The Multiage Concept Explained
A multiage classroom is not simply a group of different aged
students placed in the same classroom. Instead it is a well organized
and thoroughly thought out program designed to take advantage
of the natural diversity created. The following article was written
by experienced multiage educator Marion Leier. With her permission
I have posted it here.
The Multiage Classroom
by Marion Leier
Multiage classes have intrigued me for over 30 years, and
have inspired me to continually learn and adapt new strategies
to optimize learning with my students. Sometimes this has meant
that I have had to persevere through negative reactions due to
misconceptions about multiage pedagogy, as well as taken on work
adapting graded curriculum materials to suit my classes consisting
of more than one age group. Yet, given the choice of class structures,
I would much rather teach a multiage class than a single grade.
What is a multiage class? Any class comprising of more than
one age or grade level is often mistaken as a multiage class,
when in fact, it may be a split class or a combined class, put
together to solve number bulges in the school population. As
long as the teacher is grouping the children according to their
age or grade for instruction, assignments, and expectations,
the multiage concept will be non-existent. Another common mistake
is when school staffs intentionally place low performing older
students in a class with high performing younger students. This
action, based on teaching for sameness is not beneficial for
students. The social stigma of being placed in such a class clearly
identifies children as 'smart' or 'slow' (depending on their
age) making it uncomfortable for children to socialize within
the school community and to develop a healthy self esteem. A
successful multiage class is formed by placing together a balance
of numbers of students of different age groups with a range of
achievement levels. The teacher plans instruction and assessment
expecting and celebrating diversity within the class.
I don't use the term multi-grade because my philosophy of
teaching moves away from grades. This archaic graded system that
we cling to was introduced to North America by Horace Mann in
the mid nineteenth century to produce students that would successfully
support a factory model of economy. Even though we have moved
into the Information Age, our education system continues to use
this traditional framework.
In Nova Scotia, demographics and limited education funding
has created many multi-age classrooms. Preparing teachers who
have grown up in a graded system to work with the multiage concept
requires a paradigm shift in their teaching philosophy. The
multiage concept is child centered. As a result, the teacher
is continually shaping and developing the program to suit the
students, instead of trying to 'fit' the children to a prescribed
set of outcomes. Unless the teacher has done considerable research
and thinking about multiage pedagogy, he/she unintentionally
may make decisions that are contradictory to the philosophy.
For example; grouping students by age for instruction or giving
expectations in assignments according to a particular age group,
does not take advantage of the multiage concept.
I have learned over the years how critical it is to carefully
explain the multiage concept, because many people have interesting
schema in their minds of what goes on in this kind of classroom.
Some parents have avoided multiage classrooms for their child
because they desire more structure, when in fact; well run multiage
classes are highly structured.
There is shared control between the teacher and students. Students
earn their freedom according to their level of self discipline
and motivation for self initiated learning. They are accountable
to the teacher and to their parents in the student-led conference
held each term. Another common belief is that multiage classrooms
benefit the younger age group, but short change the older students.
This couldn't be further from the truth! From my experience
as a multiage teacher and mother, it is the oldest age group
that benefit the most in a multiage class. They have the benefit
of continuing their learning with the same teacher, of developing
leadership positions within the class community and reflecting
on their academic progress as they revisit basic concepts with
their younger classmates. The more advanced student is freed
from the constraints of a graded curriculum when the teacher
is designing a program from a child centered perspective. At
the same time, children that would struggle in a traditional
graded classroom experience success when given more choice in
the level of daily activities. An experienced multiage teacher
learns to provide a balance of challenge and success for all
students.
One of the biggest challenges facing a multiage teacher is
designing curriculum that is in line with the Department of Education.
Under the current department guidelines, it is impossible for
a teacher to address the specific social studies, science and
health topics for each age group in one year. It makes more sense
to integrate topics, choosing fewer for the year, but giving
adequate time for each one. The best framework that I have found
for integrating topics is The Project Approach (Lillian Katz
and Sylvia Chard). This strategy allows me to be accountable
as I choose the topic (based on provincial outcomes), but gives
students opportunity for individual or collaborative inquiry
according to their interest.
Teaching strategies that support brain-based learning and
emotional intelligence are a perfect fit with the multiage concept.
I believe that there is no better environment in which children
can learn than with an absence of threat, opportunity to make
appropriate choices, pursue meaningful content, work collaboratively
and have adequate time to complete their work. As a multiage
teacher, I gravitate toward a democratic classroom to give my
students experience in decision making and to take on the responsibility
as community members. They learn to assert their voice and listen
to other perspectives.
It is critical that multiage teachers are well organized and
knowledgeable of developmental stages of learning. Instruction
and grouping is based on the documentation the teacher has collected
about the students' achievement, and because students are learning
at different rates, the teacher needs to monitor and document
progress continually. Using authentic forms of assessment such
as journals, reflections, responses, and conferencing keeps me
'tuned in' to my students' thinking and understanding. At the
same time, I encourage the children to become more aware of their
learning through their reflections and self evaluations. I know
that portfolio assessment requires a huge amount of time, but
it is a powerful strategy that contributes to the development
of self-initiated learning.
The atmosphere of a multiage class has been the element that
has kept me doggedly engaged in learning how to develop appropriate
teaching strategies. When I witness the cooperative attitude
of the students, the peer tutoring that happens naturally and
frequently, and the joy expressed by the children, I know that
this is a more powerful, respectful way to teach children than
sorting them into age groups that places them in a competitive
norm-referenced situation. Research that I have found has been
favourable about multiage classes. When compared to children
in single age classes, children in multiage classes are superior
in study habits, social interaction, self-motivation, cooperation,
and attitudes toward school. Academically, children perform
just as well or even better than those in single grade classes.
(Gajadharsingh 1991). I believe that conditions in Nova Scotia
schools are 'ripe' for the multiage concept. It will take time
and effort, but our kids are worth it!
Gajadharsingh, Joel. "CEA Research Study on the Multi-grade
Classroom". The Multi-grade Classroom:Myth and Reality A
Canadian Study. Ed. Margaret Gayfer. A Canadian Education Association
Report. Toronto,Ontario:1991.
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Marion Leier is a multiage classroom teacher at Port Williams
Elementary, Annapolis Valley Regional School Board
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