Online Learning Community
Sample Discussion - Split Grade
The fourteen messages in this discussion were originally posted in a Mathline Learning Community over three days in October 2000.
Sunday, October 8, 2000 2:50:45 PM
Guy
Teaching a Split Grade
Hi all
Another question that I will link to Math!
It looks as if I may be assigned a grades 1/2 split for next year. We have a very small 1st grade and a small 2nd... 5 + 12. Just looking for some "experience" in this very situation and as to any insight you all might be able to offer me!
Thanks in advance!
Sunday, October 8, 2000 2:55:27 PM
Heather
Re: Teaching a Split Grade
Guy writes:
It looks as if I may be assigned a grades 1/2 split for next year. We have a very small 1st grade and a small 2nd... 5 + 12. Just looking for some "experience" in this very situation and as to any insight you all might be able to offer me!
Hi, Guy
I'm in my second year of teaching a multi-age class of first and second graders. I team teach with a wonderful colleague and next year our building anticipates adding another multi-age class. Our district now offers straight-graded 1st and 2nd grade classes and 1st/ 2nd grade looping situations. The parents enjoy the choice. We have chosen to teach these configurations and are not mandated due to fluctuating class sizes.
If I can be of any help just let me know!
Monday, October 9, 2000 12:08:14 PM
Rick
Re: Teaching a Split Grade
Guy writes:
It looks as if I may be assigned a grades 1/2 split for next year. We have a very small 1st grade and a small 2nd... 5 + 12. Just looking for some "experience" in this very situation and as to any insight you all might be able to offer me!
Many of us have had split groups or multi-age groups, or our single grade class is very heterogeneous or covers almost a two-year age range. If you've had the chance to watch the videos, "To Half or Half Not" and "Food for Thought", both of these teachers are working with a multiage group.
What do you think about the appropriateness of the activities for a multiage group? In terms of class management, how often would you do whole group activities like this versus centers or small groups or "ability" groups?
Guy's question is so important because it's difficult to teach to diverse levels. Any thoughts you have are sure to help Guy (and probably all the rest of us too!!) We'd appreciate hearing from you even if you haven't had the opportunity to watch the videos.
Monday, October 9, 2000 3:00:18 PM
Sally
Re(2): Teaching a Split Grade
I can appreciate how "To Half or Half Not" and "Food for Thought" can be wonderful opportunities for split grades or multi-age classes. My concern comes when we look at programs like Everyday Math or Math Trailblazers. I'm wondering how one would effectively handle the spiraling, etc. of these programs and meet the needs of two different grade levels.
We may have a 1/2 class next year and I'm wondering how to best support this teacher as we are piloting new materials.
Monday, October 9, 2000 4:02:56 PM
Heather
Re(3): Teaching a Split Grade
I teach mostly second-graders for math, but I do have some first-graders as well. The range is quite wide but as long as repeated concepts are presented from a changed perspective the following year, it doesn't seem to be a problem to teach the same concepts to the same kids for 2 years. Much of our first grade math curriculum is repeated in grades two and three also because we don't expect "mastery" right off the bat. Even in straight-graded classrooms the teacher needs to adapt for different learning styles and levels of comprehension.
I'm wondering if a program like Investigations by Terc might be more adaptable to multi-age classes. For instance, the geometry book Quilt Squares and Block Towns is listed at grade levels one and two. My experience with Terc is limited, but the lessons seem to be open-ended enough to allow time for additional practice/exploration for those who need it and that would free up some time to introduce higher-level, follow-up activities to others. It is very hands on and does not have the traditional worksheets. There are sheets that are designed to be more like workmats that students could be directed to use differently, depending on their level of understanding.
This is a subject that I have just begun to explore and will be following this conversation with great interest.
Monday, October 9, 2000 4:45:35 PM
Guy
Re(4): Teaching a Split Grade
Heather writes:
I'm wondering if a program like Investigations by Terc might be more adaptable to multi-age classes.
That is just what I've been "piloting" this year with my second grade and I feel it would be very effective with multi-age!
The "down" side to my experience is that after using TERC almost exclusively this year (and number sense is soaring!), I now feel I must put in some traditional algorithms... because we have the "math wars" raging here, and third grade is strictly traditional textbook, etc. and I have to expose and give some experience to my children so that they can function... and yet hopefully flourish with their amazing backgrounds they've begun to develop!
Tuesday, October 10, 2000 6:08:33 AM
Heather
Re(5): Teaching a Split Grade
Guy writes
The "down" side to my experience is that after using TERC almost exclusively this year (and number sense is soaring!), I now feel I must put in some traditional algorithms... because we have the "math wars" raging here, and third grade is strictly traditional textbook
If you promise not to tell anyone.................I'll admit to giving the kids a combination of what we lovingly refer to as "math packets" and purchased math booklets. Each child has a booklet of mainly computational sheets. They work on these at their own pace. If we have 5 minutes here and there we might direct the kids to get them out, but other than that they are mostly self-directed. We do push to have all first-graders finish the first purchased booklet by the end of the first year. The second graders finish the second grade book sometime before the end of the second year, but many of them do that already in their fist grade year. That is rarely a problem because we find that the competition is fierce among many to see who can stay ahead of their friends.
When they have finished a booklet or packet, we assess and see what is needed and proceed from there. We have several supplemental packets made up that may contain: additional review, written problems, double digit addition and subtraction with and without regrouping, time and money sheets, multiplication (we work with a lot of skip counting through a musical tape that I purchased and the kids love to sing along to), some basic algebra or geometry, etc. etc. This allows us to individualize as we can teach skills to an individual when they are ready. If we can't find enough time we might lay the groundwork and then look to a peer mentor who has already mastered the subject at hand.
One of the best things about multi-age classes is that it allows for peer mentorship. I don't mean that we burden the more advanced learners with the task of teaching others. However, when a student has come to understand a concept, it is a great reinforcer to teach what they know. It solidifies the newly acquired knowledge in their mind, requires them to verbalize and perhaps stretch for other ways of looking at a task, and boosts self-esteem as well.
Even children who might never be placed in the role of mentorship in a straight-graded class usually have the opportunity by their second year to act as a mentor to someone for something!
Didn't mean to ramble. Hope this makes sense...........Heather
Tuesday, October 10, 2000 10:10:28 AM
Warren
Re(5): Teaching a Split Grade
Guy writes:
I now feel I must put in some traditional algorithms... because we have the "math wars" raging here, and third grade is strictly traditional textbook, etc.
Guy...I had the same problem that you have only it was my third graders going into traditional fourth grade rooms. I usually waited until May. I found that with all the wonderful thinking they had been doing in reform math they picked it up very quickly. However, the subtraction algorithm that I showed them was not the traditional one. The nice thing about it was that problems with 0's were no harder than a regular subtraction problem.
Keep us posted about the progress your kids are making.
Tuesday, October 10, 2000 3:13:10 PM
Rick
Re(5): Teaching a Split Grade
Guy writes:
I now feel I must put in some traditional algorithms... because we have the "math wars" raging here, and third grade is strictly traditional textbook, etc. and I have to expose and give some experience to my children so that they can function
I teach second grade too, and we give the CTBS test in early January. The administration keeps moving it earlier and earlier. We used to give it in late spring. Some teachers in our district teach addition regrouping before the test, some teach addition and subtraction regrouping, some don't at all until later in the year. I don't like to teach the traditional algorithms that early - maybe a few kids are ready, but not the whole class.
The problem is that the test results are used as part of the assessment for determining who gets Gifted and Talented services for the 3rd grade. We have a GT magnet school and resources in our school for the kids who don't go to the magnet. If they don't score high on the test - which is timed, so for a lot of kids there's not enough time for them to use their invented algorithms - they may not get services for the following year.
If all the teachers in all 14 elementary schools followed somewhat the same timeline, the comparisons wouldn't look so disparate. The scores do reflect the differences, though, and we do get pressure from parents who want their kids to qualify for the magnet or for services. It's just another confusion you feel when you know how you want to do things but the "system" won't accept the research of reform mathematics. Maybe someday!!
Wednesday, October 11, 2000 6:14:50 AM
Sally
Re(4): Teaching a Split Grade
Heather writes:
I'm wondering if a program like Investigations by Terc might be more adaptable to multi-age classes. For instance, the geometry book Quilt Squares and Block Towns is listed at grade levels one and two.
I agree with you Heather! I used Investigations with a second grade class two years ago. It would, I believe, be much more adaptable than series that keep spiralling.
Wednesday, October 11, 2000 6:17:27 AM
Sally
Re(5): Teaching a Split Grade
Heather writes:
I'm wondering if a program like Investigations by Terc might be more adaptable to multi-age classes.
Guy writes:
That is just what I've been "piloting" this year with my second grade and I feel it would be very effective with multi-age!
The "down" side to my experience is that after using TERC almost exclusively this year (and number sense is soaring!), I now feel I must put in some traditional algorithms
Go for it Guy!! Because of the number sense your kids have, you should be able to introduce the "old fashioned" way of doing things with minimal challenges. At least that was my experience with regrouping. While I did have some students who experienced confusions, their confusions didn't seem as great as I thought they might be. I also tried going from regrouping for addition to regrouping for subtraction ---- I was told it was a reall "no-no", but we were quite successful.
Last week, I had to go into a second grade "traditional" classroom because of an emergency. The teacher is a great teacher, but these kids were experiencing major challenges that I don't believe they would have had, if they'd had more hands-on and a greater number sense.
Just give a try with your kids. My experience was that learning anything the "old fashioned" way was relatively easy.
Wednesday, October 11, 2000 10:19:59 AM
Sandy
Re(6): Teaching a Split Grade
Heather writes:
we work with a lot of skip counting through a musical tape that I purchased and the kids love to sing along to
Would you mind sharing the names and company for these tapes? They sound like they match with all that brain research says about learning!
Wednesday, October 11, 2000 10:21:00 AM
Sandy
Re(6): Teaching a Split Grade
Warren writes:
However, the subtraction algorithm that I showed them was not the traditional one. The nice thing about it was that problems with 0's were no harder than a regular subtraction problem.
Could you say more about this? I still have second graders revert in multi-digit subt. with a 0s!
Wednesday, October 11, 2000 7:23:24 PM
Heather
Re(7): Teaching a Split Grade
Sandy,
The tape is called the Skip Count Kid and it is sold by
Mortenson Math Co.
2600 East Seltice Way
Post Falls, Idaho 83854
The phone is 1-800-475-8748.
The tapes are $12 each plus $5 shipping.
One of my former students said that they could use the tape in their 3rd grade class because some of the kids were having trouble, so I sent it to them for a while. She had told her teacher how easy it made it. Haven't heard back from the teacher yet.
The Tunes are catchy and would be appropriate for grades K-3, I would say. I've had it for 4 or 5 years (since the NCTM National Conference in Chicago a few years back) and all the kids enjoy it, We listen to one or two number songs over and over again until the kids know them really well. Generally my kids count especially well by 3's and 4's once they get the tune going in their head. It is cute because you can hear the beat of the songs as they tell you how to count by 4's.
