that the Lesley Ellis elementary program has mixed-age classroom combinations of Kindergarten/First Grade, Second/Third Grade, and Fourth/Fifth Grade? A mixed-age classroom combines students whose age range spans more than a year into one cohesive classroom of learners. Students learn at their own rate, and teachers gear the curriculum to each child’s individual needs, developmental level, and unique learning style.

Research strongly suggests that children benefit in many ways from mixed-age classrooms.  Activities are multi-faceted so students at each developmental level are challenged.  There is a wide range of abilities between students so they are more likely to cooperate than compete. There are times during the day when children are working in heterogeneous groups where they can learn from the teachers and each other. There are other times when students are grouped by grade level for math instruction or by skill level for small guided reading groups. Within all of these groupings teachers are differentiating the instruction for each child’s developmental level and learning style.

In mixed-age classrooms, younger students have older role models, and they can see where their current learning is taking them, thus gaining an understanding of the continuum of learning. They are exposed to more complex concepts than they would be if they were in a single grade class and this helps extend their thinking. Teachers have the flexibility to teach beyond the grade level goals if students are developmentally ready for more of a challenge. Second-year students often internalize and model the mentorship skills they were previously exposed to, giving them an opportunity to take on leadership roles in the classroom.  Older students are also challenged with new information and skill development during this second year. The multi-age philosophy recognizes that students learn better when they have role models that they can turn to for assistance and when they are able to practice their skills by demonstrating them to others.

A rich bond develops between students and teachers during their two-year relationship. Children in a mixed-age classroom often feel a greater sense of belonging and develop more positive social relationships. During the first year, students learn the routines and develop self-confidence.  In a student’s second year, the teacher already knows the child’s learning style, interests, academic levels, prior knowledge, strengths, and individual needs, so learning can start right away on the first day of school rather than taking weeks to assess where the child is in terms of cognitive and social development. The student is already familiar with the classroom structure and routines, is comfortable interacting with peers of different ages and abilities, and feels ready to take on new challenges.

Students in mixed-age classrooms are consistently involved in activities that challenge their varying developmental levels, and they cooperatively help each other through the learning process.  The balance of younger and older students creates a mutually interdependent, individualized learning community. Students develop socially and academically at their own pace rather than by their chronological age.