Multi-Age Approach

002 (2)Oasis Day School utilizes a multi-age classroom approach. This structure allows teachers to deeply know their students’ learning styles and is conducive to active student involvement in teaching and learning opportunities. Within a multi-age setting, opportunities for enrichment and reinforcement of learning are provided. Younger children learn from the older children and older children have an opportunity to take on a leadership role and share their knowledge.

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Research supports that early elementary students in multi-age classrooms demonstrate increased self esteem, more cooperative behavior, increased pro-social behavior (caring, tolerant, patient), an enhanced sense of personal responsibility and self-discipline.

Currently, Oasis Day School offers 4 classrooms based on students strengths and needs.

Classroom 1 (Learners).  This classroom is beneficial for students that need to work on school readiness and/or communication skills.  This classroom provides an even more individualized, structured learning environment.  Students in this group typically require more visuals and support for transitions, academics, and peer interactions.  After students acquire the necessary skills, they will typically “graduate” to classrooms 2 or 3 depending on their needs.

Classroom 2 (Creators).  This classroom is for our high energy learners that have excellent reading comprehension, but still struggle with basic reading skills (phonics, phonemic awareness, fluency, spelling, etc.)  This classroom is fast-paced, engaging, and their is never a dull moment!  Students in this group are never short on ideas but typically require more accommodations for attention, flexibility, and social skills that address perspective taking, confidence, anxiety, and frustration.

Classroom 3 (Thinkers). This classroom is for our students that have great decoding and reading skills, but still struggle with answering comprehension questions.  Therefore, a majority of reading instruction is spent teaching “visualizing and verbalizing”.  Typical accommodations for this classroom include increased processing time, decreasing prompt dependency, and accountability for asking and answering questions.

Classroom 4 (Leaders). This classroom is for our students that are academically strong in most or all areas, but continue to benefit from a smaller school setting for social or sensory reasons.  Students in this classroom participate in self-paced and independent instruction.  This allows them to have more opportunities for online, inclusive, and community based instruction.