Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/2611
Title: Multi-Age Practices And Multi-Grade Classes
Contributor(s): Cornish, Linley  (author)orcid 
Publication Date: 2006
Handle Link: https://hdl.handle.net/1959.11/2611
Abstract: Multi-age or nongraded classes are mixed-grade classes formed because of a philosophical preference and belief that learning is favoured in such classes. Multi-age teachers generally implement Vygotsky's ideas about learning - that it occurs in socially mediated situations where peers are important for both academic and social development (Bruner, 1986, 1996; Daniels, 1996; Dixon-Krauss, 1996; Goodlad & Anderson, 1987; Tharp & Gallimore, 1988; Vincent, 1999, Book 2; Vygotsky 1962, 1978; Wood, 1998). The learning process is a socially constructivist one, where students build up their own understandings through exploration in a social context. As a result, multi-age teachers encourage interaction amongst the students and especially interaction of children of different ages and stages of development. A multi-age classroom has a lot of movement, a lot of talking and discussion, a lot of cooperative learning, with an emphasis on helping each other and at the same time developing a self-directed approach to learning. The twin pillars of independence and socially competent behaviour are explicitly taught and practised.
Publication Type: Book Chapter
Source of Publication: Reaching EFA through multi-grade teaching: Issues, contexts and practices, p. 27-48
Publisher: Kardoorair Press
Place of Publication: Armidale, NSW, Australia
ISBN: 090824469X
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 939999 Education and Training not elsewhere classified
Other Links: http://www.kardoorair.com.au/Education.html
http://nla.gov.au/anbd.bib-an41102648
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Appears in Collections:Book Chapter
School of Education

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