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Multi-age classroom

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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

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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] [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

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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]
  • This mixed-age structure allows younger children to learn from their older peers, which accelerates their cognitive and social development.[11]

Educational benefits often cited are:

  • Because literacy and numeracy are 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.[12][13]
  • Research indicates that multi-age classrooms play a substantial role in the development of language skills, particularly among younger students.[14]
  • 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

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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.

Opposition to multi-age classrooms and criticism

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Opponents of multi-age classrooms argue that most parents would rather have their children in a single grade-level classroom instead of a multi-grade-level classroom, believing that their children will benefit from learning with peers of the same age. Some parents worry that their children may not receive the same level of attention or progress in a multi-age setting compared to a single-grade classroom. They also argue that students in the upper-grade level of a composite class learn the same material that they were taught in the lower-grade level. In contrast, talented children may find the work too easy since they have already learned it.[15] However, slower learners or students who failed the curriculum or a certain subject may have been placed in a composite class to catch up to the curriculum or become more proficient in a subject.[16]

It is also pointed out that multi-age classes tend to be larger than single-grade classes. Teachers must also assess their students to see if they should be moved into a different group. Some teachers are not trained to teach combo classes. Effective multi-age teaching requires specific skills and training, which not all teachers have. This can lead to inconsistent teaching quality. Discipline can also be difficult, considering students' age ranges and maturity levels in a combo class. While peer learning can be beneficial, it can also lead to social challenges, such as bullying or the exclusion of younger students, who might feel overwhelmed or intimidated by older classmates. Plus, not only do they create more work for teachers (as multi-age classrooms may require more resources, such as additional teaching staff and materials, to meet diverse student needs), but administrators of a school may have to rethink schedules, staffing, and communication with parents. This requires more planning and individualized instruction. Critics also argue that multi-age classrooms can make it difficult to follow a standardized curriculum, as teachers need to tailor lessons to a wide range of abilities. Standardized testing, which is often grade-specific, can be challenging to implement in multi-age settings.[17]

See also

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References

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  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. S2CID 158396800.{{cite journal}}: 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. S2CID 18500742. Retrieved 1 April 2012.
  9. ^ a b c "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. 7 (1). Bloomington, IN: Center for Evaluation & Education Policy.
  11. ^ Carter, Sophia (December 8, 2023). "The Efficiency Of Mixed-Age Classes In Montessori Education (From A Scientific Perspective)".
  12. ^ Barr, Laura (February 14, 2012). "Expert weighs in on mixed-age classroom settings". ednewsparent.org. EdNews Parent. Retrieved 1 April 2012.
  13. ^ 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.
  14. ^ Guo, Ying (March 26, 2014). "Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers". Early Education and Development. 25 (7): 1016–1034. doi:10.1080/10409289.2014.893759. PMC 5029468. PMID 27660399.
  15. ^ "The Benefits and Challenges of the Multiage Classroom". UKessays.com. 2015-01-01.
  16. ^ "Are mixed-grade classes any better or worse for learning?". theconversation.com. 2015-04-06.
  17. ^ "The Pros and Cons of Multiage Classrooms". usnews.com. 2023-01-24.
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