Multi-age classroom: Difference between revisions
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'''Multi-age ''' 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]]. |
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Studies of the [[academic achievement|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.<ref>{{cite journal |
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|url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD8-47XSSC7-2&_user=10&_coverDate=02/28/2003&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=2c9d586c70ed5b71286542572ff1ff1c |
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|title=Learning to read in composite (multigrade) classes in New Zealand: teachers make the difference |
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|first=Ian A. G. |
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|last=Wilkinson |
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|first2=Richard J. |
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|last2=Hamilton |
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|date=23 July 2002 |
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|accessdate=2010-05-19 |
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|doi=10.1016/S0742-051X(02)00105-1 |
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|volume=19 |
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|journal=Teaching and Teacher Education |
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|pages=221–235 |
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}}</ref><ref>{{cite book |
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|isbn=1 86003 073 4 |
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|publisher=The SCRE Centre, University of Glasgow |
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|date=March 2003 |
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|title=All In Together? An overview of the literature on composite classes (SCRE Research Report 113) |
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|first=Valerie |
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|last=Wilson |
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|url=https://dspace.gla.ac.uk/bitstream/1905/171/1/113.pdf |
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|format=PDF |
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|accessdate=1 April 2012 |
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|page=vii |
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}} |
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</ref> |
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==Prevalence== |
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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 size]]s. By allocating children to classes according to specific learning needs, it is possible to arrange classes with narrower ranges of abilities. |
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Schools composed exclusively of composite classes are increasingly common in Australian primary school education; they are not uncommon in New Zealand.<ref>{{cite web |
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|url=http://www.coatesville.school.nz/default.asp?PageID=14061 |
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|title=Composite Classes |
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|publisher=Coatesville School |
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|accessdate=2010-05-19 |
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}}</ref> |
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Composite classes often meet resistance, with parents often believing that their child is disadvantaged by being in one.<ref>{{cite web |
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|url=http://www.paisleydailyexpress.co.uk/renfrewshire-news/local-news-in-renfrewshire/johnstone-news/2009/08/20/parents-fury-over-composite-classes-87085-24482988/ |
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|title=Parents' fury over composite classes |
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|last=Cameron |
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|first=Hay |
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|publisher=Paisley Daily Express |
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|date=August 20, 2009 |
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|accessdate=2010-05-19 |
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}}</ref><ref>{{cite journal |
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|url=http://www.aare.edu.au/aer/online/0602h.pdf |
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|format=PDF |
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|accessdate=1 April 2012 |
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|title=Parents’ Views of Composite Classes in an Australian Primary School |
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|last=Cornish |
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|first=Linley |
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|journal=The Australian Educational Researcher |
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|volume=33 |
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|number=2 |
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|date=August 2006 |
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|page=123 |
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|doi=10.1007/bf03216837 |
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}}</ref> This perception is often regardless of whether their child would be in the younger or older cohort.<ref name="theage">{{cite web |
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|url=http://www.theage.com.au/articles/2003/11/14/1068674374150.html |
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|title=Getting the right mix |
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|work=theage.com.au |
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|publisher=The Age |
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|date=November 17, 2003 |
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|accessdate=2012-03-31 |
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}}</ref> |
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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. |
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==Cited benefits== |
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Social benefits often cited are: |
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*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. |
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*The ability for a child to be educated by the one teacher for two years, creating a stronger relationship<ref>{{cite journal |
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|title=The Advantages and Disadvantages of Multiage Classrooms in the Era of NCLB Accountability |
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|first1=Ruiting|last1=Song|first2=Terry E.|last2=Spradlin|first3=Jonathan A.|last3=Plucker |
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|journal=Education Policy Brief |
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|volume=7 |
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|number=1 |
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|date=Winter 2009 |
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|publisher=Center for Evaluation & Education Policy |
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|location=Bloomington, IN |
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}}</ref> |
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Educational benefits often cited are: |
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*Because literacy and numeracy is taught in [[ability grouping|ability groups]], teachers need heightened awareness of individual student's capabilities - they must think of children as individuals.<ref name="theage" /> |
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*The techniques of [[classroom teaching]] and of [[individual teaching]] can be still applied. |
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*[[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.<ref>{{cite web |url= http://www.ednewsparent.org/teaching-learning/8157-ask-an-expert-are-multi-age-groupings-good-for-kids |title=Expert weighs in on mixed-age classroom settings |first=Laura |last=Barr |work=ednewsparent.org |date=February 14, 2012 |accessdate=1 April 2012| publisher=EdNews Parent}}</ref><ref>{{Cite journal | last1 = Roopnarine | first1 = J. L. | last2 = Johnson | first2 = J. E. | doi = 10.1037/0012-1649.20.5.828 | title = Socialization in a mixed-age experimental program | journal = Developmental Psychology | volume = 20 | issue = 5 | pages = 828 | date=September 1984 | pmid = | pmc = }} as reported in {{cite journal |
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|title=The Multi-Age Classroom: What Research Tells the Practitioner |
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|first=Sandra J. |
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|last=Stone |
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|url=http://www.pac.dodea.edu/edservices/educationprograms/Research%20article.pdf |
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|archivedate=2010-05-31 |
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|archiveurl=https://web.archive.org/web/20100531193837/http://www.pac.dodea.edu/edservices/EducationPrograms/Research%20article.pdf |
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|journal=ASCD Curriculum Handbook |
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|publisher=Association for Supervision and Curriculum Development |
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|year=1997 |
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}}</ref> |
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*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.<ref name="theage" /> |
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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. |
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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. |
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==See also== |
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*[[Age segregation in schools]] |
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*[[One-room school]] |
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*[[Sudbury school]]s, schools that are completely age-mixed from age 4 through high school. No age-groupings. |
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*[[Ungraded school]], a school that does not formally organize students according to age-based grade levels |
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==References== |
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{{reflist}} |
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[[Category:Education issues]] |
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[[Category:Educational years]] |
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[[Category:School terminology]] |
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[[de:Mehrstufenklasse]] |
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