Lesson Multi 123

LESSON 1
MULTI-GRADE TEACHING
 Occurs in primary education when a teacher has to teach 2 or more primary grades.
 Refers to the teaching of students of different ages, grader and abilities in the
same group.
MULTI-GRADE CLASSROOM
 Ought to be taken seriously into account since such schools are considered to play
important role on providing access to education for all in remote, isolated and
underdeveloped rural areas.
MULTI-GRADE SCHOOL
 Not only aim to give enrollment and continuous attendance in school environment.
 It is also providing knowledge and pedagogy of good standards and in addition to

play a wider role in social development.
TYPE FOR TEACHING IN MULTI-GRADE CLASSROOM

A. Determine your requirements.
 You want to discuss whether you need to teach the curriculum separately on if you
can combine your grades for certain lesson.
B. Consider students abilities instead of grade level.
C. Create activities for groups not being taught.
D. Incorporate everyday experience into leaving.

 This is quite useful in any learning Environment, as it helps to clarify new concept
when students can personally relate to them in some way.
E. Assure Parents with specific information.
 Prepare to answer question and to show evidence of the ways in which this model
can benefit students will go far to eases the parent’s minds and to take pressure off
as you down the road.
ROLE OF TEACHER IN THE MULTI-GRADE CLASSROOM

A. As a Teacher
 Teach students by impairing knowledge not just follow a curriculum.
 Develop skills and indicate desirable values and attitudes of the people.
 Is expected to be versatile.
 Utilize different strategies to make leaving meaningful.
 Effective for all students in his/her classroom.
 No matter what individual differences may exist the students.
B. As a Facilitator
 Understand the differences between people.
 Be able to motivate them to learn.
 Guide them through their learning materials.
 Be able to do this for all grade levels in the classroom no matter what curriculum
subject is being studied.
 The teacher should not only be a provider of knowledge but should also be a
facilitator of learning both a group level and or a one to one basic.
GOOD PLANNER MUST DETERMINE THE ANSWER TO THE
FOLLOWING QUESTIONS
(MULTI-GRADE TEACHER)
1) Where do I teach?
2) What must I teach?
3) How do I teach?
4) When do I teach?
5) Why do I teach this?
D. As Evaluator
 Monitor the progress of pupils learning.
 Ensure the quality of education.
 Assessment should be considered a continuous and integral part of the teaching

process.
 To determine the education levels of pupils when they first enter schooling, during
the school year and at the end of the year.
TYPES OF ASSESSMENT
a) Entrance test
b) Regular assessment: Daily, Weekly, Monthly
c) Periodic assessment
d) Self-assessment
e) Peer assessment
E. As Material Designer
 Designing and making small boards flash cards, etc. to save time in the classroom
and to maximize the time which pupils spend on learning tasks.
 Using school materials to develop instructional material and to encourage students

to make their own.
 Designing workbooks which are suitable for students use within the local context and
conditions.
 Including within these locally designed materials and workbooks activities and
knowledge which are relevant to the local culture.
F. As Action Researcher
 Through research that improvement in teaching takes place.
 It is not as critical that individual teachers be researchers since they can easily
seek the advice of more experience educator.
 Some research questions should be included: (Multi-grade schools/ Teachers).
1) On what makes instructional materials and aids useful in teaching and learning in the
local context?
2) How can the enrollment rate be increased and drop-out rates reduced?
3) What types of games and sports should be played in the schools?
4) What useful extra-curricular activities can be arranged and when?
5) Why certain students as not learning as well as might be expected?
6) How to use local resources, including students and monitors, efficiently and
effectively?
7) What classroom strategies and management enhance learning for different
activities?
 It is not an expectation that the multi-grade teachers become an expert in research

method.
 The teacher must always have an enquiring and evaluating mind.
G. As Contact with the Community

 Multi-grade teachers are the critical link between the school and its community.
LESSON 2
TEACHING MULTI-GRADE CLASSES

COLEMAN (1987)
 Suggest the need for significant institutional and social response to support
functions traditionally filled by the family:
o The development of feelings of belonging and community.
o Emotional and social bonding.
o Maintenance
Multi-grade class structure is known by various names in different countries:

1) Composite or combination classes.
2) Double classes
3) Split classes
4) Mixed age classes
5) Vertically grouped classes
METHODOLOGICAL INCLUSIONS CRITERIA OF MULTI-GRADE
1. EXPERIMENTAL AND CONTROL GROUP

 All studies possessed both experimental (multi-grade or multi-age) and control
(single-grade or single-age) groups.
2. STANDARD MEASURES
 In all studies, standard measures of academic achievements or non-academic
achievements were used.
3. COMPARABILITY OF CLASSES
 Comparing of individual pupils within their classes or schools.
4. DURATION OF MULTI-GRADE CLASSES

 Extension for 10 months.
5. TEACHER TRAINING
 They were not trained according to the needs of school.
LESSON 3
TEACHING MULTI-GRADE CLASSES

FACTORS CONTRIBUTING TO THE ESTABLISHMENT OF
MULTIGRADE TEACHING
1. Cultural
2. Socio-economic
3. Benefits of Multigrade Teaching
4. Richer learning environment
5. Greater community involvement
6. Development of health competition
7. Greater understanding between learners and educators
 The learners in each grade are usually at the same age but may different in
abilities.
CHALLENGES OF MULTIGRADE TEACHING AND WAYS TO OVER

COME THEM.
1. Few materials are available for MGT.
2. Planning can be varied time consuming.
3. Isolation of teachers may lead to frustration.
4. Physical conditions may be unattractive. Some classrooms are very small and
overcrowded.
5. Stakeholders may have reservations about MGT.
a. The curriculum
b. Planning for delivery
c. Attitude
d. Isolation due to the geographical location
e. Disadvantaged local environment
f. Learners at different learning levels
g. Teacher frustration
h. Physical space
TEACHERS SUPPORT FOR MULTIGRADE TEACHING
 Self-directed professional growth or development should be an image by providing
distance education materials and resources.
 Materials should be given to small schools.
 Education officers should visit these small schools regularly, not to inspect but to
advise.
 Teachers who have taught of MGS should be considered for promotion.
COMMUNITY SUPPORT
 The school is part of community and the school is established to serve the children
of the community.
 Some parents in the community may not have much schooling, but they have
patience, and many have skills that can be relevant to the school curriculum.
TEACHERS SUPPORT FOR MULTIGRADE TEACHING

1. Organize parent-teacher meeting.
2. Discuss with the community when and how it can help.
3. Established good relationships and be willing to cooperate with parents of the entire
community.
4. Ask the community to identify the parents who are capable and willing to help.
RESOURCES:
a) Adequate classroom space
b) Portable chalkboard
c) Printed materials
d) Classroom library or reading corner
e) Electronic resources
f) Other instructional resources
SPACE
 Multigrade teaching requires spacious classroom that learners can move and interact
freely without disturbing one another.
 The classroom should be protected from wind and rain.
 When the weather is suitable, learners can also be taught outside the classroom.

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LESSON 1

 It is also providing knowledge and pedagogy of good standards and in addition to

TYPE FOR TEACHING IN MULTI-GRADE CLASSROOM

B. Consider students abilities instead of grade level.

C. Create activities for groups not being taught.

D. Incorporate everyday experience into leaving.

ROLE OF TEACHER IN THE MULTI-GRADE CLASSROOM

 Utilize different strategies to make leaving meaningful.

 Effective for all students in his/her classroom.

 No matter what individual differences may exist the students.

 Be able to motivate them to learn.

 Guide them through their learning materials.

 Ensure the quality of education.

 Assessment should be considered a continuous and integral part of the teaching

 Using school materials to develop instructional material and to encourage students

 Some research questions should be included: (Multi-grade schools/ Teachers).

 It is not an expectation that the multi-grade teachers become an expert in research

G. As Contact with the Community

TEACHING MULTI-GRADE CLASSES

Multi-grade class structure is known by various names in different countries:

METHODOLOGICAL INCLUSIONS CRITERIA OF MULTI-GRADE

1. EXPERIMENTAL AND CONTROL GROUP

4. DURATION OF MULTI-GRADE CLASSES

TEACHING MULTI-GRADE CLASSES

CHALLENGES OF MULTIGRADE TEACHING AND WAYS TO OVER

TEACHERS SUPPORT FOR MULTIGRADE TEACHING

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