Multi-age classroom

Multi-age classrooms or composite classes are classrooms with students from more than one grade level. They are created because of a pedagogical choice of a school or school district. They are different from split classes which are formed when there are too many students for one class – but not enough to form two classes of the same grade level. Composite classes are more common in smaller schools; an extreme form is the one-room school.

Studies of the performance of students in composite classes shows their academic performance is not substantially different from those in single-grade classrooms; instead, outcomes tend to be a function of the teacher's performance.[1][2]

History and prevalence

Multi-age schooling originated in one-room schoolhouses during the 19th century. It became less common in the 20th century with the rise of mainstream schooling. However, multi-age schooling had a resurgence in the 1960s.[3] Approximately one third of all classes across the world are multigrade classes.[4]

“In Canada, more than 20 percent of students are registered in split classes, and that number is growing. Around the world, split classes are also a growing phenomenon in countries as diverse as Australia, France, Switzerland and the Netherlands.”[5] (Kelly, 2015)

The reasoning behind multi-age classrooms is distinct from that of split classes. While split classes are created when there are not enough students to form two separate single age classes, multi-age classes are intentionally formed to create a mixed age, diverse learning environment. This is an important distinction, as the reason for creating a split class or multi-age class will dictate what kinds of teaching strategies and pedagogy is applied in the classroom, which will in turn impact student outcomes.

For a given number of students, composite classes allow greater administrative flexibility in allocating students to classes. This allows gender balancing, matching of student needs to teaching expertise, and balancing class sizes. By allocating children to classes according to specific learning needs, it is possible to arrange classes with narrower ranges of abilities.

Schools composed exclusively of composite classes are increasingly common in Australian primary school education; they are not uncommon in New Zealand.[6]

Composite classes often meet resistance, with parents often believing that their child is disadvantaged by being in one.[7][8] This perception is often regardless of whether their child would be in the younger or older cohort.[9]

Advocates of multi-age classrooms point to the lack of age stratification in workplaces, families or other social environments as a reason to create a similar environment in the classroom.

Cited benefits

Social benefits often cited are:

  • Older children in a composite class get more leadership opportunities and frequently build self-esteem as a sort or role model to the younger class mates. Younger children aspire to do work like the older children in the class.
  • The ability for a child to be educated by the one teacher for two years, creating a stronger relationship.[10]

Educational benefits often cited are:

  • Because literacy and numeracy is taught in ability groups, teachers need heightened awareness of individual student's capabilities – they must think of children as individuals.[9]
  • The techniques of classroom teaching and of individual teaching can be still applied.
  • Learning by teaching occurs when students at different stages of learning can help each other with their work; children resolve differences in understanding of material.[11][12]
  • Composite classes provide a range of levels of work, so the needs of both talented children and slower learners can be catered for, while providing a supportive environment for both.[9]

At any one time, both composite and single-level classes have groups of students at a variety of levels. This is part of the normal delivery of the curriculum. Education expectations are set at curriculum levels which span across two years; for example, see the Victorian Essential Learning Standards. Contemporary teaching and learning materials are developed for multi-age classes. By using them, teachers can introduce core concepts to the whole classroom, and then differentiate instruction for the range of learners in the classroom.

Other considerations

The students will be of a greater range of size, age and maturity which can have both positive and negative implications particularly in class sporting activities and playground interaction.

See also

References
  1. Wilkinson, Ian A. G.; Hamilton, Richard J. (23 July 2002). "Learning to read in composite (multigrade) classes in New Zealand: teachers make the difference". Teaching and Teacher Education. 19 (2): 221–235. doi:10.1016/S0742-051X(02)00105-1.
  2. Wilson, Valerie (March 2003). All In Together? An overview of the literature on composite classes (SCRE Research Report 113) (PDF). The SCRE Centre, University of Glasgow. p. vii. ISBN 1-86003-073-4. Retrieved 1 April 2012.
  3. McClellan & Kinsey (1999). "Children's social behavior in relation to participation in mixed-age or same-age classrooms". Early Childhood Research & Practice. 1.
  4. Checchi, D., & De Paola, M (2018). "The effect of multigrade classes on cognitive and non- cognitive skills: Causal evidence exploiting minimum class size rules in Italy" (PDF). Economics of Education Review. 67: 235–253. doi:10.1016/j.econedurev.2018.10.003. hdl:2434/638222.CS1 maint: multiple names: authors list (link)
  5. Kelly, D. "Are split grades something to worry about?". ProQuest 2122156766.
  6. "Composite Classes". Coatesville School. Archived from the original on 2010-05-26. Retrieved 2010-05-19.
  7. Cameron, Hay (August 20, 2009). "Parents' fury over composite classes". Paisley Daily Express. Retrieved 2010-05-19.
  8. Cornish, Linley (August 2006). "Parents' Views of Composite Classes in an Australian Primary School" (PDF). The Australian Educational Researcher. 33 (2): 123. doi:10.1007/bf03216837. Retrieved 1 April 2012.
  9. "Getting the right mix". theage.com.au. The Age. November 17, 2003. Retrieved 2012-03-31.
  10. Song, Ruiting; Spradlin, Terry E.; Plucker, Jonathan A. (Winter 2009). "The Advantages and Disadvantages of Multiage Classrooms in the Era of NCLB Accountability". Education Policy Brief. Bloomington, IN: Center for Evaluation & Education Policy. 7 (1).
  11. Barr, Laura (February 14, 2012). "Expert weighs in on mixed-age classroom settings". ednewsparent.org. EdNews Parent. Retrieved 1 April 2012.
  12. Roopnarine, J. L.; Johnson, J. E. (September 1984). "Socialization in a mixed-age experimental program". Developmental Psychology. 20 (5): 828. doi:10.1037/0012-1649.20.5.828. as reported in Stone, Sandra J. (1997). "The Multi-Age Classroom: What Research Tells the Practitioner" (PDF). ASCD Curriculum Handbook. Association for Supervision and Curriculum Development. Archived from the original (PDF) on 2010-05-31.
This article is issued from Wikipedia. The text is licensed under Creative Commons - Attribution - Sharealike. Additional terms may apply for the media files.