Best practice strategies that can be used effectively in both graded and non-graded classrooms.

1. Best practice strategies that can be used effectively in both graded and non-graded classrooms. Dr. Valerie Ritland & Dr. Myron Eighmy

2. What is Non-graded Instruction? • Used synonymously with the term multiage instruction • A deliberate classroom organization pattern which does not use grade designations for students • A span of two to four years in a classroom • A flexible system of grouping in which students are allowed to work cooperatively across grade levels.

3. Research Design & Participants • Three Round Delphi Study on Multiage/Non-graded practices in three construct areas: • Teacher strategies and challenges • Student/School Pros/Cons • Training & Resources • Twenty-one Expert Panelists • 10 Practitioner Experts with multiage • teaching experience 11 Theory Experts with publications in best practice and/or multiage instruction

4. Key Research Questions • What strategies do multiage teachers use? • What strategies could effectively be used by both graded and non-graded teachers?

5. Data Analysis • Consensus to disagree = • Mean < 2 • Standard Deviation < 1 • 80% or greater disagree • Consensus to Agree = • Mean > 3 • Standard Deviation <1 • 80% or greater agree

6. Consensus Findings • Experts agree: • There is no difference between the recommended class size in multiage verses graded classrooms • It is beneficial to both the student and the teacher to be together for more than one year • Students tend to get along better socially, mentor and act more like a family, in a multiage classroom • Students do as well/better academically in MA site • MA classrooms are less stressful for children because of the reduced fear of failure • Students of all abilities and needs can be successful in a multiage classroom

7. Consensus Findings • Best practice strategies that can be used effectively by both graded/non-graded staff • Room arrangement to support group work and centers not isolated work stations • Flexible grouping for all subjects • Cooperative learning strategies • Learning centers and project areas • Authentic portfolio assessment • Inquiry based learning • Thematic Instruction • Children constructing their own knowledge

8. Consensus Findings • Training & Resources: • Teachers should visit another multiage classroom before teaching in their own multiage classroom • Principals, school boards and superintendents should all receive training on multiage history and practices. • Parents should be oriented to multiage history and practices each year, so they know what to expect • It is difficult to find regular training & conferences geared for teachers who work in multiage classrooms.

9. Additional Studies • Additional research needed in this area: • What training universities need to provide to prepare future teachers. • How to address when there is not a good “fit” between child and the teacher • How textbooks could be better designed to meet the needs of teachers • Designing on-going training opportunities for multiage teachers