Blog 4 - Does class size matter?

Blog 4 – Does Class Size Matter?

What is your instant thought when it comes to class size? Without thinking about any evidence, I automatically assume smaller = better as there would be less homework to mark, more time to spend on planning better quality lessons, a better student to teacher ratio so that you can be a bit more helpful in class. In this blog I will be putting these common preconceptions of smaller class sized to rest.

Smaller = Better 

Blatchford (2012, p.57) says ‘what could be more obvious: fewer pupils in a class is surely better for the pupils and for the teacher?’ This is what the majority of people think when discussing class sizes. Some of the benefits of a smaller class size is paying more attention to individual pupils, less disruption to learning, less paper work so that time can be spent creating engaging, challenging lessons. Achilles argues that small classes are so important that they should be the corner stone of education policy (1999).

There have been many Class Size Reduction Schemes (CRS) seen globally in East Asia, US, the Netherlands and Canada. The Scottish Government went even further to place a cap of 25 pupils to a class (Blatchford, 2012). Even Wales has started to consider the option of reducing class sizes for better quality teaching as Kirsty Williams, our Education Minister has plans in place to put £36 million into the reduction of class sizes to raise standards by 2021. (Welsh Government 2018). Kirsty Williams says in this report that smaller class sizes are crucial for both improved attainment in those early years of education and helping teachers to manage their workload. Although this sounds accurate, there is no evidence to validate this statement. 

Mitchell (2008) says Class size needs to be given very careful consideration. Evidence points to benefits being obtained when the class size is reduced to 15 or so. There is not sufficient evidence to support this statement but. As one group of researchers put it:

at the extremes (Very large vs very small) the size of the class will have discernible and meaningful effects on students’ learning. With the more usual class sizes, however, the findings are less consistent but seem to favour - at least slightly - smaller classes.

I believe it is important to note that many people disagree with the smaller class concept and are actually more inclined to believe that bigger class sizes are better for learning such as Andreas Schleicher (PISA Head), and Bill Gates just to name a couple. They believe that there is no sufficient evidence to prove that smaller class sizes are better. Bill Gates is an advocate for bigger class sizes, his theory is that there should be a number of good quality teachers and pay them a better wage. 

‘This goes against the gut feeling of many teachers’ (DeBruyckere, 2015, p.171). A servey for teacher and Lecturers by the Association of Teachers ans Lecturer’s found that almost all surveyed felt that there should be a maximum number of children in their class and that bigger class sizes increased work load, increased stress levels and decreased class attention.

Hattie, J (2009, p. 121) conducted a meta-analysis into the quality of learning connected to class sizes. He says that ‘it appears that the effects of reducing class size may be higher on teachers and student work related conditions, which may or may not translate into effects on student learning.’ He also found that ‘There is a different concept of excellent teaching in larger classes than when teaching smaller classes of 25-30… for classes of 80 or more students (University) it is probably necessary to assume that individual students are self-regulated to learn; the major task of the teacher is to deliver content more chalk and talk lessons no toleration of deviant behavior.’ (2009, p.121)

Class size doesn’t matter

There is a video on youtubeabout class size not making a difference. Dobbelsteen (2002) says that the quality of the teacher is more important than class size. It is better to have a class of 28-30 pupils with a god teacher than a class of 22-24 pupils with a mediocre teacher.

If we reduce class sizes there are a number of things to consider such as needing more class assistance, needing to build new schools therefore requiring more funding from the Government and most importantly more teachers.

Economist Hanushek argues against reducing class sizes an says that many arguments come from teachers who are looking to make their lives easier, reducing class size is not cost effective and a good use of public funds (2011). Has Kirsty Williams put this funding in the right area? Could this money have been used in more effective ways such as buying better teaching resources, improving health and well-being by funding healthier foods and physical education schemes?

To conclude, class sizes will always be necessary at some point of reasons of cost! Institutions such as the OECD continue to see little effect from smaller class size on their results. Blatchfod (2012, p.72) says that just reducing class size and hoping for the best is not likely to be effective.

What do you think? Are smaller classes better for teaching quality, or are larger classes better for behaviour and more independent learners?

References 

Achilles, C.A. (1999) Let’s Put Kids First, Finally: Getting Size Right. Thousand Oaks, CA: Corwin Press

Blatchford, P. (2012) ‘Class size: is small better?’ cited in Dillon, J. (2012) Debunking myths in Education. Open University Press: New York

De Bruyckere, P. Kirschner, P. and Hulshof, C. (2015). Urban Myths about Learning and Education. Burlington: Elsevier Science. 

Dobbelsteen, S., Levin, J., and Oosterbeek, H. (2002) The Casual effect of class size on scholastic achievement: Distinguishing the pure class size effect from the effect of change in class composition. Oxford Bulletin of Economics and Statistics, 64(1), 17-38

Hanushek, E. (2011) The Economic value of higher teacher quality, economics of Education Review, 30: 466-79

Mitchell, D (2008) What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies

Welsh Government (2018) Available at: https://gov.wales/newsroom/educationandskills/2018/new-fund-sees-appointment-of-80-new-teachers-to-reduce-class-sizes/?lang=en(Accessed 5 December 2018)

Youtube Video: https://www.youtube.com/watch?v=q6zuENzsIHw(Accessed 5 December 2018)

Blog 3 – Does the Mozart Effect make you more intelligent?

It would be nice to imagine the idea that by listening to a composition of classical music we could increase our intelligence levels in an instant. Despite a lot of media attention and many books, CD’s and tapes made about the legendary Mozart Effect, I must say, being a previous music student for A Levels and having to listen to hours of Mozart, I don’t believe the Mozart effect is valid. To gain a basic understanding of what the Mozart effect is watch this video.

The Mozart effect came around when the publication of the finding of Rauscher et al. (1993) that subjects score higher in standardized tests assessing spatial task performance after exposure to the first movement “allegro con spirito” of the Mozart sonata KV 448 for two pianos in D major(mean-differences of 8–9 IQ points in the spatial reasoning subtest of the Stanford–Binet Intelligence Scale) entailed vast interest in the scientific community, as well as in popular media. . (Piestching et al.2010)

Although the Mozart effect was originally demonstrated in college students and employed tests measuring only spatial ability, popular media referring to this finding reported that exposure to Mozart music will somehow enhance the intelligence of children. (Piestching et al. 2010)

The Arousal Theory

Several authors have suggested that enhancement of subsequent cognitive functioning may simply be attributed to an increase in arousal facilitated by, but not specific to, exposure to the Mozart piece (Chabris, 1999; Steele, 2000; Thompson, Schellenberg, & Husain, 2001; Lints & Gadbois, 2003) (Roth and Smith, 2008). 

Chabris (1999) acknowledged that there was a moderate advantage in the Mozart condition, but after a meta-analysis of the 16 papers published at that time, he deduced that it was most likely due to a short-term "enjoyment arousal" facilitated by the music. (Roth and Smith, 2008). 

Another test was conducted by Nantais and Schellenberg (1999) who gave a similar explanation for higher performance on the spatial-temporal task in terms of elevation of mood facilitated via exposure to a preferred stimulus. Instead of using silence or "relaxation" control groups, these authors utilized the reading of a short story by Stephen King, which yielded results similar to those for the Mozart condition. 

When you listen to these songs, how do you feel? (Sad, happy, angry, calm)

1)    Waterfall– The Stone Roses

2)    String Quartet No. 8- Dimitri Shostakovich

3)    Ace of Spades– Motorhead

4)    Adagio for strings– Tiesto

5)    I Feel Good– James Brown

After listening to this variety of music, ask yourself do you think you would complete tasks faster or slower based on the speed/mood of the song?

The theory is still seen in books as it is believed to help children with complex needs. Ockelford (2008) says that it is axiomatic that the musical significance of the repetition of sounds can only be appreciated within the context of understanding their potential variations, and it appears that this capacity is usually in place shortly after birth, evidenced both by listening and by vocal production. Yet there is no direct link to Mozart’s music and helping children with complex needs. 

In one of the lectures a few of us were asked to listen to Mozart and some were asked to listen to their own music choice, the rest were in silence, before completing a times table test. The ones who were listening to their own music finished the quiz the quickest, then I came third after listening to Mozart and everyone else came shortly behind. 

Although there may be some truth in the arousal theory there are still a lot of varying factors as to why the people finished the test when they did. These factors are ones we cannot control such as natural intelligence (I would personally say that I am good at maths), the environment, as many people are shy, maybe someone who sat in silence finished first but did not say due to shyness, the music theory – the song was in allegro which means a fast pace, there were many ascending and descending scales moving at a fast pace, maybe because the music was moving quickly, it made me want to answer the questions faster?  

What is your opinion in the Mozart effect? Could there be some truth in this theory or are we over the concept and ready to debunk this theory?

References

Chabris, C. F. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400,826−827. Cited in Pietsching, J., Voracek, M., and Formann, A.K. (2010) ‘Intelligence’ Mozart effect-Shmozart effect: A meta-analysis(38) pp. 314-323 (Accessed: 27 November 2018)

Lints, A., & Gadbois, S. (2003). Is listening to Mozart the only way to enhance spatial reasoning? Perceptual and Motor Skills, 97, 1163−1174. Cited in Pietsching, J., Voracek, M., and Formann, A.K. (2010) ‘Intelligence’ Mozart effect-Shmozart effect: A meta-analysis(38) pp. 314-323 (Accessed: 27 November 2018)

Nantaisk, M., and Schellenbereg, G. (1999) The Mozart effect: an artifact of preference. Psychological Science 10, 370-372. Cited in Roth, E.A and Smith, K.H. (2008) ‘Perpetual and Motor Skills’ The Mozart Effect: Evidence for the Arousal Hypothesis pp. 396-402 (Accessed 27 November 2018)

Pietsching, J., Voracek, M., and Formann, A.K. (2010) ‘Intelligence’ Mozart effect-Shmozart effect: A meta-analysis(38) pp. 314-323 (Accessed: 27 November 2018)

Rauscher, F. H., Shaw, G. L., & Ky, C. N. (1993). Music and spatial task performance. Nature, 365(6447), 611-611.

Roth, E.A and Smith, K.H. (2008) ‘Perpetual and Motor Skills’ The Mozart Effect: Evidence for the Arousal Hypothesis pp. 396-402 (Accessed 27 November 2018)

Schellenberg, E. G. (2006). Exposure to music: the truth about the consequences. In G. E. McPherson (Ed.), The child as musician: A handbook of musical develop- ment (pp. 111−134). Oxford: Oxford University Press. Cited in Pietsching, J., Voracek, M., and Formann, A.K. (2010) ‘Intelligence’ Mozart effect-Shmozart effect: A meta-analysis(38) pp. 314-323 (Accessed: 27 November 2018)

Steele, K. M. (2000). Arousal and mood factors in the “Mozart effect.” Perceptual and Motor Skills, 91, 188-190. Cited in Pietsching, J., Voracek, M., and Formann, A.K. (2010) ‘Intelligence’ Mozart effect-Shmozart effect: A meta-analysis(38) pp. 314-323 (Accessed: 27 November 2018)

Blog 2 – Is a cross-curricular approach in the new Successful Futures Curriculum beneficial to children’s learning?

Is the concept of teaching subjects a thing of the past? Is the way forward in education to leave subjects behind and take on the new approach of Areas of Learning and Experience? 

I personally believe that the Areas of Learning and Experience in the new curriculum can increase the opportunity for cross-curricular learning, and as a result could lead to a more inclusive education and children playing a more active role in their learning experience. 

In the new Successful Future’s curriculum, there will be six areas of learning and experience which are; expressive arts, health and well-being, humanities, languages, literacy and communication, mathematics and numeracy and science and technology (Donaldson, 2015, p.39). The idea of teaching in Areas of Learning and Experience is not a new concept as many countries such as Australia, New Zealand, The Netherlands, Northern Ireland and Scotland have adopted this curriculum style (Donaldson, 2015), therefore I believe Wales is taking a step in the right direction steering children to a more inclusive and flexible education.

Donaldson (2015) mentions in the report that ‘the ‘subject against skill/competence’ debate represents an unhelpful polarization, since both make important contributions to fulfilling the purposes of the curriculum.’ This statement is in line with findings of a report commissioned by the Welsh Government in 2013 which concluded there ‘is evidence, internationally, of a move toward more skill-based curricula that are focused on identifying and defining essential overarching competences alongside the more traditional subject-based curriculum content’ (Donaldson, 2015, p.36)

As well as the six Areas of Learning and Experience, Donaldson will also incorporate a cross-curricular approach to the curriculum as a review by the Welsh Government found that digital competence is increasingly fundamental to learning and life that it should have a similar status within the curriculum to that of literacy and numeracy. 

According to Barnes (2015) cross-curricular learning is when the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, problem, question, theme or idea, we are working in a cross-curricular way. 

I believe that a cross-curricula approach is beneficial as everything in life is interlinked one way or another therefore teaching singular subjects instead of taking a holistic view of teaching has no relevance in everyday life. Barnes (2015) states that the world beyond the classroom is cross-curricular. Through my window I see walls, trees, people walking by, cars, birds, clouds and the occasional airplane – I understand none of them fully from the perspective of just one curriculum subject … We each look on the world, its objects, patterns and experiences, with different eyes. Cross-curricular learning recognizes these multiple viewpoints and seeks to build more knowledgeable, lasting and transferable understandings of the world around us. 

One of the exercises Barnes (2015) uses to launch creative and cross-curricular thinking is emotional frames;

Everyone is given a viewfinder with a different key word written on it (for example red, sad, lonely, awesome, dangerous, circle). Using your viewfinder to frame it, look around for details (small ones are usually best) that visually illustrate or summarize that key word. Capture your decision in a photo and also include the key word on your viewfinder in the photo. This will remind you of the theme. Take five different photographs using the same word. 

This exercise is physically and emotionally engaging as the word used for the viewfinder could be a feeling to capture as well as a physical object. The activity is cross-curricular as it incorporates literacy (the adjective) and photography which is a form of digital competency.

We could argue that this cross-curricular idea is an idealistic view of teaching as Barnes (2015) says that many of the most meaningful experiences for children happen outside the classroom. Casual, unplanned, social and multi-sensory modes of learning are often as influential as any brilliantly planned and well-taught lesson. 

This sounds ideal in a perfect world, but the reality is that every lesson has to be planned. The teacher has to show what is going to be taught in the lesson, what the learning outcomes are, how the lesson is going to be taught, what resources are needed, the list goes on. As Barnes (2015, p.274) says ‘Planning, progression and assessment are central to ensuring challenge and progress in school learning’. He also states that ‘cross-curricular learning is not without its dangers … Progress towards particular subject objectives is not easy to manage even when only two subjects are involved and detailed planning towards clear and achievable objectives is central.’

What is your opinion on cross-curricular learning? Do you believe it is beneficial to children’s learning?

References

Barnes, J. (2015) Cross-curricular Learning 3-14London: Sage Available at: https://www.researchgate.net/publication/274313611_An_Introduction_to_Cross-Curricular_Learning(Accessed 14 November 2018)

Donaldson, G. (2015) Successful Futures Available at: https://beta.gov.wales/new-curriculum(Accessed 14 November 2018)

Jones, C. (2017) Cross Curricular Teaching Available at: https://www.youtube.com/watch?v=YcacGpY4lyk0.00-5.33 (Accessed 14 November 2018)

Six Areas of Learning and Experience photo Available at: http://www.woodlandshs.com/page/?title=6+Areas+of+Learning+%26amp%3B+Experience&pid=31(Accessed 14 November 2018)

Blog 1 - Is it important to teach children about body image in the Health and well-being Area of Learning and Experience?

Is it important to teach children about body image in the Health and Well-being Area of Learning and Experience?

I believe that health and well-being is becoming increasingly important in primary education as the Child Measurement Programme for Wales (2018) say that the number of 4-5 year old children who are overweight and obese has raised from 26.2% in 2012/13 to 27.1% in 2016/17. The fact that these figures are so high for children of such a young age suggests that it is crucial that even the youngest of children receive a basic knowledge of health and well-being in their early school career.

The Donaldson Report suggests that Health and Well-being is important as it is becoming its own Area of Learning and Experience in the new Curriculum that is currently being put into place in Wales. Donaldson (2015) says in his report that children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education. He also states that ‘the aim of the Area of Learning and Experience helps to address concerns about physical activity and diet.’ (Donaldson, 2015)

Although educating children on physical activity and diet is important, there seems to be a conflicting statement in the report as the aim of the Area of Learning and Experience fails to mention any aims regarding well-being such as mental health issues, self-image and maybe even the effect of social media on body image. Despite there being no mention of these potential topics, the report does relate to the Area of Learning and Experience as promoting ‘skills that will enable them to develop positive and appropriate relationships, deal with the difficult issues and decisions they will face and learn to live independently’ (Donaldson, 2015).

I believe one of the main topics of Health and well-being should focus on social media and how screen time and social media influencers have a prominence in today’s media addicted society. Being a millennial myself, I am constantly on my phone and ambushed by social media’s beauty standards. As you can see from my screen recordingof my Instagram explore feed, most of the content showed images of models, exercises to enhance different features of the body, images of flawless eye makeup, celebrities and influencers with the perfect body and skin. If this is what can be seen in a matter of seconds on my personal news feed, imagine how much young girls and boys can be in influenced by these images for hours every day. 

There is a 5 minute clip from the Kids Matter Australia(Heads Together, 2016) about body image in primary schools. The psychologist in the video, Annabelle Ryburn addresses that one of the main influences of body image in primary school children is the media. Heads Together links to a Canadian website called Media Smarts (2014), Canada’s center for Digital and Media Literacy, who said that ‘Children are exposed to unrealistic images of both men’s and women’s bodies through media.’

Media Smarts (2014) also suggest that from very early on, boys take a lot of their cues about what an adult man should look like from the media they consume such as video games, celebrities and action figures. All of these are likely to teach boys that it's important to have large muscles and not be either too thin or too heavy. These exterior traits can also promote internal characteristics such as aggression and showing strength. 

On the other hand, for girls, I believe there is a lot more pressure regarding body image such as having big assets, a tiny waist, big lips, thick long hair, fluttering eyelashes, flawless skin, the list goes on. Media Smarts (2014) say that ‘research has shown that dolls and cartoon characters can influence how young girls perceive their appearance and bodies and how important they think it is to be attractive and sexual.’ These perceptions can also be seen through celebrities such as the Kardashians, nicki minaj and other social media influencers.

We could argue that if these beauty standards are so high then how are nearly a third of children aged 2 to 15 overweight or obese? (Department of Health and Social Care, 2017) This factor has more to do with our lifestyle choices rather than how we feel about our appearance. 

The Scientific Advisory Committee on Nutrition (SACN) recently concluded that sugar consumption increases the risk of consuming too many calories, the risk of tooth decay, and that consumption of sugar sweetened beverages is associated with increased risk of type 2 diabetes and linked to higher weight in children. (Department of Health and Social Care, 2017) They also say that The School Food Plan, published in July 2013, has helped bring about whole school improvements in food. The new School Food Standards came in to force from January 2015.

What are your thoughts on this topic? Do you think this topic would be helpful and informative to primary school students? 

References

Barbie Image - https://www.amazon.com/Barbie-Doll-with-Puppy-Accessory/dp/B014DEJF7W

Chloe Ferry Image - https://www.instagram.com/p/BqNkhLUhZJG/?utm_source=ig_share_sheet&igshid=1h5uyzfr36buw

Department of Health and Social Care (DHSC) (2017) Available at: https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action/childhood-obesity-a-plan-for-action(Accessed 9 November 2018)

Donaldson, G. (2015) Successful Futures: An Independent Review of Curriculum and Assessment Arrangements in Wales Available at: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwib75PA0I7fAhVpSBUIHQSJDaAQFjAAegQIChAC&url=https%3A%2F%2Fwww.nasuwt.org.uk%2Fasset%2FA788604C-3046-4005-A1EA0EAFF023E0DD%2F&usg=AOvVaw0UxhQbju-ucdIN0wwul0zz(Accessed: 9 November 2018)

Kardashian Image - https://www.google.co.uk/amp/s/m.eonline.com/amp/news/899070/how-2017-completely-changed-the-kardashians

Kids Matter Australia (2015) video available at: https://www.youtube.com/watch?v=4O9I4RlNsUIcited in Heads Together: Mentally Healthy Schools (2016) Available at: https://www.mentallyhealthyschools.org.uk/resources/body-image-in-primary-school-children/?page=1(Accessed: 9 November 2018)

Media Smarts (2014) Available at: https://mediasmarts.ca/sites/mediasmarts/files/tip-sheet/tipsheet_media_effects_on_body_image.pdfcited in Heads Together: Mentally Healthy Schools (2016) Available at: https://www.mentallyhealthyschools.org.uk/resources/body-image-in-primary-school-children/?page=1(Accessed: 9 November 2018)

Nicki Minaj Image - https://www.google.co.uk/amp/s/www.bet.com/style/fashion/2018/08/15/nicki-minaj-rocks-burberry.amp.html

Public Health Wales NHS Trust (2018) Child Measurement Programme for Wales 2016/17 Available at: http://www.wales.nhs.uk/sitesplus/documents/888/12743%20PHW%20CMP%20Report%20%28Eng%29.pdf(Accessed: 9 November 2018)