ABSTRACT
This chapter defines the role of the multiage teacher as a “facilitator of learning,” rather than an “instructor of curriculum.” The instructor model usually delivers the established curriculum, using prescribed benchmarks, grade-level criteria, lesson plans, objectives, and standards. Teaching becomes the dissemination of information, a focus on observable behaviors, a reliance on prepackaged curricula, a process using assertive discipline management techniques, and meeting data and testing demands. The instructor model is focused on the “pedagogy of teaching” and is the antithesis to a child-centered approach. In the facilitator of learning model, the teacher has a substantial understanding of child development and how children learn. The teacher embraces the “pedagogy of learning” supporting every child’s development. The scaffolding process to support the learning of every child is discussed. The facilitator role is described within the context of whole group, small group, and individual learning experiences (centers and projects). The constructivist teacher’s responsibility is as a provider of opportunities rather than a provider of information. The difference between the two roles is critical in the successful implementation of multiage education.
