About our school

Doral Academy's Mission Statement
Multiage Curriculum
Traditional vs. Multiage Classroom Settings


Mission Statement

The mission of Doral Academy is to provide a challenging curriculum where academic excellence, character development and individual growth are nurtured in a safe, and happy environment that involves the active participation of students, teachers, parents and community members.


The core philosophy and underlying purpose of Doral Academy is to provide a multi-age developmental program, because this setting provides the best opportunity to present a child-centered learning environment. Listed below are some strengths/differences between the instructional presentation of a traditional classroom setting and a multi-age developmental classroom setting.

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Why Multiage?

  • Allows for flexibility in the grouping of children according to need, ability, or interest; not just by age.
  • Benefits come to the older children form the quality of leadership and responsibility they develop.
  • Young children are stimulated intellectually by older children.
  • Children have a broader social experience with increased opportunities to lead and to follow, to collaborate and to make stable peer relationships.
  • Produce cooperation.
  • Allow students to learn from each other through peer tutoring.
  • Give students responsibility and independence in both learning and behavior.
  • Build understanding of action-consequence relationship.
  • Allow continuous learning through the use of learning centers, small group instruction, and individual pacing.
  • Involve parents in classroom activities.
  • Encourage student responsibility and ownership of the learning environment.
  • Teach goal-setting from an early age.
  • Build leadership skills in all students.

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  • State and district determine the curriculum and assign it to grade levels
  • The curriculum is shared by all grade levels and takes into consideration students' interests
  • Subjects are often taught separately and in isolation
  • Subjects are integrated and highlight real life settings
  • Teachers "cover" material dictated by textbook publishers
  • Student needs and interests determine the curriculum
  • Teachers are expected to transmit knowledge and facts
  • Children learn in a community of learners
  • Teachers are the central focus of the classrooms and the keeper of information
  • Teachers act as facilitators and guide the learning of their students
  • Instruction is directed toward mastery and retention of stated objectives
  • Instruction is designed to develop life skills and individual interests
  • Instruction often emphasizes one learning style and one or two types of intelligences
  • Instruction centers on different learning styles and all seven intelligences
  • Ability grouping and levels is an alternative to whole class instruction
  • Heterogeneous grouping is emphasized with students supporting students
  • Emphasis on whole class instruction minimizes individual differences
  • Individual differences are met through small, flexible changing groups
  • Children are expected to learn the same curriculum in the same way
  • Children are provided the opportunity to learn in a way that meets their learning styles
  • Heavy emphasis is placed on performance on a standardized test and getting the right answer
  • Students are afforded the opportunity to demonstrate their learning through real life application
  • Teachers are held responsible for student behavior
  • Children are responsible for their own behavior
  • Learning occurs best in quiet, orderly classrooms
  • Learning is enhanced by student interaction and movement
  • Children work on goals established solely by the teacher
  • Children work on developmentally appropriate goals established by the child, teacher and parent
This comparison was adapted from: The Multi-Age Classroom, Creative Teaching Press by Bev Maeda

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