Teachers must be proficient in assessing, evaluating, and
recording student progress using qualitative methods such as
portfolios and anecdotal records. (Hoffman)
Teachers need to view themselves as facilitators. (Hoffman)
MACs should be introduced gradually to avoid overwhelming
Sustained and coordinated teacher preparation is key for
effective instruction in MACs. It is recommended that schools
provide teachers of MACs with coordinated support, professional
development, and time to develop and integrate curriculum for
MACs. ( Mulryan-Kyne)
Implications for Curriculum in MAC
No single Multi-Age curriculum, but there are instructional
practices that are consistently used.
MAC instructional practices include continuous-progress
learning, integrated instruction, cooperative learning, hands-on
math, portfolios for assessment, project based learning, and
specific instruction in positive group interactions to teach social
skills and independent learning skills. (Hoffman)
The decision to create combination classes or not should depend
on more than research results alone. Such factors as the size of
the school, the distribution of students across grade levels, class
size per teacher, workload, teacher commitment and experience,
support provided for teachers, and the concerns and wishes of
parents may all play a role (Veenman)
Questions and Implications for ASB
With the average length of stay for students being on average 2. 7
years, how would a multi-age room impact a family that leaves
mid-year with a transition into another school’s curriculum?
How will the workings of MAC blend with our PYP curriculum?
Research suggests that teacher support and training may be
important factors with the success of Multi-Age environments.