KYMS Multi-age Classrooms
WHAT is it?
Multi-age learning reframes the traditional class structure to allow for a more personalized learning environment for students. In a traditional grade-level setting, students who are all of similar age are grouped together and are expected to follow a curriculum based on their age level, not necessarily their ability level. In contrast, a multi-age class structure groups students of a variety of ages together in a personalized learning environment where learning is seen on a continuum and not bounded by age.
WHY will KYMS classrooms be multi-age?
According to research, students in multiage classrooms show increased self-esteem, more cooperative behavior, better attitudes toward school in general, increased pro-social behavior, enriched personal relationships, increased personal responsibility, and a decline in discipline problems. These affective gains are due in part to the fact that competition is minimized as children progress at their own pace and individual differences are celebrated. Furthermore, older children in a multi-age classroom are encouraged to embrace their roles as leaders and mentors, and younger children tend to learn classroom expectations and culture far faster from their older peers than they do from adults. Teacher in a multi-age classroom are also far more likely to see each child as an individual with his or her own unique set of strengths and weaknesses.
HOW will it work in the classrooms at KYMS?
• Instructional Delivery and Grouping: Teachers at KYMS thoughtfully arrange studentgroupings across and within grade levels based on student ability levels and areas of challenge. Groupings may vary based on the domain, project, or activity.
• Classroom Organization: At any given time, students might be working with the teacher one-on-one or in a small group, while other students work independently or in collaborative groups.
• Classroom Schedules and Routines: Schedules and routines in the classroom clearly promote clear, predictable instructional patterns, and enhance student responsibility for their own learning. Students know what to work on, when it is due, and how to get help.
• Self-Directed Learning: All activities and assignments within the classroom are differentiated for students based on ability and choice. One assignment may be given to all students, but can be approached in several ways based on student interest and ability level.
• Peer Tutoring: Within the classroom, students serve as both students as well as “teachers” to other students within and across differing grade levels, offering opportunities for peer-mentorship, tutoring, and community building.