The following chart, based on information from Fox (1997), Anderson & Pavan (1993), and the American Association of School Administrators (1992), summarizes the common characteristics of multiage programs:
| MULTI-AGE IS: | MULTI-AGE IS NOT: |
| A heterogeneous mix of children | Ability grouping |
| Flexible grouping patterns based on the needs of the class | Based on rigid ability groups or age/grade groups (children of different ages being instructed differently according to age or grade) |
| Teacher directed, child centeredTeacher as facilitator | Unguided play |
| Supportive of continuous learning | Retention/promotion |
| Developmentally appropriate teaching practices focused on the understanding of major concepts and methods of inquiry and the learning process, and integrated curriculum | Lock-step curriculum focused on mastery of skills and content knowledge |
| Active, cooperative student learning | Work time where children are expected to complete seatwork independently |
| Authentic assessment | Assessment based on tests and standardized measurements |
| Individualized reporting system | Comparative reporting system typically based on letter grades: A, B, C, D, E, F |
| Varied instructional strategies | Instruction focused solely on one method or learning style |
Reference:
Johnson, D., 1998. Critical Issue: Enhancing Learning Through Multiage Grouping. Pathways to School Improvement. Retrieved May 28, 2012 from http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk3.htm
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