Mixed-age Learning Model Development

Research Context & Problems:

There were fewer and fewer students in the rural areas in Taiwan. To prepare for the possible future situation of fewer assigned teachers in rural schools, the local government decided to promote mixed-age teaching to cut down the need for teachers. Therefore, I took the lead in the research of the mixed-age learning model.

Methods:

I adopt an action research approach to conduct this educational innovation with other English teachers at school. It was an iterative process to identify the problems, design models, implement, analyse, and modify. The whole research process was also supervised by a professor at National Chung Cheng University in Taiwan.

I incorporated YouTube videos and literary apps to make learning more understandable and interesting, hence facilitating children's learning.

The established learning model in the mixed-age classrooms was

1. Motivation: To make children interested in today's topic

2. Demonstration: Demonstrate the learning topic

3. Pair practice: Students are grouped in small pairs to practice and discuss today's topic

4. Meaningful Performance: Students are encouraged to perform their results in a meaningful way, such as a play, a game, or a read-aloud session

Crucial Findings:

In the learning model, I highlight the importance of scaffolding and social support. Teachers should create activities and opportunities that allow competent children to support less competent children under the prerequisite that the learning environment is positive, friendly, and supportive. It is also important to change the pairing or grouping system from time to time to establish a dynamically collaborative learning spirit.

I promote incorporation of children's media and technologies into formal curriculums and subjects because it's easier to motivate children's learning when they are passionate or interested. Media and technologies have the ability to provide a variety of experiences and cater to different interests. It also gives flexibility for personalised assignments according to individual's level.

Impact:

Children were inspired to learn English and improved their English ability. They (even those with learning difficulties) could read picture books individually and succeed in the regional English examination.

I was invited to advocate the research findings at teacher professional development conferences in the county.