Class size - Revision history

Vipul at 00:03, 4 December 2023

2023-12-04T00:03:27Z

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	{{learning context parameter}}		{{learning context parameter\|context = class}}

	== Definition ==		== Definition ==

Vipul at 00:02, 4 December 2023

2023-12-04T00:02:58Z

← Older revision		Revision as of 00:02, 4 December 2023
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			{{learning context parameter}}

	== Definition ==		== Definition ==

Vipul: /* Definition */

2021-09-23T02:12:28Z

Definition

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	== Definition ==		== Definition ==

	'''Class size''' refers to the number of [[learner]]s ~~physically~~ present (synchronously) in a [[class]]. It generally excludes the [[explainer]] and other observers who may be present, as well as learners who consume the class content asynchronously. The reason for focusing on learners is that the learners are the ones whose learning experience is the typical goal of the classroom, and increasing the number of learners generally makes this more challenging (though it also offers some advantages).		'''Class size''' refers to the number of [[learner]]s present (synchronously) in a [[class]]. It generally excludes the [[explainer]] and other observers who may be present, as well as learners who consume the class content asynchronously. The reason for focusing on learners is that the learners are the ones whose learning experience is the typical goal of the classroom, and increasing the number of learners generally makes this more challenging (though it also offers some advantages).

	== Related metrics ==		== Related metrics ==

Vipul: /* Mechanisms of effect of class size and other confounding variables */

2021-09-23T01:50:12Z

Mechanisms of effect of class size and other confounding variables

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	== Mechanisms of effect of class size and other confounding variables ==		== Mechanisms of effect of class size and other confounding variables ==

			=== Summary ===

			{\| class="wikitable sortable" border="1"
			! Consideration !! Are larger class sizes better or worse?
			\|-
			\| Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners \|\| worse
			\|-
			\| Ability of the explainer to spend individualized time with learners in the classroom \|\| worse
			\|-
			\| [[Cold calling]] \|\| better/ambiguous for increases from low or medium, but worse beyond a point
			\|-
			\| [[Polling]] \|\| better in the sense of diversity of information collected, but possibly more challenging to conduct (can be overcome with technology)
			\|}
	=== Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners ===		=== Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners ===

Vipul: /* The operation of cold calling */

2021-09-23T01:46:46Z

The operation of cold calling

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	Cold calling is a practice where the explainer randomly selects a learner and asks the learner a question. Cold calling can assist with continuous assessment by both the explainer and the learners, and help prevent the [[illusion of transparency]].		Cold calling is a practice where the explainer randomly selects a learner and asks the learner a question. Cold calling can assist with continuous assessment by both the explainer and the learners, and help prevent the [[illusion of transparency]].

	The dynamics of cold calling change dramatically with a change in the class size, which is the number of learners between whom the explainer can select. When the class sizee is very low, then the cold calling has less of an element of surprise, and each learner gets called fairly often. This allows for more continuous assessment of each learner, but can also be more fatiguing to individual learners. As the ~~classroom~~ size increases, each individual learner is called upon less to support the same overall cold calling frequency. Up to a certain point, this increase might be worthwhile because it reduces fatigue for individual learners, and also gives both the explainer and learners more diverse, varied feedback on how learners are processing information.		The dynamics of cold calling change dramatically with a change in the class size, which is the number of learners between whom the explainer can select. When the class sizee is very low, then the cold calling has less of an element of surprise, and each learner gets called fairly often. This allows for more continuous assessment of each learner, but can also be more fatiguing to individual learners. As the class size increases, each individual learner is called upon less to support the same overall cold calling frequency. Up to a certain point, this increase might be worthwhile because it reduces fatigue for individual learners, and also gives both the explainer and learners more diverse, varied feedback on how learners are processing information.

	However, beyond a point, an individual learner's likelihood of being cold called drops low enough that cold calling is no longer a way of systematically keeping the individual learner engaged.		However, beyond a point, an individual learner's likelihood of being cold called drops low enough that cold calling is no longer a way of systematically keeping the individual learner engaged.

Vipul: /* The operation of cold calling */

2021-09-23T01:46:31Z

The operation of cold calling

← Older revision		Revision as of 01:46, 23 September 2021
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	{{further\|[[Cold calling]]}}		{{further\|[[Cold calling]]}}

	Cold calling is a practice where the explainer randomly selects a learner and asks the learner a question. Cold calling can assist with continuous assessment by both the explainer and the learners, and help ~~avoid~~ the illusion of transparency.		Cold calling is a practice where the explainer randomly selects a learner and asks the learner a question. Cold calling can assist with continuous assessment by both the explainer and the learners, and help prevent the [[illusion of transparency]].

	The dynamics of cold calling change dramatically with a change in the ~~classroom~~ size, which is the number of learners between whom the explainer can select. When the ~~classroom size (i.e., the number of learners)~~ is very low, then the cold calling has less of an element of surprise, and each learner gets called fairly often. This allows for more continuous assessment of each learner, but can also be more fatiguing to individual learners. As the classroom size increases, each individual learner is called upon less to support the same overall cold calling frequency. Up to a certain point, this increase might be worthwhile because it reduces fatigue for individual learners, and also gives both the explainer and learners more diverse, varied feedback on how learners are processing information.		The dynamics of cold calling change dramatically with a change in the class size, which is the number of learners between whom the explainer can select. When the class sizee is very low, then the cold calling has less of an element of surprise, and each learner gets called fairly often. This allows for more continuous assessment of each learner, but can also be more fatiguing to individual learners. As the classroom size increases, each individual learner is called upon less to support the same overall cold calling frequency. Up to a certain point, this increase might be worthwhile because it reduces fatigue for individual learners, and also gives both the explainer and learners more diverse, varied feedback on how learners are processing information.

	However, beyond a point, an individual learner's likelihood of being cold called drops low enough that cold calling is no longer a way of systematically keeping the individual learner engaged.		However, beyond a point, an individual learner's likelihood of being cold called drops low enough that cold calling is no longer a way of systematically keeping the individual learner engaged.

Vipul: /* Ability of the explainer to spend individualized time with learners in the classroom */

2021-09-23T01:45:51Z

Ability of the explainer to spend individualized time with learners in the classroom

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	=== Ability of the explainer to spend individualized time with learners in the classroom ===		=== Ability of the explainer to spend individualized time with learners in the classroom ===

	Explainers can spend a little bit of time with learners one-on-one through methods such as [[in-class desk work]]: the explainer assigns some work to all learners, then checks on the work of some of them (and may choose different learners for different pieces of work). The amount of time the explainer can spend with each individual learner is inversely proportional to the ~~classroom~~ size (i.e., number of learners).		Explainers can spend a little bit of time with learners one-on-one through methods such as [[in-class desk work]]: the explainer assigns some work to all learners, then checks on the work of some of them (and may choose different learners for different pieces of work). The amount of time the explainer can spend with each individual learner is inversely proportional to the class size (i.e., number of learners).

	=== The operation of cold calling ===		=== The operation of cold calling ===

Vipul: /* Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners */

2021-09-23T01:45:26Z

Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners

← Older revision		Revision as of 01:45, 23 September 2021
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	The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.		The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.

	In practice, outside of the extreme cases of really small sizes (three or less), class size is not the main factor determining how easy it is to pace and create instruction for all learners. Rather, the bigger factors are the explainer's own understanding of learners, the gap in prerequisites and other background between learners. Large and relatively homogeneous ~~classroom sizes~~ may pose less of a challenge to explainers than small but diverse ~~classroom sizes~~.		In practice, outside of the extreme cases of really small sizes (three or less), class size is not the main factor determining how easy it is to pace and create instruction for all learners. Rather, the bigger factors are the explainer's own understanding of learners, the gap in prerequisites and other background between learners. Large and relatively homogeneous classes may pose less of a challenge to explainers than small but diverse classes.

	=== Ability of the explainer to spend individualized time with learners in the classroom ===		=== Ability of the explainer to spend individualized time with learners in the classroom ===

Vipul: /* Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners */

2021-09-23T01:45:14Z

Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners

← Older revision		Revision as of 01:45, 23 September 2021
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	The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.		The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.

	In practice, outside of the extreme cases of really small sizes (three or less), ~~classroom~~ size is not the main factor determining how easy it is to pace and create instruction for all learners. Rather, the bigger factors are the explainer's own understanding of learners, the gap in prerequisites and other background between learners. Large and relatively homogeneous classroom sizes may pose less of a challenge to explainers than small but diverse classroom sizes.		In practice, outside of the extreme cases of really small sizes (three or less), class size is not the main factor determining how easy it is to pace and create instruction for all learners. Rather, the bigger factors are the explainer's own understanding of learners, the gap in prerequisites and other background between learners. Large and relatively homogeneous classroom sizes may pose less of a challenge to explainers than small but diverse classroom sizes.

	=== Ability of the explainer to spend individualized time with learners in the classroom ===		=== Ability of the explainer to spend individualized time with learners in the classroom ===

Vipul: /* Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners */

2021-09-23T01:44:46Z

Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners

← Older revision		Revision as of 01:44, 23 September 2021
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	=== Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners ===		=== Ability of the explainer to choose a pace and method of explanation that works for the learning experiences of all learners ===

	In theory, the larger the ~~classroom~~ size (i.e., the larger the number of learners), the harder it is for the explainer to choose a pace and method of explanation that is satisfactory to all learners.		In theory, the larger the class size (i.e., the larger the number of learners), the harder it is for the explainer to choose a pace and method of explanation that is satisfactory to all learners.

	The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.		The extreme case of a single learner is illustrative: in this case, the explainer may be able to entirely skip parts the learner is already familiar with, and go into depth into parts the learner is struggling with, even if those are parts that are not typically dwelled upon. Even with two learners, trade-offs need to be made: some parts may be easy for one learner and hard for others, and some parts may be interesting to one learner but boring to others. Different learners may learn better from different types of examples.