By Kristen Hinkle, digital communications student and OECD intern
Mixed-age classrooms, where students of different ages learn together, can offer significant benefits. Supporters say they enhance social skills, promote individualised learning and mentoring opportunities. However, they also present unique challenges for teachers, classroom management and curriculum design. Do the benefits outweigh the complications?
As part of a recent education conference, I got the chance to see mixed-aged classrooms in action at Françoise Dorléac Elementary School B in northern Paris. Expecting a classroom similar to my upbringing in the United States, the approach to teaching here completely surprised me. The students were divided between about six children aged five-years-old and six 11-year-olds within a single classroom. Their teacher – working solo – managed the room by splitting her lesson into two parts: instruction and problem solving. She began by teaching a dictée (French grammar lesson) to the older age group on one board. After five minutes, a timer chimed out. The teacher then tasked the older kids with a problem and navigated to the younger age group to focus on them. Watching on, I saw the older kids enthusiastically solve French grammar, while the younger children traced cursive letters in the air with their fingers.
My childhood classrooms were strictly one age in one class, so I was impressed and intrigued by the logic behind this non-traditional classroom environment. Our guides, who work in the wellbeing sector of the French school system, told us that the older children were learning a skill not often taught in traditional classrooms: responsibility. The older group act as mentors to the younger kids, and the younger kids also teach the older children from time to time. They explained that these classroom setups are surprising to both parents and students at first but that, ultimately, the structure allows for kids to work pedagogically and to ask each other questions. Mentorship, deterring bullying and fostering creativity were also important aims of the initiative.
I had lots of questions, including what evidence supports the effectiveness of this classroom structure? The OECD has little evidence to support such approaches. However, an OECD report which considered how to develop more complex, flexible teaching practices, examined a number of mixed-age classroom case studies and cited numerous reasons for the initiative:
Time in large mixed groups is used to build relations between children who otherwise would not socialise, a school in Norway explains in the report, arguing that this reduces bullying at school and increases feelings of security and confidence. Mixed-aged classrooms also support social development and new friendships, according to a school in Germany, with students benefitting from a learning “push”.
It is clear that the mixed-class model offers a fresh perspective on teaching and learning. However, there are also numerous challenges. Designing a curriculum that meets the needs of a diverse age group can be complex. Teachers must balance varying academic levels and ensure that all students are adequately challenged and supported. The teachers are also likely to need specialised training to manage a classroom that caters to such a wide range of needs. Resource issues and finding ways to evaluate student progress in such a diverse age range are other factors to consider.
Avoiding complications, is the main reason why mixed-age classrooms should be avoided, as one school in Australia puts it, as single age structures make it easier to teach and organise the curriculum across the whole school.
While these critiques may be valid, the students I saw in France were happy and content, working alongside each other amicably. Ultimately, the success of any teaching model will largely depend on the ability of educators to adapt their teaching methods and the number of resources available to them. If any schools are considering a mixed-age classroom approach, I recommend a visit to Françoise Dorléac Elementary School B – at the very least you’ll get some free French grammar tips.
