Multiage arrangements lend themselves well to integrated curriculum, cooperative learning, and cross-age tutoring. The longer students are in multiage programs, the more positive their school-related attitudes become. Different levels of ability, development, and learning styles are expected, accepted, respected, and used to design curriculum. Teachers plan and prepare the environment so children can learn through active involvement with materials and with each other, with adults, and with other children serving as informal tutors. Learning materials are concrete, real, and relevant to chiidren's lives.
Teachers promote prosocial behavior by offering stimulating activities and promoting choices.
Children continually work to acquire competence in all areas, moving at their own rates through each aspect of the curriculum. Travis Heights schools, the first vertical team of mentor schools in Texas. School Information Officer, multiage grouping publication . An article on school reform for an internet-based class by Dr. Peter E. Pflaum. Fullan, Michael G., with Susan Stiegelbauer.