Multi-Age Classrooms

One educational initiative that is becoming more and more popular is something called multi-age education. Multi-age education involves grouping students in two or more grades into one classroom. This has been tried with many age groups, from kindergarten through high school. I was able to participate in multi-age classes in fourth, fifth, sixth, seventh, and eighth grade. The fourth and fifth grade class I was in consisted of both third, fourth, and fifth grade students. My sixth through eight grade multi-age experience involved sixth, seventh, and eight grade students. In both cases, I was able to stay in the same classroom with the same teacher(s) for the duration of the time I was in those grades. Overall, my experience with multi-age education was very positive.

There are many benefits to multi-age classrooms that have been cited in various studies. One study describes "Multiage settings [as] alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development" they say (Gerard, 2005, 1). The study found that there was "no statistically significant difference in reading or math achievement" (Gerard, 2005, 7) between multi-age and traditional students. Another article cites the following benefits of multi-age learning:

"Research shows that children from multi-age classrooms do as well or better in academics, self-esteem, and socialization skills than those from single-year classrooms . . . .The multi-age classroom is especially suited for gifted children, children who are at risk and those learning a second language because it offers a better match for children's uneven developmental patterns." (South China Morning Post, 23)

Multi-age classrooms also contain other elements besides the age groupings that are different from traditional education. Firstly, students are usually not graded - at least in the traditional sense. In both of the multi-age classrooms I was involved in, we were never given letter or number grades. On individual assignments we were given comments consisting of suggestions where things needed improvement and praise when things had been done well. At the end of a year we were given more complex skill inventories indicating the skills that we had mastered up to that point. A second difference is that multi-age classrooms tend to involve more choices for students. During reading time, students are more likely to get to choose the book in a multi-age classroom, for example. In traditional classes, it is assumed that everyone is more or less on the same level, so students are usually assigned the same material. A third difference is that multi-age classrooms usually involve increased interaction among the students. The increased interaction comes from an emphasis on students learning from other students who are at different levels than they are. The idea is that showing another student what to do solidifies your own knowledge of the subject and gives the other student a perspective besides the teacher's. This was probably my favorite aspect of multi-age education - I enjoyed doing projects and sharing what I had learned with the class as well as getting a chance to test out my new knowledge of something by trying to explain it to a younger peer.

As a parent and future teacher, I can clearly see why teaching in the manner of the multi-age programs discussed above is a good idea. Multi-age education recognizes that all people are not on the same level at the same age and that education is not always even, neat or linear. Gerard (2005) states that "The reality of child development is uneven 'fits and starts.' This fact challenges the rigid ordering of children's abilities and attainments often characterizing graded classrooms" (Conclusion section, 1). Gerard also points out the benefit of staying with one teacher and the same group of peers. Teachers definitely get to know individual students and their learning styles more intricately in two or three years as compared to one. I distinctly remember the teachers I had in both multi-age classrooms as I felt I was able to develop a bond with them. Another benefit is that students are forced to work through their differences when they don't get along and they have a longer time to form strong bonds and alliances. I remember making more friends while I was in multi-age classes than when I was in high school, perhaps because people had a better chance to get to know me. In a traditional high school, there wasn't much interaction between students in the classroom as things were not generally group-oriented, cooperative or hands-on. People were learning side by side rather than together. We also had a lot less time with the same group of peers and teacher. There were many more students depending on your individual schedule, which meant less contact with each one.

There are some people who have reservations about the idea of multi-age classrooms. I came across many articles about towns trying to decide whether or not it was a good idea. There was even one about a school who changed to multi-age education solely because of financial necessity and then were pleasantly surprised with the results. One fourth/fifth grade teacher stated that "The root of it was money, but it really is something that works" (Miller, 2005, 2 ). Another said "It really helps kids that struggle emotionally or socially," and "You just build a much stronger relationship with the kids" (Miller, 2005, 9 ). While it may be difficult for teachers who are new to the concept, there are definite benefits to multi-age education for many students. Both teachers and parents should give the idea of multi-age education a chance before dismissing it as a bad idea.

References

Gerard, M. (2005). Bridging the gap: Towards an understanding of young children's
thinking in multi-age groups. Journal of Research in Childhood Education, 19(3),
243-251. Retrieved December 15, 2005, from the ProQuest database.
Miller, E. (2005, November 25). Teachers: Multi-age working; More than half of P-H-M
fourth- and fifth-graders in combined classes. South Bend Tribune, 1. Retrieved
December 15, 2005, from the ProQuest database.
South China Morning Post. (2005, September 17). South China Morning Post, 6.
Retrieved December 15, 2005, from the ProQuest database.