Window+Pane+Lessons+(Multi-age+Groups)

Lesson Name: Multiage Groups


 * Submitted by** Alix McKee

4B Students develop constructive relationships. (I will work on having constructive relationships.)
 * Standard**(s):

11x17” construction paper (1 per group, light colored or white) ruler (1 per group) colored pencils or markers (different color for each group member)
 * Materials**:


 * Time**: 30 minutes


 * Goals**: Students will begin to build cross grade relationships with other students in our school. Elder students will respectfully assist younger students with writing and spelling. Younger students will recognize the leadership of elder students.


 * Assessments/Activities:**

Our school does many cross age activities with students in first through sixth grades. As we begin to ask students to work in small multiage groups, we work to build constructive and respectful relationships between students. We want our elder students to take leadership roles and help the younger students. We want younger students to see elder students as supportive and valued role models. During the year, students will work in partnerships and groups of 4-6 as we embark on field trips, community service projects, and learning activities.

In August and September we begin building those relationships and connections with cooperative learning structures and getting to know you activities. One of the first activities we introduce is the windowpane.

1. A piece of construction paper is divided into the same number of sections as there are in the group. For example, if a group has five students, then the paper should be divided into five sections.

2. Each section of the paper is numbered.

3. Each person in the group should have a different colored pencil to write with.

4. As his or her turn arrives, each child shares something they like to do. The other children agree or disagree that they enjoy the activity mentioned. The child counts up the number of students in the group who enjoy the activity and writes that activity in the section of the paper with that number.

For example, if Johnny says he likes waterskiing and there are three children in the group (including Johnny) who like waterskiing, Johnny would write “waterskiing” in the section marked “3.” If Johnny is the only child who enjoys waterskiing, he would write “waterskiing” in the section marked “1.”

5. Continue going around the circle sharing enjoyable activities until time runs out. Ideally, each child will have had an opportunity to share at least once and this will be reflected by the colors of writing on the windowpane paper.

6. To wrap up, each group can share the most popular or unusual activity mentioned by a group member.

It can be quite challenging to work with multiage groups of children that span such a broad range of ages and developmental stages. To make this type of activity most successful, teachers meet to create small multiage groupings ahead of time, model the activity in front of all involved students, and reinforce the connections built during the activity with discussions about the responsibilities and gifts that come with being an elder or a younger within the group.

It can be extremely helpful to specifically assign the division of the paper into sections to the eldest student in each group. Remind students that each child needs to do their own writing, but that they can ask for help with spelling if needed.