Having
taught split classes for a number of years I would cheerfully welcome the
opportunity to work in a multiage class. The benefits have been enumerated and
elaborated upon not only in the readings within the confines of the current course that I am taking, but also in literature elsewhere.
As I
reflected on one of the assignments/ creating a benefits chart, I was thinking of my teaching practice for the
last number of years. My understanding of curriculum, student learning,
assessment, and evaluation have changed over the years. Perhaps what has
deepened the most for me is my knowledge of the continuum of learning.
This
is the part that I think would be the most difficult aspect of a multiage
class. Ostensibly it appears that it would not be any different in a
single-aged group, but I believe that given the age gap, etc. you would need to be extremely vigilant in terms of the development of each child. With a three-year age gap and associated range in
development and cognition, this may be somewhat challenging to address. The
interests of a ten-year-old may differ vastly from a thirteen-year-old for
example.
Supporting
teachers in a multiage classroom so that they have time to plan, prepare, and
assess students in a multiage classroom is pivotal. It would require a
commitment not only from the teachers involved, but also from the
administration and the greater community.
This,
I believe is the answer to the question, "Benefits: It Depends on Who is
Asking?" If we have the support of the key players involved, then
obviously a multiage classroom(s) is the most beneficial to student learning in
terms of engagement, success, ownership, and pride. However, if there is a lack
of understanding of what multiage learning looks like and a lack of necessary
supports and training, there might be problems in the future.
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