This page contains answers to common questions of students and parents 
regarding multiage education.

1. What are the benefits to students in a multiage classroom?
2. Do the older students learn when they peer tutor the younger students?
3. Is the multiage classroom better for some children, but not for others?
4. What type of student will benefit most from this type of structure?
5. How will the standards be addressed?
6. Will K-1 students meet the same goals as the traditional K and 1st students?
7. How is the curriculum taught?
8. How are students grouped?
9. What happens if my child goes back to the tradional classroom next year?
10. How have our teachers prepared for teaching in a multiage setting?

What are the benefits to students in a multiage classroom?

One major benefit is continuity of instruction.  Multiage students 
have the opportunity to stay with the same teacher or teachers and 
experience the same routines for two years or more.  Because 
teachers are familiar with the students from the previous year, 
they don't have to sacrifice instructional time getting to know a 
whole new class of students each year.  Academically, multiage 
students experience a wider spectrum of learning as they work with 
other students ahead of them and behind them in the learning 
process.  Socially, the students develop a sense of caring and 
nurturing as they help each other learn.  The multiage classroom 
actually provides more realistic social interactions for its 
students; in real life, adults situations, no one is grouped by 
age or ability.

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Do the older students learn when they peer tutor the younger students?

Yes!  Peer tutoring allows the students to expand their leadership 
skills.  This also allows them to gain confidence and increase 
their self-esteem.  Research shows that students who teach others 
retain as much as 90% of the material taught.  Studies also 
indicate that children in a multiage setting have a positive sense 
of self and a positive attitude toward school.

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Is the multiage classroom better for some children, but not for others?

In our research and experience we have found that the program is a 
benefit for all children in some way.

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What type of student will benefit most from this type of structure?

We think the best answer to this question is the answer found in 
research by Lancaster Central Elementary School, "If a student 
would benefit from spending two years with the same teacher(s), 
working in small groups, from developing a variety of peer 
relationships, from learning material that is appropriate for 
his/her readiness level regardless of the grade-level, this 
might be the right program for that child."

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How will the standards be addressed?

The Georgia Performance Standards are the basis of our curriculum 
in the K-1 class.  As plans are made for units we match activities 
and lessons to meet these standards.  The content of the 
curriculum of our K-1 classes does not differ from that 
established for other Cobb County students of the 
same ages.  However, the way in which the curriculum is presented 
is restructured.  The students in the class are also assessed 
using the same type of assessments as the traditional classes.

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Will K-1 students meet the same goals as the traditional K and 1st students?

Yes, we are required by the state to cover certain competencies 
and standards.  Our activities are planned to meet the objectives 
required by the Georgia State Department of Education and Cobb 
County.  However, we do not limit our teaching to just the required 
standards, we exceed them in all areas.

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How is the curriculum taught?

The point at which the instruction begins is determined by the 
documented progress of the students.  The curriculum is integrated 
across many subject areas so that the students learn concepts and 
processes in a meaningful context.  An emphasis is placed upon the 
process of learning as the students are actively involved in 
hands-on activities, classroom discussions, projects, concrete 
experiences related to real life examples, discovery and student-
initiated learning.  The students work cooperatively with each 
other in learning activities and are provided many opportunities 
to share their learning with others in the classroom.

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How are students grouped?

Students participate in many different types of groups during a 
typical school day.  Instruction may be presented in large group, 
mini-lessons, or in small ability/need based groups.  When 
students are in their math and reading groups receiving direct 
instruction from the teachers they will work with students that 
are at the same basic level, not necessarily grade.  These 
students change as assessments occur.  Students work in learning 
centers that allow them to explore, reinforce or extend their 
knowledge of subject material.  When students are working at 
centers, they are most often working in mixed-ability, mixed-age 
groups.  Students also participate in buddy activities where 
students are paired.

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What happens if my child goes back to the tradional classroom next year?

Research and experience has shown that the students who have been in 
a multiage class adapt quickly to the traditional class because they 
have become confident learners.

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How have our teachers prepared for teaching in a multiage setting?

Teaching in a multiage setting is not new for the teachers of 
Vaughan's K-1 team.  Collectively, we have many years of 
experience in teaching both K-1 and K-1-2 multiage classes.  Our 
teachers have participated in multiage training and conferences on 
a national level, have visited other successful multiage programs 
and have spent many hours establishing a research base for our 
program.  We firmly believe in the multiage philosophy and are 
excited to be implementing the K-1 program at Vaughan.

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