2018 Education

2018 EDUCATION MAGAZINE LINCOLN DAILY NEWS MARCH 1, 2018 Page 7 and the feeling is ‘Holy cow, we can do so much, yeah, let’s do it!’” Mrs. Burke adds in that the quality of a small group in those times is “so special, you get so much done. It’s incredible.” Socially Between the four primary subjects are periods where the blended class students leave their classroom to join their grade-level classmates for PE, art or music - kindergarteners join the other kindergarteners, first graders go with first graders, and so on. Mrs. Irwin explained that it is designed that way “because we want our third graders to be with third graders as much as possible” and the same for the other grades. This enables the students to maintain relationships with their same-age peers. Most students choose friends the same age, so best friends can be with their best friends portions of each day. All the K-3 students enjoy lunch and recesses together. This year there have been some interesting social dynamics observed when all grade levels are together. There are more interactions between age groups, more friendships that bridge age gaps. The teachers and Mrs. Irwin have noticed that students are more helpful, concerned and protective of one another. They will more often stand-up for students of other ages. What do the blended classroom teachers have to say as the year is drawing nearer to completion? Mrs. Burke’s says of her kindergarten/ first-graders, “It is just wonderful to see kindergartners learning from the first-graders. The first-graders are role models: they know the rules and procedures. For the kindergartners it is easier to just fall in line when you have someone who knows how demonstrating it. The program/schedule allows reaching students each day “right where they are at,” Mrs. Burke says. By example, when it comes to reading she splits her students into two groups. While one group is sent to the library to work on their own, it allows her the time to work with those who might be struggling, so they do not become frustrated. Students who are advanced in learning move quickly and they are not bored. Burke observed another benefit to the accelerated students: they stay working in their own room with familiar classmates, but work in a group at their level. They might otherwise have to go to another classroom for a subject. There is an intimidation factor going into a classroom of other older students. She emphasizes, “It allows all students no matter where they are (in capability), to be challenged, excited and engaged in learning because it is meeting them right where they are at.” CONTINUED →