A multi-age learning community is a mixed-age group of children spanning three or more ages, in which the teacher and the students stay together for several years. Teachers are viewed as guides, models, and facilitators. They work to plan an environment that fosters growth, enhances each child's potential, and allows each child to develop at his/her own rate. The focus is on active learning through discovery and developmentally appropriate practices.

Students are randomly selected for a multi-age classroom using a balanced mix of ages, gender, ability, and interests. In a multi-age classroom the children's learning is the total focus. Decisions are made based on what is most conducive for children's learning. Children in a multi-age classroom work together and form a community of learners. This unit or family grouping engages in active learning, discovering, and constructing their knowledge in a safe and secure environment that allows for risk taking.

The multi-age philosophy focuses on what children already know as a starting point for subsequent instruction. The focus is on success that keeps the children engaged in the learning process. By having the same teacher, the teacher can better attend to children's progress through a thorough understanding of each child's strengths and needs.

The multi-age classroom provides a positive learning environment. The organization of the multi-age classroom is based on the philosophy of respect for the individual. Each child's learning rate and style are honored and supported. As such, it also supports children's achievement and self-esteem.

In multi-age classrooms, children actively engage the environment through centers, projects, and learning experiences with their peers. Research strongly suggests children benefit in many ways from multi-age classrooms (Miller, 1990)

What does multi-age mean?

Multi-age refers to the physical grouping of students as well as a philosophy about the best way to achieve outcomes for them. Students are grouped so the age span of the class is greater than one year. Programs are planned which are developmentally appropriate for each student regardless of  age or grade level.

The multi-age philosophy recognizes that students learn better when they have role models they can turn to for assistance, and when they are able to practice their skills by demonstrating to others. The multi-age class is based on a more family oriented structure where difference is accepted and nurturing is valued and encouraged.

Will my child benefit from a multi-age classroom experience?

Research strongly suggests children benefit in many ways from multi-age classrooms (Miller, 1990). Academically, children often do better in multi-age classrooms than in traditional classrooms (Anderson & Pavan, 1993). If they don't do better, then they do the same. Multi-age classrooms clearly do not negatively affect academic achievement (Miller, 1990). After reviewing twenty-one quantitative studies comparing the effects of multi-age classrooms with single-grade classrooms Miller, (1990,6) notes, "In terms of academic achievement, the data clearly support the multi-age classroom as a viable and equally effective organizational alternative to single-grade instruction."

In addition, the benefits for children, socially and emotionally, are consistently high for multi-age classrooms. The affective domain is greatly impacted by multi-age classrooms. From his review of research, Miller (1990,7) notes, "When it comes to student affect, the case for multi-age students out-performing single-grade students in over 75 percent of the measures used."

Multi-age children often have a greater sense of belonging (Sherman, 1984) and more positive social relationships. Anderson & Pavan's (1993) review of research from 1977 to 1990 found multi-age children have more positive attitudes toward school than same age children. The attendance rate in multi-age classrooms is also significantly better than in same-age classrooms. Overall, multi-age classrooms support children and their learning in many positive ways than traditional classrooms.

Is the multi-age classroom better for some children, but not for others?

As you investigate the philosophy of multi-age classrooms, you quickly conclude that a child-centered approach is good for all children. Shouldn't all children be able to learn from their peers without competing? Shouldn't all children have the opportunity to be mentored and to mentor?

How are students taught in a multi-age classroom?

In a multi-age class, students are taught in groupings that maximize the potential of their learning. Teachers take advantage of the range of experiences, knowledge, and skills of the group to develop programs in which the outcomes for students are open ended. This means students learn from the teacher and each other, and the teacher plans for, and expects different outcomes from, each one, dependent upon these stages of development.