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Mrs. Banks

Why Multi-Age?

In multi age classrooms, children have the flexibility to move at their own pace in learning. They are not expected to perform specific tasks and/or understand concepts all at the same time and all in the same way. Given this organization for learning at your own pace, research has shown that, when children are in classrooms with more than one grade, their self-esteem is raised. Lillian Katz, in "The Benefits of Mixed-Age Grouping", elaborates on the opportunity to nurture, the various ways to learn, the social participation, the intellectual benefits and some risks and concerns embedded within a multi age classroom. Many urban schools are investigating the advantages of multi age classrooms. These classrooms provide for continuity and stability for children. Multi age classrooms provide continuity and stability for the families of these children as well.

Mrs. Banks

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Mrs. Banks

How Multiage Benefits Students Instruction is geared toward individual student needs. In a graded system, the curriculum is often designed around a homogenous set of standards. In many cases, there are children who exceed or fail to meet these standards. Children have many developmental levels and learn in many different ways. In a multiage class, the child learns on his/her own developmental timeline. Children spend 2 years with the same teacher. This enables the student to build a secure relationship with the teacher and allows the teacher to get to know the child, therefore improving the quality of his/her education. The child is a member of the multiage family unit. In a multiage classroom, community is the emphasis. The closer the community atmosphere is, the more secure the children feel. This often results in improved quality of performance.

Mrs. Banks

Respect for individual differences is respected. In a multiage class, the teacher understands that each child is unique and has a unique way of learning. The class understands this as well. The result is a non-threatening, non-competetive atmosphere.

Mrs. Banks

Assessment reflects instruction. A multiage teacher will assess his/her student's perfomance using more authentic means of measuring progress. Standardized tests tend to measure an arbitrary set of skills where authentic assessment tells the teacher on a daily basis how the child is progressing.

Mrs. Banks

Cross-age learning is experienced. Students learn to help one another. This is not a requirement in a multiage class, it just happens naturally. Not only do children begin to depend on one another, but they also get a chance to experience what it might feel like to have siblings of older and younger ages and be an older or younger sibling.

Mrs. Banks

Focus is on success. Progress is not measured by what a child does not know, but what a child does know. The child moves forward, building on prior knowledge.

Mrs. Banks

Improved self-esteem. The security, community, familiarity and continous progress of a multiage environment allows the child to see the good in himself. He sees how successful he can be and becomes empowered.

Mrs. Banks

Flexible grouping. Student learning groups are fluid and heterogeneous. Students are constantly working with different peers based on interest. Ability grouping is not the only focus. Children develop the skills to become lifelong learners. Student choice and interest is always considered. The students begin to think of learning as exciting and fun, rather than a chore. Students are allowed to see things through to the proper end so that they may engage in another thought-provoking activity with enthusiasm.

Mrs. Banks

Adapted from the National Multiage Institute at Northern Arizona University.

Mrs. Banks

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