FAQ for
the 4/5 Blend
What is the ratio of Fourth Graders to Fifth graders?
At this time the 4th to 5th grade ratio is projected to be 15 to 13 . Best practices from mixed age research places a high
importance on maintaining a near 50/50 ratio with mixed age children.
This helps to establish a truly heterogeneous grouping of students
(academically) similar to the practice we use in single-grade classrooms.
What is the criteria for choosing the 4th and/or 5th graders?
There is no criterion specifically different for choosing students
for the blend than there is for choosing students for a single grade classroom.
The criteria for all student placement is created for ensuring a basic
heterogeneous group of students based on gender, varying achievement levels,
behavioral characteristics, leadership, special needs, support services,
student combinations, ethnic groups, parent information, staff, and principal
input.
What are the advantages and disadvantages of the blend for
learning?
There are pros to blended classrooms, just as there are pros to
single-grade classrooms. The first and foremost positive aspect is the
increased ability children in mixed age classrooms have for learning in varied
groups. In any classroom, mixed or straight grades, you have varying
levels of understanding. This is true for a single 4th or single 5th
grade or a 4/5 blended classroom. The greatest effect on the continuum of
student knowledge is not in the difference from the polar ends but in the
varied points along the continuum. That is to say that students are more
likely to learn from a greater range of experiences as students learn best in a
community of learners who can bring their different strengths in different
areas to the table.
Having been a principal of a school with 4th/5th grade classrooms
I do not believe there are disadvantages, for students in either of the grades
as long as the classroom is set up carefully, with an effective teacher and an
A/B curriculum cycle is implemented for two years (see next question).
Much of the research states that academic results do not seem to
differ with any substantive significance in any academic area. The
academic impact tends to be similar in both academic models; students in
multi-grade (blended) classes do not appear to learn more or less than their
peers in single-grade classes. Without trying to overstate the benefits and
effects of a blended class, research and review of literature on the topic
states that students in blended classes tend to score as well or higher on
attitudes toward school, personal adjustment, and self-concept than students in
the single-age classes, although the differences are rather small.
How is curriculum altered?
Curriculum falls into two basic categories. Math and
Language Arts (reading/writing) are essentially concept curriculums.
Science and Social Studies are essential content curriculums. That
is to say, students learn the same concepts in math and reading at all
elementary grades (at different and deeper levels): grammar construction,
reading comprehension, geometry, numeration, etc. Science and social studies
are based on content (life science, earth science, Oregon history, US history,
etc.). With that understood, the instruction of reading and writing is
not all that different in a 4/5 then it is in a single grade classroom. The
same skills and strategies are covered. The teacher uses a variety of
groups from needed skill building groups, to like grade, to whole and small
groups, working on the abilities of each individual child. WE have not
yet decided how we will approach math instruction. There are several
models out there that range from teaching the blended classroom together by
providing whole group instruction in relation to a concept (i.e. fractions) and
then providing small group instruction and grade level practice activities or
by providing a walk to math model in which students are grouped after each unit
test and then assigned to a cohort with students at similar instructional
levels.
We will utilize an A/B curriculum cycle. Fourth grade
science and social studies content would be considered cycle A. Fifth
grade content would be considered B. As mixed grade classrooms are
formed, most often we begin on the B cycle to ensure the oldest kids receive
the oldest grade content. The youngest students in the initial cohort
will then receive the A cycle content curriculum the following year.
Since we cannot predict our program model for next year, ALL 4th and 5th
grade students will be on a B cycle (5th grade content for social studies and
science for the 2017-18 school year. During the 2018-19 school year, all
4th and 5th grade students will be on an A cycle (4th grade content for social
studies and science). Please ask any further questions of me that will
help clarify this.
Is the class size smaller than the other 4th or 5th grade classes?
At this point, yes, but not significantly. The mixed age
classroom will have approximately 28 students. The 4th
grade and 5th grade classrooms will have approximately 31. If any new 4th
or 5th grade students are enrolled, no more than one or two will enter
the mixed age, capping this classroom at 30 if at all possible.
How does a blended classroom support or hinder TAG students?
TAG is handled no differently in a blended grade classroom then it
is in a single grade classroom. The teacher will review the student’s TAG
information to understand where s/he has demonstrated his/her gifted skills.
In the fall, teachers assess students on many levels in math and reading
and continues to do so throughout the year. The teacher then prepares
lessons and plans extended learning opportunities, if appropriate, to ensure
the students’ rate and level of learning are maximized. Students
identified TAG will continued to be clustered in classrooms with other TAG
students and high achievers.
How does a blended classroom work to an advantage for a TAG
student?
The number one advantage documented time and time again with
gifted students (or high level learners) is that they learn extremely well in
mixed ability academic settings. Some educators contribute this to the
“learner as teacher” phenomena. This is not to mean that high level
learners (or 5th grade TAG students in this case) will play a teaching role
in a blended classroom. Rather that gifted students more often than not
take on leadership roles in classroom setting. This is heightened in a
blended classroom. During lessons and group work where students naturally
have conversations that explore the concepts at hand, students learn from one
another. Moreover, exploring a concept individually, we learn a concept
to a certain depth of understanding. When one explores new information
while sharing, teaching, and conversing with others about their exploration,
the depth of understanding is greatly enhanced. This is seen in every
classroom at every level and well into adulthood. Research shows that
these effects are greater in blended classrooms.
Will the 5th graders assigned to the blended classroom be prepared
for middle school?
Of course. Regardless of the student’s grade level they will
be prepared for their next grade. The blended classroom will be
structured with much of what has been utilized by the 5h grade teachers to
prepare students with the necessary organization & study skills needed for
middle school. However, as in any classroom there will be students who
excel and those who need additional supports and encouragement to succeed.
Mrs. Jeppesen will continue to be an active member of the 5th grade team.
In addition the 4th and 5th grade teachers will be a collaborative cohort
next year; working together as they implement the new reading adoption and
prepare/teach the 5th grade science and social studies concepts.
What can I do to support a blended classroom?
First and foremost, remember that our words and tone of voice have
a profound effect on children. Our shared perceptions carry a great deal
of weight with our children. Our words and actions convey our assumptions
and expectations, which, in turn, influence children’s’ assumptions and
expectations about situations. If we approach something with a great deal
of worry or apprehension, our children will often sense that from us and then
assume a similar frame of mind. If we make positive or negative
statements about either grade configuration our children’s words and actions
are likely to mirror ours. Regardless of what grade level configuration
you believe to be best, we support our students and each other by remaining
positive and looking at this as a wonderful opportunity for all students.
