Composite Class Management Strategies
Scenario
“Amy was assigned a composite class; year 4/5, this cross stage class had 24 students; 14 boys and 10 girls”.
Composite Classes
Composite classes can be a totally different experience to straight stage classrooms. There is a whole new level of differentiation that needs to be taken into account with even more ability levels on display. Teaching is about adjusting to meet the needs of all by tailoring instruction to “effectively reach and teach all of our students” (Reif & Heimburge 2006).
According to Roberts (2007) when planning for differentiated multi-level learning, it is important to start the lesson with the whole class together. This provides a foundation for the leveled tasks that will follow. She then suggests to assign leveled tasks using a variety of groupings of students with similar abilities. At the end of the lesson she suggests bringing the class back together to review what was learnt.
It makes no difference to performance whether students are in a straight year group or in a multi-age class. The most important factors in determining how well a student does are the quality of the teacher and his or her teaching (NSW DEC 2011).
According to Roberts (2007) when planning for differentiated multi-level learning, it is important to start the lesson with the whole class together. This provides a foundation for the leveled tasks that will follow. She then suggests to assign leveled tasks using a variety of groupings of students with similar abilities. At the end of the lesson she suggests bringing the class back together to review what was learnt.
It makes no difference to performance whether students are in a straight year group or in a multi-age class. The most important factors in determining how well a student does are the quality of the teacher and his or her teaching (NSW DEC 2011).
To meet the needs of a wide range of learners, a composite classroom requires:
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Click on the link below to view a diagram of how group lessons flow, (Roberts 2007)
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Following are tips aimed at helping you successfully manage a composite classroom, adapted from NSW DET (1997).
- Teach to need rather than to an age or grade level.
- Have groups but don’t group them in year level. It is an opportunity to group them depending on their abilities.
- Use teamwork where possible and develop a sense of community.
- Encourage working together to achieve a common goal.
- Use different grouping strategies for a range of purposes.
- Develop a broad repertoire of open-ended activities.
- Be extremely organised and use predictable routines.
- Divide students into independent work, group work and teacher directed.
How does this relate to the National Professional Standards for Teachers?
Professional Knowledge
Standard 1: Know students and how they learn.
Focus: Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Graduate: 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Focus: Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Graduate: 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.