By Joe Winter
Catholic Herald correspondent
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Larry Noble, the new principal at St. Bridget School in River Falls will help the school implement a new multi-age classroom concept, that will let students reap the benefits of studying together. (Catholic Herald photo by Joe Winter |
RIVER FALLS -- At St. Bridget Catholic School this year, students of different grade levels will join desks together in the same classroom, reaping the benefits of mentoring by their peers and a broader exposure to teachers' skills.
There will be three class groupings: kindergarten and first grade, grades two through five, and the middle school-level grades.
St. Bridget's decided to move toward implementation of what is called a multi-age concept as part of the response to a somewhat declining student population, said Larry Noble, who will be the new principal this coming school year.
While there are other such grade combinations in the Superior diocese and even the public schools in River Falls, local educators say the way the groupings are structured at St. Bridget's is especially noteworthy.
It will be Noble's job to oversee the process of implementing the changes to a multi-age concept, and though this is his first position in a Catholic school, he has overseen such transitions from start to finish at other schools.
"I hope to help make this process of change less bumpy," said Noble, who has about 30 years of experience as an educator in Minnesota.
Various reasons exist to do this different kind of programming, Noble said, adding that there are many academic studies that show it works. It does mean that teachers have to work together to a greater degree, and work harder for success.
In some cases that's because when a yearly session ends, students of various ages may be at differing points in their learning, and the next teacher up may need to know that before they start anew.
The multi-age concept allows more students, at various grade levels, to participate in scheduled learning activities -- all at the same time. If the activity is thematic, such as the study of a particular country, the subject areas can be built around the multi-age concept. If studying the country's currency, "we can attack it from all different aspects," Noble said, with each age level drawing out different types of information.
The model used at St. Bridget will have the students of various ages seated as one class, not just in different parts of the same room, as is done in some cases. Teachers at St. Bridget's got ideas from visiting several other schools in the region that use one of the several forms of the concept.
In some classroom settings, such as the old one-room schoolhouse, students pick up things by osmosis from other students, Noble said. That can also be true with the multi-age concept, and it offers the advantage over traditional classroom settings of having students themselves serve as mentors or maybe even as co-teachers -- especially if they are older.
These students develop as leaders, and the broader groupings of students means that different communities, and friendships, develop across grade lines.
"It should be fun for everyone -- students, teachers and parents," Noble said, adding that communication becomes vital and that he tries to use humor to aid this communication.
The nature of these settings means that teachers have to work as a team and they share the decision making.
Not everyone was gung-ho right away. "I think there was a bit of fear, like there always can be when moving in a new direction," Noble said of the teaching staff. However, since they have gotten into the process, they have become more excited and comfortable with the changes.
The concept can use resources such as teachers' expertise and skills more efficiently, but it also can cost some money to get up and running.
He is no stranger to leading schools through changes. One school had virtually no minority population and little poverty, but by five years later, minorities made up 45 percent of the student population and the rate of poverty rose as well. Noble also led a school of 650 students into the new process of multi-age concept. He said the larger student population made things more tricky.
Noble worked for nine years as an elementary school teacher at schools in southwest Minnesota, then 20 years as an elementary principal in Mahtomedi, Minn., an eastern Twin Cities suburb. Both were public schools. He also served for two years as Minnesota state director of the North Central Association.
Noble gained his bachelor of science degree in elementary education, master of science degree in elementary administration and a sixth year degree for superintendent, all at Mankato (Minn.) State University.
Noble is married to Rosemary and has two grown daughters who are married and live in Hastings, Minn. Larry and Rosemary Noble have moved there to be closer to their daughters and grandchildren.
He will be an active part of Catholic churches in both Hastings and River Falls, but maintain a visible presence at St. Bridget, he said.
© Superior Catholic Herald, 2005