Breidablik Elementary

Multiage Program

A Look at Multiage Classroom Configurations: Planning for the Future of Breidablik Elementary School

As our world changes from an industrial to a technological base, our societal needs change. Educators are faced with the schooling of students prepared to enter an information society. Toffler, 1980, defines this change as the “Third Wave” of societal changes from agricultural, to industrial, to technological. Our schools were set up for the industrial society, shaped to fit efficiency and production. However, now our models of curriculum delivery need to reflect that we have diverse learners as well as changing societal needs. What is right for one student may not best serve the needs of others. How can we, at Breidablik Elementary, plan for an uncertain future with the most flexibility and attention to change? 

Part of elementary education in the United States has been progressing from grade level to grade level, completing the curriculum designated as appropriate for that particular grade level, and passing evaluations designated as proof that one has learned those lessons and is ready for the next step. “Now, despite evidence from developmental psychology that children grow and develop at different and variable rates, we still keep age grading as a key structural element of schooling” (Marshak, D., The Seattle Times, February 8, 2004).

Understanding that all children learn at their own rate and in their own style, how does a classroom teacher hope to cover the curriculum effectively while meeting the needs of diverse learners? One answer that has been well researched and documented is the multiage classroom configuration. Differentiated instruction, social collaboration, flexible grouping and student interest are some of the benefits teachers offer as a rationale for a multiage configuration (Hoffman, J., “Multiage teachers’ beliefs and practices,” Journal of Research in Childhood Education, Vol. 18, 2003). Building trust relationships becomes the means in which teachers and students accommodate diversity and celebrate differing learning styles as resources, rather than detriments, to academic achievement.  

In keeping with our mission of Respect, Responsibility, and Relationships, we hope to honor all the teaching and learning styles of our school. By offering a choice of looping, single grade classrooms, and adding a strand of multiage classrooms, we can offer the kind of choice that not only meets our needs for staffing, but the diverse learning needs of our students and society.

Dr. Gail Davis

5/21/04

Multiage Definitions

Bibliography