![]() Vol. IX No. 2 May 1997
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"How can I make the most of my multi-level class?" Dealing with Diversity: Stucturing Success in Multi-Level Classes by Jim Howden
Combining two or more levels of learners, whether it be because
of budget restrictions, declined enrolment, or a pedagogical decision almost
always results in a gut reaction from the teacher - how will I be able to
manager, motivate, and teach to such a diverse group. Living in today's
society requires more competencies in dealing with diversity for both the
student and the teacher - heterogeneity is at the crux of modern society.
Teachers and students need to be involved in settin collective goals
in a combined classroom. Effective learning takes place when students
want to learn and need to learn. When looking at the process of change
in educational settings, it is normal that problems and frustrations be
part of the early days (and weeks) of organizing a multi-level classroom.
These underlying beliefs and assumptions regarding multi-level classes
will help to demystify this pedagogical reality: students work together
in a healthy authentic learning environment where cooperation is a fundamental
value; students' social, emotional, and intellectual development is enhanced
when their environment is structured (Vygotsky cited in Moll 1990); students
autonomy and self-esteem are enhanced if interdependence is stuctured
within their interactions; language competencies, both intellectual and
interpersonal, are acquired when working with their peers in a successful
cooperative learning environment (Lemke, 1990).
The principles of learning, which are respected in the framework for
dealing with a diverse learner population, include: new knowledge, procedural
and declarative, is constructed on prior knowledge; learning occurs during
social interactions when students are engaged in specific and meaningful
pedagogical activities; and successful learning involves the use of numerous
teaching strategies.
Learning centres is one strategy that favours success in a multi-level
classroom. Learning centres differ from activity centres in that learning
takes place in a long term supportive, stuctured environment with specific
language and content objectives. Learning centres are student-centered
and engage students by the use of clearly defined objectives. Some steps
to ensure the success of learning centres include activating prior knowledge,
motivating students to explore and develop new concepts based on prior
knowledge, and planning for a reflection period to complete the cognitive
process.
There is no one solution which offers a panacea in dealing with the
heterogeneity in today's classrooms, but clearly the teacher is the key
to success. Using a variety of strategies, realistic goal setting, and
transferring responsibility for some of the learning to the students through
cooperative learning are but a few suggestions. Others include crossage
tutoring and balancing whole group/small group interactions. Campbell
(1993) with his research and annotated bibliographiy on multi-level core
French classrooms in Ontario, offers more time and cost consuming ideas
to deal with such diversity in the classroom, including (Moscovich, 1991
in Campbell, 1993):
Campbell, G. (1993) Assessing the impact of multigrade classes: an
anotated bibliographie. Canadian Modern Language Review, 49(2), 345-364.
Howden, J. (1996) Pratico-pratique: L'apprentissage coopératif
en salle de classe. Mosaique: consultants en Éducation. Montréal,
Québec.
Johnson et all (1993) Cooperation in the classroom. Edina, MN:
Interaction Book Co.
Lemke, J.L. (1990) Talking science: Language, Learning, and Values.
Norwood, NJ: Ablex Publishing Corp.
Moll, L.C. (1990) Teaching Second Language Students: A Vygotskian
Perspective. In L.C. Moll (Ed.), Vygotsky and Education. New York,
NY: Cambridge University Press.
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