Classroom size has been a hot topic recently as schools face record-breaking enrollment numbers. As schools brace for more students and larger class sizes, there’s been much talk about how administrators and educators can best optimize their classrooms to improve student learning outcomes.
Improving educational outcomes is a nearly universal goal, but how to achieve it remains a focus of continuing research and debate. Historically, smaller class sizes were considered better—especially by educators, who can better connect with students when there are fewer to focus on.
However, where data is concerned, we must consider how the statistics are collected. Many studies base their findings on test scores, which do not account for the educator’s teaching style, class diversity, and student dynamics – all of which should be factored into the larger discussion.
There is a long-running debate among educators that class size matters. Most teachers advocate class size reduction and smaller classroom settings as it supports stronger student-teacher connections.
From the educator’s standpoint, the argument for smaller class sizes is easy to understand. Smaller groups mean teachers have the chance to get to know their students better and may be able to identify those who need extra help or attention more quickly.
Naysayers argue that reducing class size is of limited value and diverts money away from more critical investments in other school programs, such as technology, infrastructure, educational tools, special needs, and educator enrichment.
But does class size really matter? And is it the best use of finite educational dollars? Let’s drill down on both sides of the discussion.
At the end of the day, there is much data to consider and little rigorous evidence on how class size affects learning outcomes.
For over 200 years, classroom seating has usually been arranged row-by-column. Many experts today argue that this classroom style has resulted in inefficient use of classroom space.
Research suggests that physical spaces affect human behavior and learning in powerful ways. Seating arrangements influence how teachers interact with students and how students interact with each other.
For example, a classroom that directs student attention toward a single point of engagement, like a podium or desk at the front of the class, results in instructors spending more time in lecture-style learning and reduces active student engagement. In contrast, round-table seating, pods, or horseshoe/semicircular seating results in more productive learning activities and improved outcomes. Student discussion is encouraged, and the instructor can move about the room and interact more directly with individual students.
Despite having these insights at hand, few schools are implementing practices and approaches aimed at addressing the evolving needs of today’s learners. We continue teaching and trying to learn in this centuries-old design paradigm even though we know it’s not the ideal approach.
Research-backed strategies for optimizing the learning environment include:
Classroom design concepts have evolved, much like most things in the modern world. Students have more distractions and deal with significantly more stress and anxiety than previous generations. The more we can do to enhance and optimize the learning environment, the stronger they will be in all their future endeavors.
Whether class sizes are small or large, the environment matters. In addition to the points described in the previous section, we must consider classroom interiors and furniture as part of the holistic design approach. Design decisions, including furnishings, should be chosen to ensure the classroom supports active learning.
Depending on what studies you read, classroom arrangement may have anywhere from 16% to 25% impact on student learning. Either metric is significant and easily addressed by an element (furniture) over which schools have complete control.
The core focus of classroom design should center around giving students ownership over how they learn. Students learn at different rates and respond better to certain lesson styles than others. Improvement may be elusive when schools focus on “what we’ve always done” rather than acknowledging this and trying to provide more flexible options.
There are a few factors to consider before embarking on a classroom design project; class size is undoubtedly one of them.
Flexible, student-centered learning spaces alter the fundamental dynamics of teaching and learning, giving students more control, autonomy, and responsibility, improving academic engagement, and flipping an age-old design paradigm that no longer serves.
Ready to get started? Meet with a CDI design consultant today.