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Multiage
Classroom
Multiage
educational practices are grounded in a philosophy that holds that
every child can learn and has the right to do so at their own pace,
that learning is a continuum rather than a series of steps, that
diversity is not only a reality but is something to be embraced, and
that a classroom is a family of learners.
By structuring a class to include a span of ages and to take advantage
of the resulting diversity, students naturally become more accepting
of one another's differences. There is an atmosphere of nurturing
rather than one of competition in which children pressure one
another to fit an arbitrary norm. The teacher finds himself or
herself supporting each individual child as to their own complex set
of needs rather than trying to lead a group of students to complete
an age-based step.
Younger students are exposed to material above grade level as they see and
hear what the older students are doing. They gain from this
exposure, through cooperative learning, peer tutoring, and just
plain observation, but are made to understand that they should not
be able to do the same quality work as their older peers, that with
time, they will be able to. Due to this exposure, and the help of
other students, the older child in a multi-age class tends to be
ahead of where they would be if they had been in a single grade
classroom without this exposure.
Multi-age classrooms have a lot of motivating activities, with attention to
learning styles, multiple intelligences, and interests, as well as
abilities. When children are motivated, they will do their very best
and are proud of their efforts. They tend to be more willing to
work, thereby raising their level of achievement.
The increase of "immediate feedback" due to many people in the room
being able to answer questions and help each other also increases
achievement. Students do not have to sit and wait for the teacher to
find the time to help, when other students, who are more advanced,
can answer questions. Even the "slower" older student develops a lot
of self-confidence by being able to help younger students.
Multi-age classrooms do not have tracking, or long term ability grouping.
Grouping is usually short term and flexible. Competition and
comparison with other students is lessened, as students are looked
at and evaluated according to their potential, not in relationship
to "grade level standards", or in comparison to each other. Emphasis
is on the "strengths" of individuals, rather than weaknesses. With
less emphasis on competition than you find in a single grade
classroom, students are not as aware of differences. When the right
strategies are in place, the older student who is less able than
his/her peers is not as aware of it.
Multiage is ...
Thematic Learning:
Curricular areas are taught through a central theme
Literature-Based Instruction:
The curriculum is covered through the use of trade books versus
textbooks.
Hands-On Learning:
Students are actively involved in learning through hands-on
experiences.
Cooperative Learning:
An environment in which children are encouraged to share ideas
and work together.
Multiage Student Evaluation
Our
evaluations will be based on the following assessments:
Multiage Themes
Themes may rotate on a
three year cycle. The State of Ohio’s Academic Standards are covered
during this time span.
Minds in Motion Mission Statement
Minds in Motion will provide a
caring, nurturing and stimulating environment enabling all students
to reach their potential. We believe all children can and will
learn. We believe a broad range of programs is necessary to provide
the basic instruction, enrichment, and remediation to meet the needs
of the present and the challenges of the future. We believe that an
excellent education at Minds in Motion is made possible by the
cooperative efforts of our school staff, our homes, and our
community.
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