Best practice strategies that can be used effectively in both graded and

non-graded classrooms.

Dr. Valerie Ritland & Dr. Myron Eighmy

Used synonymously with the term multiage instruction

A deliberate classroom organization pattern which does not use grade designations for students

A span of two to four years in a classroom A flexible system of grouping in which

students are allowed to work cooperatively across grade levels.

Three Round Delphi Study on Multiage/Non-graded practices in three construct areas:

◦ Teacher strategies and challenges◦ Student/School Pros/Cons

◦ Training & Resources

◦Twenty-one Expert Panelists◦ 10 Practitioner Experts with multiage

◦ teaching experience11 Theory Experts with publications in best practice

and/or multiage instruction

What strategies do multiage teachers use?

What strategies could effectively be used by both graded and non-graded teachers?

Consensus to disagree = ◦Mean < 2◦Standard Deviation < 1◦80% or greater disagree

Consensus to Agree = Mean > 3Standard Deviation <180% or greater agree

Experts agree:◦ There is no difference between the recommended

class size in multiage verses graded classrooms◦ It is beneficial to both the student and the teacher

to be together for more than one year◦ Students tend to get along better socially, mentor

and act more like a family, in a multiage classroom◦ Students do as well/better academically in MA site◦ MA classrooms are less stressful for children

because of the reduced fear of failure◦ Students of all abilities and needs can be

successful in a multiage classroom

Best practice strategies that can be used effectively by both graded/non-graded staff◦ Room arrangement to support group work and

centers not isolated work stations◦ Flexible grouping for all subjects◦ Cooperative learning strategies◦ Learning centers and project areas◦ Authentic portfolio assessment◦ Inquiry based learning◦ Thematic Instruction◦ Children constructing their own knowledge

Training & Resources:◦ Teachers should visit another multiage classroom

before teaching in their own multiage classroom◦ Principals, school boards and superintendents

should all receive training on multiage history and practices.

◦ Parents should be oriented to multiage history and practices each year, so they know what to expect

◦ It is difficult to find regular training & conferences geared for teachers who work in multiage classrooms.

Additional research needed in this area:◦What training universities need to

provide to prepare future teachers.◦How to address when there is not a good

“fit” between child and the teacher◦How textbooks could be better designed

to meet the needs of teachers◦Designing on-going training opportunities

for multiage teachers