI)

Language: English

ISSN: 0095-6694

Abstract/Notes: Discusses the organization and operation of multi-age classrooms in an elementary school in Nevada. Describes how teachers working with primary classrooms of first and second graders, and intermediate classrooms of third, fourth, and fifth graders, created an adaptive, flexible, and dynamic curriculum that could serve the needs of their overpopulated school. (AA)

Language: English

ISSN: 0891-4508

Language: English

Language: English

ISSN: 0362-4331

Language: English

Published: 1973

Language: English

Published: Wellington, New Zealand: E. Barry, 1992

Language: English

Published: New York: American Montessori Society, 1963