ELECTIVE: TEACHING MULTI-AGE LEARNERS
classrooms is distinct from that
TERMINOLOGIES:
A multigrade class- consists of two or more different
grade levels inside a single grade classroom handled
by one teacher for an entire school year.
Multigrade or Multilevel class : classes with three
grade levels inducted in one classroom and handled
by a single teacher a
Monograde class -A class that contains students of a
single grade level, but usually of mixed abilities,
Normally such classes contain students of a similar
age range, but in countries where repetition and
acceleration are common, a monograde class may
also be mixed age (Noonan and Hallack, 1957).
• A combination class is formed when students from
two consecutive grades are placed in one classroom
under the supervision of one teacher. Students in
combination classes retain their respective grade-
level assignments and receive appropriate grade-
specific curriculum.
History and prevalence of Multi- Grade
-Multi-age schooling originated in one-room school
houses during the 19th century.
-It became less common in the 20th century with the
rise of mainstream schooling.
-However, multi-age schooling had resurgence in the
1960s.
-Approximately one third of all classes across the
world are multigrade classes.
- "In Canada, more than 20 percent of students are
registered in split classes, and that number is
growing.”
-Around the world, split classes are also a growing
phenomenon in countries as diverse as Australia,
France, Switzerland and the Netherlands." (Kelly,
2015)
The reasoning behind multi-age
of split classes.
While split classes are created when
there are not enough students to form
two separate single age classes, multi-
age classes are intentionally formed to
create a mixed age, diverse learning
environment.
The is an important distinction, as the
reason for creating a split class or
multi-age class will dictate what kinds
of teaching strategies and pedagogy is
applied in the classroom, which will in
turn Impact student outcomes.
1. For a given number of students, composite classes
allow greater administrative flexibility in allocating
students to classes.
2. This allows gender balancing, matching of student
needs to teaching expertise, and balancing class
sizes.
3. By allocating children to classes according to
specific learning needs, it is possible to arrange
classes with narrower ranges of abilities.
 Schools composed exclusively of composite
classes are increasingly common in Australian
primary school education; they are not
uncommon in New Zealand.
 Composite classes often meet resistance, with
parents often believing that their child is
disadvantaged by being in one.
 This perception is often regardless of whether
their child would be in the younger or older
cohort.
 Advocates of multi-age classrooms point to the
lack of age stratification in workplaces, families
or other social environments as a reason to
create a similar environment in the classroom.
HISTORY OF MULTI GRADE CLASSES
-They included all children of the village, from 6 to
16 of a wide variety of Some would finish their
apprenticeship soon, while others may take longer
Each was however considered as good as the artisan
who taught them.
-In the monasteries of the 1550s, a 16 year old and a
6 year old were likely to be seated side by side in the
same class (Longstreet & Shane, 1993:58)
-The earliest American schools were multi-aged. The
one room school house was the most common
model of formal education programs for elementary
school children before the 1880s.
Multi-Age & Multi-Grade School
Multi-Grade School:
 Children are grouped according to their grade
level.
 Two or more grade level are taught together.
 The curriculum for each grade level is covered
for the children in the group.
Multi-Age School:
 Children are grouped across ages without
consideration for the grade to which they might
belong.
 They can be group by interests.
(Both settings allow children to move along at their
own pace.)
Multigrade Classes:
COMPOSITE CLASS (SPLIT YEAR CLASS): Is a
combination of children from two or more grade
levels in the same classroom.
MULTI-AGE CLASS:
- A multi-age class is similar to composite class but
slightly different in application, it is more often the
deliberate mixing of children from various age
groups of more than one year in the one class.
-Multi-age groupings are also known by other terms,
e.g. vertical, family and heterogeneous groupings.
- A big difference is the teacher and class often
together for more than one year, that is, they move
through the learning process together unlike the
composite class where the teacher stays but the
class changes each year.
WHAT DOES THE RESEARCH TELL US ARE THEY
GOOD OR BAD?
-Much research has been undertaken in primary
schools and this tends to find there is no discernible
difference between composite and straight grade
classrooms in terms of academic performance
-There are benefits relating to student
independence, responsibility and study habits, for
example, younger children in a composite class
generally look to achieve as well as the older
children in their work, and older children enjoy
leadership and mentoring opportunities which lift
their self-esteem.
Composite classrooms
-can be more flexible by allowing children to work at
their own pace, offer a wider range of friendship
opportunities, and encourage more co-operation
and tolerance.
-The research does not find a particular structure is
better however many parents may have a negative
perception of mixed classes
MULTIAGE AND MULTI-GRADE: SIMILARITIES AND
DIFFERENCES
IS MULTIAGE AND MULTI-GRADE ARE THE SAME?
-No, they are not the same but they do have
common features in attempting to explain the terms,
there is an effective strategy to discuss the relevant
issues under three headings: structure, ideology, and
practice,
Structure refers to matters primarily concerned with
the organizational characteristics of the classroom
For example, the unique time frame of a multiage
classroom is an example a structural feature
Ideology refers to the set of educational beliefs that
underpins and supports multiage structure and
practice. A belief in child centered learning is at the
heart of multiage philosophy
Practice refers to the methods and strategies used
by teachers to individualize learning in their
classrooms so that the unique needs of each child
can be met.
Structural Similarities:
-Multi-grade and multiage classrooms share the
following characteristics:
-Children of two or more grade levels are grouped
together for educational purposes.
-The age range of the children in both types of
classroom will be greater than one year.
-In multi-grade and multiage classrooms there will
be a wider range of individual differences than one
would find in a single grade classroom.
-Students remain in the same classroom with the
same teacher for more than one year.
-The actual composition of a multi-grade or a
multiage classroom changes each year as older
students move to another classroom and their place
is taken by a younger group of students joining the
classroom for the first time.
- Most multi-grade and multiage classroom has two
or three grade levels grouped together.
-The majority of multi-grade teachers feel to grade
levels is more than enough; in their view three grade
levels is the most anyone should be forced to have.
-Grouping grade levels one is going to create
classrooms with a greater age range than a single
grade classroom
-As the age range increases developmental diversity
are individual differences will as well
-Multi-grade and multi age teachers recognize the
educational benefits of an extended age range and
time frame in these classrooms.
-The current times are characterized by sudden and
rapid changes, making long-term planning uncertain
for teachers in these classrooms.
- Teachers in multi-grade and multi age classrooms
navigate the challenges of adapting to these
unpredictable circumstances while still striving to
provide quality education for their students,
 To achieve the optimal educational
advantages of grouping students of
different grade levels together requires
commitment to stability and continuity.
 There has to be some guarantee that the
organizational structure will be permanent
one.
This is a major issue in the multiage literature. In
distinguishing multiage from other such in many
small rural schools multi grade classrooms turned
out to be permanent arrangements (Mulcahy, 1992).
(This issue is very significant if we are attempting to
interest parents in multiage education.)
STRUCTURAL DIFFERENCES
Be that as it may, I suggest that there are at least
two structural differences.
1. Multiage classrooms are intended to be non
graded. Traditionally, multi-grade classrooms have
tended to be graded.
2. The intention in a multiage classroom is for
students of different ages and grade levels to be
socially and academically integrated into a single
learning community. In traditional multi-grade
classrooms each grade level group has tended to
maintain (often by official directive) its distinct
identity.
MULTI-AGE AND MULTI-GRADE: SIMILARITIES AND
DIFFERENCES
- Believe graded structures and instruction methods
harmful to children.
- Graded classrooms, curricula, textbooks, and
standardized testing ignore diversity.
-Assumes all children of a given age are similar in
development and capability.
-Assumes all children can be taught the same things,
at the same time, rate, and in the same way.
Charles Rathbone's Multiage Research
Recommendations
-Flexible time and curriculum to prevent
inappropriate coverage schedules.
-Transition from graded to multiage structure to
reduce negative effects of grade-related status
attributions.
-Children at the center: implementing the multiage
classroom by Miller (1994)
-Encourages blurring of grade-and age level
distinctions.
-Emphasizes the importance of a child's
developmental needs.
-Determines starting point for instruction and
reference point for assessment and evaluation.
• Miller uses the term "ideally" because creating a
non graded learning environment in an educational
universe so long and deeply entrenched in the
graded tradition is often a difficult task. This is a
point also made by Bingham.
Multiage Classroom Transition
-Challenges include eliminating grade level labels,
but desirable to avoid stigma of failure.
-Not all multiage classrooms are non-graded learning
environments.
What are Advantages and Disadvantages of Multi-
Grade Classroom?
Advantages of Multi-Grade Classroom
• A Multi-grade class brings together students and
teachers while preparing better stages of
development in a learning environment.
• Students Performance: Students can develop
healthier social relationships, positive attitudes and
enhance leadership, organizational, listening,
sharing, and many other important skills
• Easy-to-Use: Teachers can create effective syllabus
and curriculums plans for students
• Improve Learning: Problem-solving, higher-level
thinking, and learning methods develop at an earlier
point with multi-grade classrooms; simply because
of the immersion experience that brings students
together
• Student-Teacher Relationship: A Single teacher, or
the group of teachers responsible for the multi-
grade classroom, typically stay with same students
until they graduate to the next level. This garners the
opportunity for students to work with the same
teachers for several years instead of having to meet
new teachers at the beginning of each new school
year.

• Pre-learning and Re-teaching: Students are

continuously exposed to re-teaching, as they listen in
on, and benefit from lessons which are being taught.
Students are also exposed to pre-teaching. --This
both prepare and stimulate the young students
thinking.

• Better Classroom Management and Organisation

• Teacher can teach two and more grades at same

time

Disadvantages of Multi-Grade Classroom

• Multi-Grade system is difficult to implement in

large schools with heavy population

• Textbooks in use for teaching only meet the need

of mono-grade teaching

• schools practising multi-grade teaching often suffer

from inadequate material resources

• In remote areas, teachers’ passivity, irregularity, ill

planning, non-accountability and engagement in
non-academic pursuits create and maintain a low
school profile
July 24, 2009 organized and trained for this purpose. They will
continuously provide training with financial
DO 81, s. 2009 assistance from the Bureau of Elementary Education;

Strengthening the Implementation of Multigrade 5. As much as possible, trained multigrade teachers

Program in Philippine Education shall not be transferred to another school within two
years. All divisions are strongly encouraged to
To: Bureau Directors
provide additional incentives for these teachers;
Regional Directors
6. Regular monitoring and technical assistance on
Schools Division/City Superintendents the implementation of MG program shall be
conducted at the division level. Monitoring report on
Heads, Public Elementary and Secondary Schools the findings/results shall serve as basis for planning
enhancement programs and policy formulation at all
All Others Concerned
levels.
1. The Multigrade Education is one of the
Department’s strategies to provide access to quality
education for all school-age children in remote
communities where enrolment does not warrant the
organization of monograde classes.

2. To address recurring issues in the implementation

of DepED Order No. 96, s. 1997, “Policies and
Guidelines in the Organization and Operation of
Multigrade (MG) Classes” the following guidelines
are issued:

1. Strict implementation of Special Hardship

Allowance for Multigrade Teachers as contained in
Department of Budget and Management (DBM)
National Budget Circular No. 514 dated December 5.
2007, “Guidelines on the Grant of Special Hardship
Allowance” shall be observed;

2. Teachers assigned shall be trained on multigrade

instruction through a continuing standards-based
professional development program managed by a
core of division and regional MG trainers;

3. The Bureau of Elementary Education (BEE) shall

provide the Multigrade Training Resource Package
(MG-TRP) and the Multigrade Teach-Learn Package
(MG-TLP). The second contains lesson plans and
pupils learning exercises in the different learning
areas;

4. A core of trainers (list enclosed) for the division-

based training of MG teachers has already been
BASIC PRINCIPLES As Materials Designer

 Each child is unique: Different likes, dislikes and
interests.
 Children learns best from experience:
exploring, learning by doing
 Children can and do learn well from one
another: collaboration/different points of view
THE FUNCTIONS AND THE ROLES OF THE MULTI-
GRADE TEACHER
-The function of the teacher in the multigrade
classroom is multidimensional or to be more
accurate.
As Teacher
-Be able to develop skills and inculcate desirable
values and attitudes among pupils. The teacher is
expected to be versatile and utilize different
strategies to make learning meaningful and
effective.
As Facilitator
-The teacher should be able to understand
differences between pupils and be able to motivate
them. (don’t spoon feed)
As a Planner
-Appropriate planning by the teacher will result in
classes which are more productive for the learners
and easier for them to follow.
Teachers needs to develop their own additional
materials. (Materials should be appropriate and has
a purpose.)
You should also try to make the national curriculum
more relevant to the local needs of the community.
Examples of such curriculum materials include the
following:
 designing and making small boards, flash cards,
etc. to save time in the classroom and to
maximize the time which pupils spend on
learning tasks
 using local materials to develop instructional
materials and to encourage students to make
their own
 designing workbooks which are suitable for
student use within the local context and
conditions
 including within these locally designed materials
and workbooks activities and knowledge which
are relevant to the local culture
As Action Researcher
-A person who asks question in order to understand
better certain phenomenon.
As Contact with the Community
-Teacher is the critical link between the school and
its community.

As Evaluator

-To monitor the progress of the pupil's learning and

to determine the educational levels of pupils when
they first enter schooling, during the school year,
and at the end of each school year.
TYPES OF ASSESSMENTS
Entrance Tests
-conducted at the beginning of the schooling process
and for new student entries at the class. The
purpose of these entrance tests is to determine
exactly the educational level of each pupil is.
Regular Assessment
-Regular assessment is carried out for the same
purposes as those described above but is
administered routinely through the school year. Such
assessment may be carried out daily, weekly or
monthly.
Periodic Assessment
-used for specific purposes, such as determining if
students have understood a particular topic which
has just been completed. Means of assessment
include: short tests, topic tests and the use of
homework.
Self-assessment and peer-assessment
-It is often possible to ask pupils to assess their own
work or the work of their peer group. Alternatively,
older students may help the teacher to assess the
work of younger pupils.
___________________________________________
• Multi-age classrooms aren't just classes filled with
kids of varying ages.
• A kindergarten class could have students ranging
from ages four to six and still just be regular old
kindergarten. So just how multi do those ages have
to be for the classroom to qualify?
"A successful multiage class is formed by placing
together a balance of numbers of students of
different age groups with a range of achievement
levels." Marion Lier
 As educators, theorists, parents, and
pediatricians began to recognize that not all
children sit up, walk, talk, or get hooked on
phonics according to a predetermined schedule,
educational approaches that honored these
differing rates of development became more
attractive
How Does It Work?
 Just throwing a bunch of kids of different ages
together won't do the trick.
 As Leier notes, students should not only be of
differing ages, but also of differing skill levels.
That's why heterogeneous grouping is one of
the main tenets of the multi-age approach.
 And with that heterogeneous grouping comes
another educational buzzword: differentiation
 Recognizing that not all children begin reading
at age four, multiplying at age five, and writing
their first bits of code at age six, teachers in
multi-age classrooms use differentiated
instruction to meet students where they are and
allow them to progress according to their own
timelines, regardless of chronological age.
Characteristics of a Multi-Age Classroom
 A child-centered, teacher directed approach,
with the teacher acting as a facilitator;
 active, cooperative student-learning;
 flexibility in terms of the way students are
grouped for different lessons and tasks; and
 shifting mentor-novice relationships between
students depending on the subjects and skills
being addressed.
Here are a few of the perceived obstacles
associated with the multi-age classroom approach:

 Some teachers and administrators find multi-

age classrooms difficult to implement and
maintain. Why? Because, since they require that
awesome differentiated-instruction thing, that
also means a heavier workload for teachers than
in single-age or homogenously grouped classes.

• Parents can be reluctant to enroll their children in

multi-age classrooms for fear that they will be
shortchanged either as the older students (not
challenged enough) or the younger students (in over
their heads).

• Because multi-age classrooms typically remain

intact for more than one academic year (same
teachers/teaching team and a portion of the
students), problematic relationships between
students or poor teacher-student fits won't
automatically reset at the end of the year. Alarm
bells going off.

• Multi-age classrooms can pose a problem when

standardized testing time rolls around, since most
standardized tests require students to be assessed
according to a specific grade-level without
accounting for multi-age groupings.

 But Multi-age classrooms are the core of a range

of educational models. Specific models include
Montessori and Homeschooling

• And of course, many public and private schools

incorporate multi-age classrooms as an option for
students and parents, particularly at early grade
levels. You don't need to do it on the daily to wring
out some of those benefits.