Multi age learning community in action final project by Bidita Rahman
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This document discusses the concept of a multi-age learning community, which transforms traditional educational systems by allowing teachers to facilitate learning for mixed-age groups. It highlights the importance of collaborative practices among educators and the need for a strong vision and leadership to support the transition to this model. The professional learning community (PLC) framework is essential for the successful implementation of multi-age programs, focusing on continuous improvement and adapting to diverse student needs.
Multi age learning community in action final project by Bidita Rahman
- 1. Multi-Age Learning Community in Action: Final Project By Bidita Rahman
- 2. What is Multi-age Learning Community? A multi-age learning (MAC) refers to a professional development program in action that aims to transform the learning institutions from a graded system to multi- age learning environment (Hargreaves & Fullan, 2012). A Multi-age classroom is a mixed age group of children that stays with the same teachers for several years. The children are balanced by age, ability, and gender. The multi age environment requires teachers to facilitate the learning of each child rather than to instruct the class as a whole based on predetermined grade-level skills and content. In Multi-age Community, a teacher should begin by understanding the rationale for multi-aging, what multi- age means, gain insight into the philosophy and belief system, and gain knowledge of the practice. Sharing collaboration with other educators is the appropriate support that makes this diverse classroom work for 21st century needs. (Cozza, 2017).
- 3. 3 Model Work can transform the schools through the Multi-age Learning 1 Instructional ore and system Instructional core model program evaluate learning situation of each students, Example, students solve real-world and mathematical problems involving perimeters of polygons. Then teacher decides to teach perimeter concepts to the multi-age and provide appropriate materials. 2 Vision Action Plan Vision plan is the important tools for multi-age learning. The vision plan gives some ideas on the beginning planning process (develop schedule, collect resources, PLC meeting, lesson study planning time)of transforming governance from a traditional school program to a multi-age learning environment. 3 MAC Professional Learning Community According to Hord, 2004; Stoll & Louis, 2007, MAC PLC has three major ideas of creation a new knowledge within the organisation and the aim of putting into practice using collaborative reflection. 1. Sharing practice 2. Review data 3. Focus on students learning
- 4. How Learning Community is use and effective through Researchers? Recharers (Fullan, 2001; Hall & Hord, 2009) know that school leaders pressured to find an immediate solution, but they realise early, the change process is a complex issue. SO collective accountability and implementing an innovation is necessary to support system to develop and revise to change traditional program to multiage learning community. According to Marzano et al. (2005), The framework is encourage the principal to be a change agent, communicator, culture builder, supporter and spokesperson. Also principal makes connections to the vision action plan ongoing, models is and collaborates with stuff. Principal, teacher, and students should apply and school districts give support by encouraging the multi-age school to carry out the school program action plan that targets the instructional core, improve multi-age curriculum, apply effective assessments,and apply appropriate instructional practices (Cozza, 2017)
- 5. Professional Learning Community in Multi-Age Context The development and sustainability of PLCs depends not only on internal structures and processes, but also on external influencing factors and stakeholders. It need to have a profound understanding of both internal and external environments that are related to creating developing PLCs in different contexts. For example, supportive leadership is an important resource for PLCs. Creating structures that support PLCs important, while shaping a positive school culture has a significant impact on developing and sustaining PLCs. The Professional development components presented in the making the change to a multi-age program. It is a helpful ideas for school districts and school buildings. Also, an important aspect to this program is to collect evidence ongoing. This evidence should analysed and shared with the school community.PLC takes the responsibility formed by a team of teachers who facilitate the roles by School Leaders. For school development PLC strategies helps to define and identify problem of practice, creating plan and implementing to solve the problem which can help to change to transform a school into multi-age learning system (Cozza, 2017)
- 6. The PLC leadership is responsible for supporting and funding the professional learning so that the individuals who received support for professional learning can implement the system in their perspective in their respective teams and schools. The teacher responsibility is to facilitate smooth student's learning process while enhancing the growth of both teachers and students through team collaboration (Richard, 2004). Many classes use the methods for students learning and preparing effective experiences in the classroom. The Multi-Age programs is teacher directed is implemented for different classrooms and these ideas must need to apply to improve learning school learning systems because most of the students in this school is multicultural. As professional leaders, the teachers use authentic assessment forms such as self-reflection, journals, and the response from students and conferences so that they are in tune with the students mode of understanding (Cozza, 2017)