Combination Classroom
Support for Teaching & Learning in a Combination Classroom
This website was created for teachers in a combined-classroom setting*. It is intended to facilitate the initial planning and implementation processes that are necessary for a successful start to the school year. If you have already taught in a combination classroom, then the information and recommendations here may help you to refine your current work.
*Note: This resource is intended for those teachers who will be in a combination classroom, or combined-grade-level classroom. Combination classrooms are not synonymous with multi-age. While there are related elements, multi-age is a specific approach to learning that purposely integrates multiple grade-levels together and views learning paths by readiness of the student, rather than by age and grade-level. Combination classes are composed of students from two subsequent grade levels that are grouped within one classroom under one teacher.
Combined Classes: How & Why They Work
This video provides an overview of teaching and learning in a combined classroom with footage from classrooms and interviews with teachers.
Organization of Classroom Space
Reference: Ministry of Education. (2007). Combined grades: strategies to reach a range of learners in kindergarten to grade 6. (2007). Ontario. http://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdf
Easy access needs to be provided to materials and to different areas of the classroom. It would be helpful if the classroom included:
tables in locations with a view of the rest of the room
storage shelves with organized, labeled materials (i.e. reading materials, manipulatives for math)
large-group meeting area
small-group meeting area
comfortable reading corner
storage of materials that facilitate routines (i.e. sharpened pencils, assortments of paper) in locations that are easily accessible to students
displays of books in many locations
an accessible word wall that allows words to be manipulated (i.e. words held with push pins)
desks that can be easily arranged into groups
designated wall or board space for objectives
Curriculum & Planning
To you begin, consider these questions:
What does each grade level need to learn?
Where are there opportunities for connections between the two grade-levels?
Recommendation:
Spend time reading through the standards and frameworks of both grade levels. The section below contains links to the frameworks.
Align related topics and strands from the two grades.
Focus on common “big ideas” and/or fundamental concepts and skills common to each grade. Many of the standards between the two grade levels have many similarities; the subsequent grade level just builds on the previous grade level.
Decide on culminating performance tasks for each grade that will enable the students to demonstrate the expected learning. The same task may be used for both grades, with variations in content, product, or process to address the grade-specific expectations.
Reference: Ministry of Education. (2007). Combined grades: strategies to reach a range of learners in kindergarten to grade 6. (2007). Ontario. http://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdf
Click on the buttons below to access resources which provide starting points for finding alignment between grade levels:
Social Studies
This webpage contains resources for Transitional Kindergarten teachers, including self-paced Orientation Modules for any new TK teachers that contain components relevant to exploration of the standards as well as a pacing guide.
Instruction
Once you have a better understanding of what your students need to learn, it is time to consider how you will facilitate their learning.
Approaches to Instruction
There are generally three approaches to instruction in a combination classroom:
Integrated
Direct instruction is primarily accomplished in one group with all students together. The two grade levels’ standards are integrated. Student work is likely similar although some aspects may be differentiated by grade level. This approach can be utilized regardless of changes in combined classrooms over the years.
Separated
Students are separated by grade level. Instruction and student work consist of each grade level’s standards. This approach should be reserved for those areas in which grade-level standards build distinct skills and/or foundational knowledge necessary for the next grade-level and are therefore difficult to integrate or loop.
Loop
Looping is an integrated approach that utilizes long-term instructional planning to map out the curriculum standards over a two year period of time. Over that time, standards are prioritized to ensure that students are exposed to each grade-level's set of standards. The grade levels (not the students) must remain combined for two years.
Note: This approach is more similar to the multi-age classroom instructional model.
Which instructional approach is best for my students?
The approach for instruction can differ by subject area and could be contingent upon the long-term plan for combination classroom instruction at your school.
Talk with your principal to determine whether the same grade-levels (not students) will be combined next school year. This can affect how you plan instruction this year especially if you plan to using looping.
Recommendations
Because the standards are closely aligned, it is feasible to take an integrated approach for:
English Language Arts
Religion
You can begin Math instruction with an integrated activity like Number Talks (clickable link). However, a more separated approach is likely for the majority of math instruction. Additionally, because of the nature of early literacy, a separated approach in the primary grades would help address the varied needs of early readers.
Note: Often, combination classroom teachers leverage classes like PE, art, and music to split grade-levels.
If possible, a looping instructional approach* is recommended for Science and Social Studies. In the first year, teach the standards from the older grade-level. In the second year, teach the standards from the younger grade-level.
*In order for students to be exposed to both sets of standards over a two year period, it is important that the two grade-levels (not the students) remain combined for two years.
Additional Recommendation
Utilize the knowledge and resources that you acquired during pandemic distance learning.
The strategies, activities, technology and routines that you had in place can also work in a combination-classroom setting.
You will frequently need students to work independently so that you can work with small groups or a whole grade level.
Taking the time to reflect on how you kept students engaged during asynchronous learning sessions can be a powerful tool.
How can you apply those experiences to your new reality?
What tech tools can be utilized in a combination classroom?
What group formations can I utilize in my instruction?
Reference: Tucker, C. (2018). Station rotation model: alternative group formations. https://catlintucker.com/2018/04/srm-alternative-group-formations/
The Station Rotation and alternative group formations can be used during either integrated or separated instruction. They allow students to have structured opportunities to to work independently and collaboratively so that you, as the teacher, are freed up to work with small groups and/or a single grade level with minimal disruptions. It is helpful to create groups of students that are fluid (easily moved around to adapt to students’ changing needs) when engaging with the Station Rotation Model. When creating fluid grouping you must first determine if you will be grouping students by grade level or mixing them up.
If you wish to read further about Station Rotation then click here.
Station Rotation Model
This short video (clickable link) provides an explanation of this model and how it could look in your classroom.
Note: This video was created during distance learning. However, a technology station is still an option and activities in the independent learning station can either be posted on the learning management system (LMS) or in your physical classroom.
Alternative Group Formation: Flip Flop
The Flip Flop model is essentially two stations, so the class is divided in half. The teacher works with one side of the room, and the other side of the room is engaged in a collaborative small group activity or individual practice online. Then the groups switch halfway through the period.
Alternative Group Formation: Mirror
Teachers can design three stations, divide the room in half, and have each side of the room rotate through mirror stations. This design decreases the front-loading required to plan the lesson, and reduces the number of students at each station. If the teacher wants to lead a station, then that station will be larger because two groups of students will converge on that station for each rotation. Teachers who want to provide some direct instruction or model a process can use this formation.
How do I plan a lesson?
Utilize this lesson plan framework (clickable link) to consider how you will plan and implement a lesson.
Lesson Plan Framework (Combo Classroom) .pdfWhen translating the framework to weekly lesson plan, it could include the following by approach:
Management & Community Building
The first thing you need to do is make absolutely certain that you have established effective classroom routines and procedures for your class. Having very clear structure and expectations for your students will make it much easier to work with two grade levels. Much of what you already do to run a well-managed classroom will not change; it should be comforting to know that you have already done the work!
The routines and procedures that you had in place while teaching a single-grade classroom will become even more helpful and necessary in a combination classroom. Teaching and practicing these routines may take a bit longer with two grade levels, but repetition and consistency will still be the keys to success.
Routines & Procedures
Establish a routine/procedure by:
Explicitly model and teach it.
Practice it repeatedly.
Evaluate and modify (if necessary).
Reinforce positive results.
Focus on these during the first days of school:
school/classroom entry and dismissal
storage of backpacks, lunch boxes and water bottles
materials management (e.g., finding sharp pencils and other writing tools)
using the restroom
transitions and signals to move from one activity (or classroom) to another
working in small groups
cleaning up after an activity
reading with a partner or independently
handing in work
options when work is completed
Building Community
Reference: Watson, A. (2012). Tips for teaching combined class/multi-grade classes. Truth for Teachers. https://truthforteachers.com/combined-classmulti-grade-classes/
In a combined-classroom environment it is important to build community because positive relationships between students will make collaborative work more manageable and productive. In order to have a classroom that runs smoothly and instruction that meets the needs of all learners, group work will become an integral part of the day.
Seating Arrangements: Separating the students by grade level can create an "us against them" mentality. When creating your seating chart, allow students from both grade levels to sit together. This will allow them to interact with each other on a daily basis which will build a sense of community and help with management issues.
Buddy System: Create pairs of students that consist of one student from each grade level. Buddies can support one another with specific skills and tasks (i.e. reading buddy, art partner, science experiment teammate, technology sidekick).
Consider how you will address your class as a whole and/or as individual grade levels. During the first-week-of-school activities, direct each grade level to choose a name for themselves that reflects their unique identity as a class within a class. Students can also create a class name so they have one cohesive identity, too. For example, your whole class could be the Wildcats with one grade being the Lions and the other grade being the Cheetahs.
Building Community Amongst Your Students (clickable link): Originally published by the Onward 4 Excellence team in September 2021 as many school campuses were reopening for the first time since the onset of the pandemic, this resource was created to provide ways to build community, foster relationships and strengthen connections between classmates. The articles and videos provided are also relevant to building community in a combined classroom.