Frequently Asked Questions:
What does multiage mean?
Multiage refers to the physical grouping of students as well as a philosophy about the best way to achieve outcomes for them. Students are grouped so that the age span of the class is greater than one year. Programs are planned which are developmentally appropriate for each student regardless of their age or grade level.
The multiage philosophy recognizes that students learn better when they have role models that they can turn to for assistance, and when they are able to practice their skills by demonstrating to others. This cannot happen in a straight grade class. The multiage class is based on a more family oriented structure where difference is accepted and nurturing is valued and encouraged
Will my child benefit from a multiage classroom experience?
Research strongly suggests that children benefit in many ways from multiage classrooms (Miller, 1990). Academically, children usually do better in multiage classrooms than in traditional classrooms (Anderson & Pavan, 1993). If they don’t do better, then they do the same. Multiage classrooms clearly do not negatively affect academic achievement (Miller, 1990). After reviewing twenty-one quantitative studies comparing the effects of multiage classrooms with single-grade classrooms (Miller, 1990,6) notes, “In terms of academic achievement, the data clearly support the multigrade classroom as a viable and equally effective organizational alternative to single-grade instruction.”
In addition, the benefits for children, socially and emotionally, are consistently higher for multiage classrooms. The affective domain is greatly impacted by multiage classrooms. From his review of research, Miller (1990,7) notes, “When it comes to student affect, the case for multigrade students out-performing single-grade students in over 75 percent of the measures used.”
Multiage children often have a greater sense of belonging (Sherman, 1984) and more positive social relationships. Anderson and Pavan’s (1993) review of research from 1977 to 1990 found that multiage children have more positive attitudes toward school than same age children. The attendance rate in multiage classrooms is also significantly better than in same-age classrooms. Overall, multiage classrooms support children and their learning in much more positive ways than traditional classrooms.
Is the multiage classroom better for some children, but not for others?
This question assumes that traditional classrooms are the best way to educate children. As you investigate the philososphy of multiaging classrooms, you quickly conclude that this child-centered approach is good for all children. Shouldn't all children be able to learn from their peers without competing? Shouldn’t all children have the opportunity to be mentored and to mentor?
How are students taught in a multiage classroom?
In a multiage class students are taught in groupings that maximize the potential of their learning. Teachers take advantage of the range of experiences, knowledge and skills of the group to develop programs where the outcomes for students are open ended. This means that students learn from the teacher and each other, and the teacher plans for, and expects different outcomes from each one dependent upon these stages of development.