In today's reality, many teachers are faced with the challenge of having to teach combined-grade music classes. This article posits an alternative model to the traditional approach to single-grade classroom music instruction by offering effective teaching strategies that allow for the differentiation of technique, repertoire, theory, history and aural skills in combined-grade music classes. The model also emphasizes individualized student-centred learning, which promotes student engagement. Assessment strategies that inform instruction (assessment for learning), and encourage student self-assessment, through metacognition (assessment as learning) are presented, providing teachers with concrete examples that they can use in their classrooms.
Kizas, Andrew (2016) Differentiated Instruction and Student Engagement: Effective Strategies for Teaching Combined-Grade Classes at the Secondary Level. In: Canadian Music Educator, Vol. 57, No. 2, pp. 33-37. Available at http://openmusiclibrary.org/article/52803/.