Flexible grouping strategies in the multiage classroom

Theory Into Practice, Wntr, 2002 by Jo Hoffman

Table 1
Flexible Grouping for Instruction

Types of Groupings   Primary Uses

Whole-class          Community-building, planning,
meetings             introducing new concepts or
                     skills, reading/writing/thinking
                     strategies, closure

Teacher-led          Common need, guided practice,
small groups         task-focused help, sharing reading,
                     and writing assessment

Student-led          Supported practice, shared tasks,
small groups         collaborative responses, common
                     interest, sharing reading
                     and writing

Partners (dyads)     Supported practice, mentoring,
                     tutoring, shared tasks

Individual           One-on-one instruction, individual
                     assessment, independent
                     practice, individual response

Source: Chapman (1995).

References

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Chase, P., & Doan, J. (1994). Full circle: A new look at multiage education. Portsmouth, NH: Heinemann.

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Hogan, D.M., & Tudge, J.R. (1999). Implications of Vygotsky's theory for peer learning. In A.M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 39-65). Mahwah, NJ: Erlbaum.

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Slavin, R.E. (1995). Cooperative learning (2nd ed.). Boston: Allyn & Bacon.

Stone, S. (1994-1995). Strategies for teaching children in multiage classrooms. Childhood Education, 71, 102-105.