Which instructional format would best support diverse academic and social/emotional skills in a blended 4th and 5th-grade math class?

The best option for supporting diverse academic and social/emotional skills in a blended 4th and 5th-grade math class is to divide students into learning teams based on demonstrated mastery. This approach allows for differentiation, enabling educators to tailor instruction to meet the varied needs and skill levels of students. By grouping students who have similar mastery levels, they can collaborate and support one another, fostering a sense of community and helping to develop both academic skills and social/emotional competencies.

This strategy encourages peer learning, where students can explain concepts to one another and work through problem-solving together, which can be particularly beneficial in a mixed-grade classroom setting. It also allows for more targeted instruction, where the teacher can provide support to specific groups that may require additional help or challenge advanced learners with more complex scenarios.

In contrast, whole-class instruction tends to be less effective in addressing the varied needs of students, as it often caters to the middle ground and can leave some students feeling disengaged or overwhelmed. Assigning independent work lacks the collaborative aspect necessary for social/emotional development and may not provide the necessary support for those who struggle. Grouping by age without considering skill levels could result in a mismatch of abilities that does not foster productive learning or support diverse needs effectively.