Describes a multiage classroom of 7-, 8-, and 9-year olds, with the days structured in inquiry cycles. Describes goals for learners, creating a curriculum framework, establishing a context for learning; and talking, questioning, and inviting inquiry. Describes the daily planning circle, periods of exploration that follow, reflections in the…

Describes one elementary school's multiage assessment plan. Describes how standards were developed, and describes the assessment plan's guiding element: the progress report arranged as a continuum of objectives that serve as a goal indicator and a reporting mechanism. Discusses how objectives are assessed, record keeping and documentation, and the…

States that learning can shut down very quickly when learners are held back or pushed by grade-level constraints. Argues that multiage classrooms support each learner's continuous progress based on each child's experience, background, learning needs or strengths, and interests. (SR)

Discusses what the multiage classroom environment is and what the curriculum and inquiry schedule look like. Describes one school's integrated curriculum, constructivist process, and use of language arts as a tool. Describes scheduling days that tend to consist of literacy workshop, centers, math workshop, and hands-on project time. Discusses…

Discusses the overwhelmingly positive evidence from experience and research which suggests that a multiage environment can be superior to one of age-segregated class levels. Illuminates the logic of educating students in mixed-age groups (called multiage) by discussing the academic and social advantages, the affective benefits, and the positive…