1055 Willeo Road
Roswell, Georgia 30075
he multiage class model is a child-centered approach that accommodates all learners in a highly academic setting, promoting collaboration, social development, and taking initiative. Multiage classes allow our co-teachers to build strong relationships with each student, and to identify unique areas for growth and opportunity for each in a setting not restricted by “grade-level” material.
Within a multiage classroom, students participate in their own democratic society in which they are active and necessary participants. Students not only benefit from the academic challenges of an integrated curriculum, but also the growth in character that comes along with developing new skills in problem-solving, conflict resolution, collaboration, empathy, and leadership.
All High Meadows classrooms are treated as multiage environments, regardless of whether they encompass multiple grade levels, because even within a single grade, children can be a year or more apart in age. Likewise, two children of the same age may not be at the same level of development. While class configuration can vary from year to year according to the needs and makeup of our student body, best practices in child-centered teaching are present in every High Meadows classroom.
|GRADE-LEVEL APPROACH||MULTIAGE APPROACH|
|Curriculum is presented part to whole with emphasis on basic skills.||Curriculum is presented whole to part with emphasis on big concepts.|
|Strict adherence to fixed curriculum is highly valued.||Pursuit of student questions is highly valued.|
|Curricular activities rely heavily on textbooks and workbooks.||Curricular activities rely heavily on primary sources of data and manipulative materials.|
|Students are viewed as “blank slates” onto which information is etched by the teacher.||Students are viewed as thinkers with emerging theories about the world.|
|Teachers seek a “correct” answer to validate learning.||Teachers seek the students’ points of view to best understand their present conceptions for use in subsequent learning experiences.|
|Assessment of student learning is viewed as separate from teaching and it occurs almost entirely through testing.||Assessment of student learning is interwoven with teaching, occurring through observations of students at work and authentic experiences.|
|Students primarily work alone.||Students primarily work in groups.|
|Students receive grades.||Student work serves as documentation of student progress, illustrating learning success and areas of growth to help guide teacher instruction.|
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