For example, in a science unit on plants, all students may have a common assignment to do, such as an expository writing explaining the needs of plants. Higher achieving or older students might experiment with the effects of different kinds of soils or the effects of fertilizer. The teacher can still continue to provide direct instruction on the essential, or core, content of the unit or lesson, but the assignments related to the unit are custom designed for the individual student. In a single graded classroom, such multilevel lessons or units can be accomplished, but in a multiage classroom it is essential. Multiage classroom teachers become very adept at developing lessons with differentiated assignments that appeal to the various developmental levels in the class.
Students are the obvious beneficiaries.
Parents, too, love having their child challenged as well as stimulated to pursue their learning further. Of course, students appropriately engaged in interesting assignments are also less likely to create classroom management problems. The multiage classroom has the potential to be a rich educational environment. Teachers that accept the challenge of the multiage classroom will find that with planning and competent implementation a rich professional experience awaits. Dr. Thomas Greene is the Director of Education at the University of Portland in Oregon.