Multiage Classroom

Multiage educational practices are grounded in a philosophy that holds that every child can learn and has the right to do so at their own pace, that learning is a continuum rather than a series of steps, that diversity is not only a reality but is something to be embraced, and that a classroom is a family of learners.

By  structuring a class to include a span of ages and to take advantage of the resulting diversity, students naturally become more accepting of one another's differences. There is an atmosphere of nurturing rather than one of competition in which children pressure one another to fit an arbitrary norm. The teacher finds himself or herself supporting each individual child as to their own complex set of needs rather than trying to lead a group of students to complete an age-based step.

Younger students are exposed to material above grade level as they see and hear what the older students are doing. They gain from this exposure, through cooperative learning, peer tutoring, and just plain observation, but are made to understand that they should not be able to do the same quality work as their older peers, that with time, they will be able to. Due to this exposure, and the help of other students, the older child in a multi-age class tends to be ahead of where they would be if they had been in a single grade classroom without this exposure.

Multi-age classrooms have a lot of motivating activities, with attention to learning styles, multiple intelligences, and interests, as well as abilities. When children are motivated, they will do their very best and are proud of their efforts. They tend to be more willing to work, thereby raising their level of achievement.

The increase of "immediate feedback" due to many people in the room being able to answer questions and help each other also increases achievement. Students do not have to sit and wait for the teacher to find the time to help, when other students, who are more advanced, can answer questions. Even the "slower" older student develops a lot of self-confidence by being able to help younger students.

Multi-age classrooms do not have tracking, or long term ability grouping. Grouping is usually short term and flexible. Competition and comparison with other students is lessened, as students are looked at and evaluated according to their potential, not in relationship to "grade level standards", or in comparison to each other. Emphasis is on the "strengths" of individuals, rather than weaknesses. With less emphasis on competition than you find in a single grade classroom, students are not as aware of differences. When the right strategies are in place, the older student who is less able than his/her peers is not as aware of it.

Multiage is ...

• Thematic Learning: Curricular areas are taught through a central theme
•  Literature-Based Instruction: The curriculum is covered through the use of trade books versus textbooks.
• Hands-On Learning: Students are actively involved in learning through hands-on experiences.
• Cooperative Learning: An environment in which children are encouraged to share ideas and work together.

Multiage Student Evaluation

Our evaluations will be based on the following assessments:

·         classroom projects

·         teacher observations

·         group participation

·         learning journals

·         traditional tests

·         independent work

·         portfolios

·         participation in classroom discussions

Multiage Themes

Themes may rotate on a three year cycle. The State of Ohio’s Academic Standards are covered during this time span.

Minds in Motion Mission Statement

Minds in Motion will provide a caring, nurturing and stimulating environment enabling all students to reach their potential. We believe all children can and will learn. We believe a broad range of programs is necessary to provide the basic instruction, enrichment, and remediation to meet the needs of the present and the challenges of the future. We believe that an excellent education at Minds in Motion is made possible by the cooperative efforts of our school staff, our homes, and our community.

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