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Multi-level Classrooms

Multilevel Classrooms

On the right menu is the table of contents of the web version of the third issue of Focus on Basics. Again, we have tried to replicate the original newsletter content as closely as possible. However, there might be slight changes due to the transfer of information while uploading. We have not included any graphics so that downloading Focus on Basicsis as quick and easy as possible.

We hope you enjoy Issue C of Focus on Basics, which addresses the topic:

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Multilevel Classrooms

• Masthead
  
  
• Welcome by Editor
  
  
• Building Community and Skills Through Multilevel Classes
  by Judy Hofer and Pat Larson
  The mission of The Literacy Project, a community-based adult education program in Massachusetts, is to help "individuals and groups to make changes and engage in actions to improve the quality of life for themselves and the community as a whole." From their perspective, multilevel classes make perfect sense. Teachers Judy Hofer and Pat Larson describe their program and how their philosophy shapes how they implement multilevel classes.
  
  
• Multiple Levels, Multiple Responsibilities
  by Lenore Balliro
  ESOL specialist Lenore Balliro suggests that "multilevel" is multifaceted: many of the differences among students add to the richness of classes. When teaching challenges do arise, teachers, administrators, policymakers and students themselves must jointly share in the responsibility for addressing them. Balliro suggests policy changes that can alleviate the stress caused by multilevel classes as well as providing some strategies for teachers to use in their classes.
  
  
• Ideas for a Multilevel Class
  by Lenore Balliro
  Techniques and activities for a multilevel classroom environment.
  
  
• The Multilevel Umbrella
  by Miriam Burt
  What does the research say about multilevel classes in adult basic education? Not much. Miriam Burt, Associate Director of the National Clearinghouse for ESL Literacy Education at the Center for Applied Linguistics, examined the literature and explains why so little research exists around this topic.
  
  
• Electronic Resources
  A compilation of electronic resources used in Miriam Burt's multilevel classroom.
  
  
• Technology Melts Classroom Walls
  by Susan K. Cowles
  Teacher Susan K. Cowles explains how, by using electronic field trips (via the Internet) as curricula in her multilevel class, and "the multilevel class ceases to be an issue—it just disappears."
  
  
• A Foundation for Learning Math
  by Jan Phillips
  By creating a structure within her multilevel math class, teacher Jan Phillips has found she can engage students who have a wide range of math proficiency in meaningful, thought-provoking activities.
  
  
• When the "Multi" is Generational and Cultural
  by Eileen Barry
  Eileen Barry worked shares insights about what happens in an intergenerational setting dedicated to mutual learning.
  
  
• Multilevel Literacy Planning and Practice
  by Cathy Shank and Lynda Terrill
  Teacher Lynda Terrill takes us into her multilevel ESL class, sharing how team building and realistic goal setting form the basis for a satisfactory multilevel class. Staff developer Cathy Shank provides a variety of activities and techniques for teachers grappling with multilevel literacy classes.
  
  
• Connections:
  This summer, the Adult Literacy Resource Institute (ALRI) published a journal of writing on multilevel classes. You can order a copy from the ALRI.
  
  
• A Call for Help with Research:
  Two NCSALL researchers are looking for teachers to fill out surveys and sites in which to conduct observations. The projects are described and contact information is provided. Become a participant in NCSALL's research.
  
  
• Focus on Research:
  Longitudinal Study of Adult Learners
  by Barbara Garner

  What growth in literacy skills and other skills and knowledge do adult literacy learners experience over time? What impact does participating in adult literacy education have on the development of literacy abilities? What is the relationship between improved literacy and personal, social, and economic aspects of participants' lives? These questions for the basis for NCSALL's longitudinal study. Editor Barbara Garner explains how this study is being designed and what the findings might offer.
  

• Blackboard: A List of Suggested Readings.
  
  
• Editorial Board