ABSTRACT
This chapter outlines the differences between combination and multiage classes. Some educators are using the word “multiage,” but do not understand the concept or adhere to its philosophy and structure, thus perpetuating a misunderstanding of multiage education. Multiage is a heterogeneous grouping, whereas a combination class often tries to homogenize the grouping. Multiage teachers use process strategies so children are not limited in their learning, whereas in a combination class, teachers teach each grade-level designed curriculum for each grade in the class. Multiage uses an integrated curriculum process; combination classes most often do not. In the multiage environment, children are engaged in open-ended, experiential, choice-driven centers and projects, whereas combination classes most often use close-ended tasks to reach grade-level objectives or standards. Multiage uses authentic assessment and portfolios as opposed to grades, tests, and report cards in combination classes. Multiage classes are not divided by grade for special classes. Children are sometimes retained in combination classes, but not in multiage classes. Understanding the differences between the two is important for the continuation of multiage as a change agency for schooling.
