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Kings Park offers K-1 multiage classes in addition to “single grade” kindergarten and first grade classes. Each K-1 class will have a balance of kindergartners and first graders. Teachers discuss both programs at spring orientation sessions for parents.
What is a multiage class?
When children first begin school, they are assigned to a “single grade” based upon their ages. Children move forward, for the most part, with that peer group during much of their school years. Multiage grouping is the practice of purposely placing children of more than one age and ability level together. Children in multiage groups are expected to vary in experience, maturity and strengths. [return to top]
What is the difference between a multiage class and a combination class?
In a combination class, teachers teach the two grade level curricula separately. For example, in a grade 2 & 3 combination class, the teacher would teach the second grade science kit at one time and the third grade science kit at another. The teacher's time is divided, and in some cases, students would “switch classes” for subjects since it would be difficult to cover both. Students receive instruction in the objectives for their respective grade levels.
In a multiage class, the teacher knows the skills and major concepts for both grade levels and may incorporate these in a single lesson within overarching themes. The level at which a child receives instruction in a multiage room is determined by his/her readiness and “level of knowing,” not necessarily by age or grade level expectations.
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How does a multiage approach differ from single-grade programs?
Single-grade classes, too, include students with a range of abilities and needs. Teachers of single grades plan for and differentiate instruction based upon their students. This is the essence of effective teaching! However, a mixture of ages places the emphasis on individuals and takes the emphasis off comparisons within a “grade level” framework. In a multiage setting, the teacher must constantly plan for a wide range of abilities, with many opportunities for small group and individualized instruction. The children's range of ages acts as a constant signal to rethink instructional plans.
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How does the mix of ages work?
In a multiage classroom, the interaction among students is especially valuable. Younger children have positive role models and more individuals besides the teacher to help them learn. Older children gain confidence and self-esteem by helping others while they continue to work on their own more difficult tasks. Children can take on more responsibility, leadership, and initiative, which affects academics as well as citizenship.
Siblings close-in-age often demonstrate these behaviors in the family setting, as the younger strives to do whatever the older can do, and the older assumes the role of expert in “how it should be done.”
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How long will a child stay in a multiage class?
Students who enter a multiage class as a “younger” will spend two years with the same teacher. Parents, teachers, and children develop a relationship that can begin immediately in September. Continous progress is maintained since the strengths and needs of a child are familiar. In any given year, half the class will know the teacher's routines, expectations, and management systems. Summer anxiety is reduced and September begins more easily as half the class model for their new classmates.
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Won't children in the older grade get bored?
The overarching themes or units, through which the teacher addresses objectives, will change each year. For example, teachers may involve students in the study of insects through a unit on “My Environment. “ Then next year, the teacher will revisit insects when studying “The Rainforest.” Changing the lens or viewpoint each year allows the teacher to address and strengthen objectives within a new context.
Sometimes parents worry that the “olders” will spend much of the time “helping the youngers” rather than building their own skills. There will certainly be some “helping, ” which occurs whenever children of varying strengths and interests work together, even in single-grade classes. The act of teaching another is one of the most powerful learning tools known and can benefit the teacher, which may even be “the younger.” However, by focusing on the individual needs of the classroom and clear standards and benchmarks, teachers will continue to extend and enrich experiences for “olders” as well as “youngers.” As children get older and their skills increase, new reading materials and projects become possible with each year.
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What does the research say about multiage classes?
A review of 64 research studies (Anderson and Pavan, 1992) found, based on normed, standardized achievement, that 58% of the studies favored multiage grouping, 33% showed the same growth in multiage and single grades, and 9% showed that multiage groups performed more poorly. Regarding positive school attitudes, 52% favored multiage, 43% showed graded and multiage to be similar in performance, and 5% showed multiage groups performed more poorly than graded groups.
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What might be some issues associated with multiage classes?
How can a teacher learn about and prepare for a larger age span? It is important that teachers of multiage classes choose to teach a multiage class for more extensive planning and preparation will be inevitable. Teachers of multiage classes need to be skilled in differentiation of instruction, and very knowledgeable of multiple grade level curricula.
What happens if either the parent or the teacher does not feel that the classroom or relationship was productive at the end of the kindergarten year? Then there would be provision for a change of placement at the end of the first year rather than two years in the same classroom.
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What students might particularly benefit from a multiage classroom?
There is no “right answer” that fits all children. Some children may benefit from a single grade configuration, some from multiage, and others from either setting. There are many similarities between both. A multiage classroom may appeal to the child who benefits from projects, small group instruction, and cooperative work with peers. There may be more varied experiences occurring simultaneously within the multiage setting, resulting in a carefully orchestrated but “active” environment. Although large group, direct instruction is an important characteristic of all settings, there may be less large group work within the multiage room. The personalities of children should also be considered, for some may gain confidence and leadership by assuming the role of “older,” if not this year, then the next. If you are considering multiage, you might talk with your child's preschool or kindergarten teacher to discuss how he/she seems to learn best.
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