Download - Multiage Education
04/22/23 Multiage Program Presentation 1
Multiage Education
Presented to the Board of Education for Oak Park School District #97
February 14th, 2007
04/22/23 Multiage Program Presentation 2
Presenters and ContributorsWith much help, support, and
resources from: Annie Darley Whittier SchoolYvonne DeCarlo Whittier SchoolKerri Druckmiller Whittier SchoolJulie Dunn Whittier SchoolAlex Fotopoulos Mann School Cathy Hamilton Lincoln SchoolPrincipalNancy Hoehne Whittier SchoolVirginia Ilich Mann SchoolDavid Krauter Whittier School Allison Lamb Mann School Evette Little Whittier SchoolKristine Mrozek Lincoln SchoolSondra Nelson Whittier School
Wendy Kassel Whittier SchoolLaurie Volz Whittier SchoolDanielle McDaniels Whittier SchoolNancy McGurn Whittier SchoolKristi Seefeld Mann SchoolNicholas Sakellaris Irving SchoolJasmine Reeves Whittier SchoolArnetta Thompson Lincoln School Jarvia Thomas Lincoln SchoolKathy Wiedow Lincoln SchoolBeverly Winterstein Whittier School Carol Young, Whittier School Principal
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Table of Contents
Multiage Defined: Philosophy and Components Why Multiage? Educational Models Compared Research Results and Data Current State in Oak Park A History of Multiage in Oak Park Perspectives Conclusion
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Philosophy
The purpose of creating a diverse classroom community is to provide more effective instruction for all students in the program, to enhance the social skills of its participants, and to accelerate cognitive development. In a multiage classroom, the individual needs and characteristics of students are considered a vital element in the design of instruction.
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Multiage: Defined
Grouping of students of different ages, grade levels, and ability levelsChild centered
Developmentally appropriate Inclusive Differentiated Safe environment for
academic risk taking Fluid groupings
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How multiage functions in the classroom
Team teachingRelationships between parents,
students, teachersVarious groupings of students
“Once the environment is developed, this then fosters an acceptance of others that could not have been replicated in a traditional single grade classroom. These experiences have prepared my children for future classroom and adult experiences in a diverse population.”Seth and Caroline Baker, Whittier Parents
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How multiage functions in the classroom
Differentiation All science and social studies units for every
grade level taught by cycling through curricula
Family and community involvement
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Jim Grant, founder and Executive Director of the society for Developmental Education
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Jim Grant, founder and Executive Director of the society for Developmental Education
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Why Multiage?The school fits the childEfficient and effective
learning environmentProcess approach has
long term benefitsEncourages friendships
and peer learning
"The challenge of having to use his social skills and language to collaborate with other students has truly helped him with friends, inside the classroom and out in the neighborhood. For a child with autism, this is a wonderful thing to see.”
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Why Multiage? Promotes cooperation
and collaboration Accommodates diversity
and inclusiveness Encourages academic
eavesdropping Gift of time: a continuum
of academic relationships with teachers and support staff
“Because multiage facilitates children working together, I have seen (my child) begin to demonstrate leadership skills. He is, in his own way, mentoring other first year students.”David LoveWhittier Parent
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Multiage is Differentiation
Students in multiage classes: Learn to take
responsibility for their learning at all levels
Are encouraged to set goals and challenges for themselves
Are not held back by prescribed grade level curriculum
Have opportunities to interact with older and more experienced students
“By creating a framework that not only recognizes but builds on the different stages children go through, we believe that a multiage classroom encourages greater openness in the appraisal of children’s abilities, and a more deeply rooted experience.”Emily Hauser and Eran Loewenthal, Whittier Parents
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Multiage is Differentiation
Students in multiage classes: Have opportunities for
leadership and mentoring when they are older students in class
Demonstrate positive self concept and self esteem along with positive attitudes
Have fluid opportunities to explore, discover, and invent
Have freedom to explore interests
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Educational Models ComparedTraditional
single gradeSplit Class-
combined grades Multiage
Time in Classroom
One year Usually one year Multiyear, flexible
Age Grouping Narrow range (one grade)HomogeneousSegregated by grade
Mixed agesHomogeneous groupingSegregated by age
Mixed ages Heterogeneous groupingsAges are integrated
Transition to middle school
Natural transition to middle school format
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Educational Models ComparedTraditional
single gradeSplit Class-
combined grades Multiage
Teacher Different every year
May be different every year
Same teacher for multiple years Opportunities for team teaching
Curriculum Age-specific
Separate work
Competitive Some fail or repeat
Specific to each grade level in class - separate workCompetitive Some fail or repeatSome academic eavesdropping
Adapted to needs of the students Different ages, ability to work cooperativelyMay remain for another yearStudents progress at their own pace
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Research
Relationship with the Illinois Institute of Technology’s Institute of Psychology since 1997
Results suggested cognitive, academic, and social gains
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ResearchCognitive development: MAP (Multiage Program)
students progressed through cognitive stages of development at a faster rate.
MAP students have a better understanding of reality.
MAP students coordinate multiple perspectives in their thinking.
“We had a great multiage experience. Aaron (Marks) says it helped him get to know kids in another age group. I also think the greatest benefit was social … They learned how to cooperate and they learned that learning from each other was a positive experience not a reason to feel bad about yourself.”Dr. Emily A. Keshner, Former Mann Parent
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ResearchSocial development: MAP students are less egocentric than their peers.
MAP children with low levels of peer acceptance during their first year in MAP made dramatic improvements with social acceptance in their second year.
MAP students with low levels of peer acceptance all finished the program with average levels of peer acceptance, leaving "at risk" labels behind.
In traditional settings, children with low peer acceptance carry the same level of acceptance throughout school years.
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Current state
Multiage Programs are currently in place at:• Lincoln School - MAP 1/2 and MAP 4/5• Mann School- MAP 1/2 and MAP 4/5• Irving School - MAP 4/5• Whittier School -
• four MAP K/1• three MAP K/1/2• two MAP 2/3• five MAP 4/5
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In the Future…
Longfellow plans to have a 2/3 multiage team for the 2007-08 school year
Beye will continue their primary looping program in 1st and 2nd grade
Holmes is exploring a looping configuration for the 2007-08 school year.
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Administrative Considerations No additional teachers are needed to staff a multiage
program in grades 1-5 since the student-teacher ratio is the same as a graded class
Cost saving does occur due to flexible groupings Principals have more choices to place new students,
often eliminating the hiring of teaching assistants due to class size increasing through the year
As new classes are formed, budget for teacher workshops, observation, and materials
Support of multiage teachers and single grade teachers
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Perspectives
Work collaboratively as a member of a professional team, Plan instruction based on results of effective assessment, Learn the value of flexible grouping techniques, Learn to connect the pieces of the curriculum together, Observe the modeling that is evident in a multiage classroom, and Observe how long term relationships between teachers and families can be extremely
beneficial for all concerned.
In my work as a university director of field experience, I seek out excellent placements for my student teachers. There are many outstanding teachers in both graded and multiage classroom, but when I have an opportunity to place a student teacher in a multiage classroom, I jump at the chance! Because of my own experience as a multiage teacher, I am confident that each student teacher placed in a multiage setting will:
Mary RhotonUniversity Director of Field Experience
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Perspectives
"One of the best aspects of the multiage classroom is the community atmosphere that results from the collaboration between parents and teachers over several years. The multiage classroom is a comfortable environment for learning. There is a natural progression over time and the children are able to build long-standing relationships .”
A Whittier Parent
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Multiage is Life
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Thanks to…Kerri Druckmiller Whittier SchoolCathy Hamilton Lincoln SchoolPrincipalVirginia Ilich Mann SchoolDavid Krauter Whittier School Kristine Mrozek Lincoln SchoolSondra Nelson Whittier SchoolJasmine Reeves Whittier SchoolArnetta Thompson Lincoln School Jarvia Thomas Lincoln SchoolKathy Wiedow Lincoln SchoolBeverly Winterstein Whittier School Carol Young, Whittier School Principal
This presentation is the property of District 97. Permission to use or alter this presentation must be approved by the administration of the District Office for the Oak Park Public School System.