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
Top Related