Flexible grouping strategies in the multiage classroom

IN A MULTIAGE CLASSROOM, students of different ages and ability levels are taught together without division into grade designations. The age range of the students is commonly three or more years. Curriculum and teaching practices are such that students can approach tasks according to their developmental levels. Some grade-specific teaching may occur because of state-mandated curricula and testing, but cross-grade teaching is the norm. In this kind of educational setting, frequent instructional opportunities for peer learning are planned. The students often work in collaborative small groups that are teacher- or student-led. Multiage classroom teachers understand the important role that social interaction and collaborative learning play in the classroom. In fact, due to the broad range in ages and abilities, collaborative peer learning contexts are necessary. A variety of arrangements for peer learning are utilized in a multiage classroom depending on the task.

No single perspective on peer learning can account for the variety of collaborative learning contexts that multiage classroom teachers employ. Flexible grouping is a term commonly given to the practice of varying grouping strategies for instruction (Chapman, 1995). Throughout a school day, students in a multiage setting work in a variety of flexible grouping configurations--small group, partners, individually, or whole group. The intent is that grouping for instruction is fluid, and its use flexible. The breakdown of small group, individual, and whole group learning is not based on a predetermined prescribed curriculum; it is based on the needs and interests of the students. Chapman's (1995) research findings on flexible grouping situations support this strategy as being effective for meeting the needs of students in multiage classrooms.

The first part of this article illustrates some of these flexible grouping configurations and discusses how different perspectives and theories of peer learning are required to account for their intended effects. In providing instructional contexts for their students that capitalize on collaborative learning, teachers in multiage classrooms make decisions influenced by peer learning theories. A classroom example is provided as an illustration for each context discussed. The second half of this article provides a more detailed example of an instructional strategy in one multiage classroom where the teachers designed a collaborative context for solving word problems in math. Providing a specific example such as this illustrates how peer learning theories influence decisions in the classroom.

Flexible Grouping Practices and Theories of Peer Learning

Multiage classroom teachers are knowledgeable about theories of peer learning and about designing instructional contexts that promote collaboration among their students (Chase & Doan, 1994; Hoffman, 2001; Marshak, 1994). Flexible grouping strategies are common in this kind of setting and are found to be the most effective way to meet the instructional needs of students and allow collaborative opportunities to occur (Chapman, 1995; McClay, 1996; Stone, 1994/1995). While students participate in collaborative group work or individual work at centers, teachers are able to monitor small group interactions and provide specific skill instruction. Table 1 presents the breakdown of fluid, flexible grouping configurations that are typically used throughout the school day in a multiage classroom.

While whole-class meetings, teacher-led small-group instruction, and individual instruction are necessary and take place during the school day, collaborative student-led small groups are the norm. The three most predominant small-group configurations that occur in multiage classrooms are common interest groups, shared task groups, and dyads. These are discussed below as they relate to peer learning theories that support and influence their usage. All three configurations allow for heterogeneous grouping and are often set up to take advantage of the mix of cognitive abilities. There are also less-structured dyad and common interest contexts that typically occur (e.g., when students choose with whom they will work and, therefore, groups sometimes become more homogeneous in nature).

Student-led common interest groups

Students form small groups on their own as they work through instructional activities, usually in the context of learning centers. The size of the groups is limited by the work spaces and the overall physical environment. The typical multiage classroom has tables used flexibly as work spaces. There is seldom room for more than five students to be working at an area at one time. Students are encouraged to work together and offer and ask for help from one another. The teachers monitor students' interactions closely to make sure that not only are interactions positive in nature, but that the same students are not always taking on the role of "teacher." In order to support positive interaction, teachers provide direct instruction on how to "work together," before and during monitoring.