ABSTRACT
This chapter answers the question regarding the age diversity in mixed-age groupings and whether the notion of trying to teach several ages of children in one classroom is too difficult. This chapter illuminates how process learning through the use of strategies, instead of teaching a standardized curriculum, is effectively and easily addressed within a child-centered, multiage approach, rather than a curriculum-centered, graded approach. Multiage deliberately increases the diversity of ages of learners because it creates a socially rich learning environment, emphasizing the importance and dynamics of mixed-age learning. Constructivism and social learning theory are explained. Examples within the instructional day are identified in order to illustrate the teacher’s role in facilitating each child’s successful construction of knowledge on his or her own continuum of learning. Strategies highlighted are Shared Reading, Guided Reading, Literature Circles, Writer’s Workshop, Shared Math, and Guided Math. Examples of the learning environment through centers and projects, integrated with content areas of science, social studies, and the arts are illustrated. Primary, intermediate, and middle school examples are given. Furthermore, this chapter’s content demonstrates how the teacher accommodates and values the diverse needs of ALL learners.
