Contemporary educational theory and research indicate that learning is individual, and that multi-age grouping can aid that process by avoiding labeling of students (e.g. “accelerated” or “slow”), facilitating common learning objectives but through different approaches, and improving peer culture, which results in peer instruction, peer modeling and peer re-enforcing.
Multi-age grouping has re-entered the education mainstream – several states and national organizations now recommend or require such groups in early and elementary programs.
- Children naturally learn from one another by observing and interacting in varied activities.
- Multi-age grouping usually incorporates a two to three-year age span, based on similarities in physical, cognitive, social and emotional development.
- Children usually remain together with the same teacher for 2 years. Therefore, only a portion of the class is new each year, enabling children and teachers to know one another well and avoid the stress of annual adjustments. This familiarity allows teachers to personalize instruction to a greater degree.
- Children ages six to twelve are interested in the world around them. They use increasingly complex reasoning skills and are highly social. Thus, the more varied intellectual and social environment of multi-age classes promotes an exploration of the world of human affairs, as well as their community and cultural environment. Interdependence through interaction supports the development of individual personality as well as an investigation of the ways individuals contribute to the community and the world.Children usually remain together with the same teacher for 2 years. Therefore, only a portion of the class is new each year, enabling children and teachers to know one another well and avoid the stress of annual adjustments. This familiarity allows teachers to personalize instruction to a greater degree.
- Multi-age grouping helps children develop a sense of community that supports varied social development. Older children are models and sometimes teachers of younger students. Such interaction fosters collaborative skills and lessens competition and comparison since all students aren’t expected to have identical skills. It leads to respect for individual strengths and contributions to the group. Such cooperation accommodates the uneven development that characterizes early elementary years.Children usually remain together with the same teacher for 2 years. Therefore, only a portion of the class is new each year, enabling children and teachers to know one another well and avoid the stress of annual adjustments. This familiarity allows teachers to personalize instruction to a greater degree.
- Collaborative learning and peer teaching are encouraged, helping the child in his or her roles as teacher and learner. Also, as collaborative groups work independently, the teacher is free to work with individuals in smaller groups.Children usually remain together with the same teacher for 2 years. Therefore, only a portion of the class is new each year, enabling children and teachers to know one another well and avoid the stress of annual adjustments. This familiarity allows teachers to personalize instruction to a greater degree.
- Academic groupings can be flexible, depending on subject matter or ability. Children learn from the varied activities and often find interest, challenge or inspiration in the work of classmates.Children usually remain together with the same teacher for 2 years. Therefore, only a portion of the class is new each year, enabling children and teachers to know one another well and avoid the stress of annual adjustments. This familiarity allows teachers to personalize instruction to a greater degree.
