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| Version | User | Scope of changes |
|---|---|---|
| Mar 17 2009, 3:56 PM EDT (current) | Karenstets | |
| Mar 16 2009, 10:40 PM EDT | Karenstets | 1 word added, 1 word deleted |
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There are numerous benefits to students in a multiage classroom. "Mixed-age classrooms do not negatively affect student achievement, and students in these classrooms have significantly more positive attitudes toward school, themselves, and others" (Stone, 1998; Veenman, 1996 as cited in "Multiage as a Class Placement Approach").
These are some of the advantages to learners:
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- Students receive work for their individual achievement level regardless of their grade level.
- Students can progress at their own level because it is recognized that not all children learn and develop at the same rate.
- There is less student competition; students learn to work together cooperatively, share and help others.
- Teachers use differentiated instruction to meet more diverse learning needs.
- Fewer transitions; moving to a new grade/class each year can create stress and anxiety for both students and parents.
- More continuity; teachers get to know their students very well and can map their development and progress over two or three years.
- Older children benefit by taking on leadership and mentoring roles with younger children.
- Student’s self-esteem is boosted because of a non-graded approach: students are not pressured or evaluated by their grades allowing for more authentic learning to take place.
- Students who have very specific learning needs can be accommodated without being singled-out: for example students who have an IPP.
- Students have more personal choice in what they are being taught which results in students being more engaged in what they are learning. Also it gives the teacher more freedom to pursue what students are interested in as opposed to following a rigid curriculum.
- Students can increase their social skills and are given more support if they need to develop certain skills. They also have the opportunity to learn social skills from their peers.
- The teacher can set up goals and work on curriculum planning over several years as opposed to getting everything done in one year: more time spent on areas students need more help with and can measure progress more effectively to modify curriculum where needed.
From "Multiage as a Class-Placement Approach"
- Children have almost an extra month of teaching time, because the teacher does not have to spend the early weeks in the school year getting to know each child. Less review of prior instruction is needed before proceeding with new content.
- Children are more likely to cooperate than compete. The spirit of cooperation and caring makes it possible for children to help each other as individuals, not see each other as competitors.
- Children are invited to take charge of their learning, by making choices at centers and with project work. This sense of "ownership" and self-direction is the foundation for lifelong learning.
