What are the challenges of the multigrade classroom?

The students' needs  must always supersede what is regarded as the norm in classrooms. A multigrade classroom, which does not present as a regular classroom with its two or more grade levels and levels within each grade level, cannot therefore be operated in a 'business as usual'  manner. The top question in this setting is  usually "How does one address the varied curricula in one classroom?' The Multigrade Handbook developed by the  Core Curriculum Unit advises teachers to pull together common skills/themes/content across different grade levels and to try to teach these together. In a subject area like English Language, skills are repeated across different grade levels. The distinction in grade work comes in the difficulty levels and the teacher can address these through differentiated tasks in the lessons. Using the structure proposed  for the Language Arts Window in Literacy 1-2-3, whole group tasks that draw on  common areas can be done at the start and then students can be asked to work in small groups on different levels of tasks related to the general lesson focus. The teacher can then rotate her instruction/support to the different groups. Lessons can close with a sharing of ideas /skills learnt through presentations, gallery walks, displays and summary discussions. The Multigrade Handbook also refers to the teaching of discrete areas of the curriculum. At some point, especially in content area subjects or disciplines, it may be difficult to pull together some skills/content across different grade levels. In a context like this, the teacher will need to give separate instruction to each grade level. This appears quite challenging. However, it may be surmounted by having a wide range of resources - corners, work cards,  word walls, supplementary books, manipulatives, etc .- with which one or more grade can interact while another receives direct instruction. Again the teacher will rotate her attention and expertise to ensure that all her students are  ultimately covered.The multigrade situation does appear daunting but with creativity, ongoing practice and a practical outlook, it can work. Students too will learn from older mates, reinforce certain skills and benefit  form the cooperative learning environment which a successful multigrade setting should promote.