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