How Does Multiage Grouping Contribute to Learner-Centeredness?

Teaching a split class has helped me to clearly see the benefits of a multiage setting regarding learner-centeredness. When my students; regardless of grade level, are working on a common learning goal I find that they are more engaged and in control over their own learning. The arbitrary boundaries delineated by “grade-level” do not matter in those moments.

Working together in groups allows students to share their ideas and ask questions based on their common interests, knowledge, and areas that need support. These determinants are not based on age, but rather the students’ own personalities and development.

In my attempts to support students, I will sometimes subvert the curriculum to reflect their areas of strength and need. For example, I have a student in Grade Six who has incredible skills in non-fiction reading and writing; I call him “Captain Non-Fiction.” When we were working on a Grade Five unit in Social Studies on Ancient Egypt, one of Captain Non-Fiction’s favourite topics, I brought him in as a “resident expert.” To quell any possible questions, I decided that I would call this individual work on his part as meeting some of his Grade Six Language Arts outcomes. This act of subversion not only allowed him to pursue a familiar and interesting topic to him, but it also allowed him to dig deeper and learn more about this interesting topic.

This, I believe is one of the pivotal differences between split and multiage classes. In a multiage class there are no concerns about “subverting” the curriculum, as opposed to a split class where grade-level students are required to explore curriculum that has been prescribed to them and may not reflect their interests.

I have always maintained that bringing a class of students together first is the primary concern of a teacher and the curriculum follows behind. You cannot get students to “buy into” something that they are simply not ready for or are interested in. This is not to say that students should not be challenged or introduced to unfamiliar topics. However, if there is a lack of choice or options, students will not view themselves as an active participant in their own learning.

Returning back to my example of “Captain Non-Fiction” I have seen first-hand the power of multiage groupings. Not only did the conversation on various aspects of Ancient Egypt become much more diverse and interesting because of my “resident expert,” but the social and emotional aspects were equally impressive as well. Being able to lead others allowed this student to see the power of his own strengths and abilities, which had a direct impact on other areas of his learning. He has become much more willing to share his thoughts and take risks in subjects that he previously struggled to engage in. Seeing how he was able to help other students in Social Studies allowed him to understand that he could ask questions and seek the assistance of others when he had difficulties with concepts in mathematics.

Being able to delve into areas of strength and interests allows students to learn about their own individual strengths and weaknesses, which is an incredible benefit of a multiage classroom. Students become much more engaged when they “buy into” the curriculum that they help to create and as such, are able to become effective advocates of their own learning.