Multigrade Teaching Additional Notes

ORGANIZING THE PHYSICAL ENVIRONMENT
The physical environment refers to the overall design and layout of a given classroom and its learning
areas. Its preparation requires organizing the space, furniture, and resources in order to maximize
learning opportunities and students’ involvement. The organization of the physical environment
includes creating a floor plan, arranging the tables, chairs and other furniture and materials, displaying
of visual materials and others which are related to designing and arranging the classroom.
In a monograde classroom, the desks are usually lined up facing the blackboard. However, this setup
may not work well in a multigrade classroom. The teacher may find difficulty to conduct differentiated
activities if the classroom is set up like this. Therefore, there is a need to organize the space and
arrange the furniture and materials in order to establish areas suitable for the activities the teacher
plans to conduct.
The essential areas in a multigrade classroom are as follows:
a. Group Instruction Area. This is where the class discussion and group work happen. The teacher
works with a group or groups of students to fine tune their learning.
b. Individual work Area. This is where students do independent work. Students stay in this area to get
ready for the next subject or activity
c. Teacher Work Area. This is where the teacher plans and prepares the lesson. Important records and
documents are usually placed in this area
d. Additional Area. You may find that, in addition to the areas we consider required other areas are
necessary to cater the needs of the students. Some of these are the reading area, arts and crafts area
resources and materials area and personal hygiene area.
Although there is no single "best" way to set up a classroom, there are some general guidelines that
may by be applied to most multigrade classrooms (Hill, L., 2002):
 Divide your classroom space to different areas based on the activities that will possibly occur.
When doing this, consider learners' age and size differences.
 Allocate an area for teacher-controlled resources.
 Chairs, desks, or tables can be grouped together for collaborative work.
 Make use of low cupboards, cubbyholes, or partitions to divide the room into different areas.
Be sure that if you do this, you can see all the learners in the classroom.
 Review your floor plan considering the class traffic patterns. With minimal disturbance,
learners must be able to move from one location to one another.
 Be ready to transform your classroom when needed.
ORGANIZING AND MANAGING GROUP

Part of organizing and managing the Multigrade classroom is to set up the classroom for activities that
encourage learners to work together with minimal disruptions and with adequate guidance and
supervision. As mentioned earlier, a multigrade classroom consists of learners with different grade
levels. To manage these learners and their variety of abilities, grouping strategies have been commonly
utilized. Thus, teachers must be able to organize students into groups that are appropriate for their
activities and promote optimal learning.
Types of Groupings
Random grouping. Students of varying ability levels and ages can work together through
random grouping. This grouping method is good for sharing ideas and accomplishing tasks that are
appropriate for the whole group.
Interest grouping. When groups have to work on different topics within a theme, students can
be given the opportunity to choose the one of most interest to them. In this case, interest-based
grouping techniques can be utilized. If many of the students have chosen the same topic, you may ask
them to make a second choice.
Ability grouping. Students with the same achievement level or abilities are placed in the same
group. This allows them to focus on tasks best suited to their learning needs. Grouping them according
to their abilities should be done by the teacher who has a good understanding of their abilities in a
particular area. Observations, analysis of work samples, and outcomes of previous assessments can be
used as a basis in assigning the students to a group.
Grade grouping. In this grouping situation, students are grouped according to their grade
levels. For example, if the class consists of grades 1, 2 and 3, there could be three groups. This method
can be used when there are specific objectives for each grade.
Cross-age grouping. In the multigrade classroom, the varying age of students can serve as an
advantage. Older students can assist or tutor the younger ones in accomplishing a task. However, the
teachers should set guidelines so that the tutors won't just be doing all the work or give all the answers
to their tutees.
Friendship grouping. At times, students are asked to form their own groups. Friendship
groupings can help students develop the skills they need to interact appropriately with their peer group
and to practice the skills in forming healthy friendships.
Structuring group work
Structure distinguishes productive group work from unproductive group work. To structure group
work, there are two essential components to consider:
1. Structuring the group process
a. Work Roles
A group must differentiate its members work activities in order to complete the task
successfully. Role differentiation is the term use to describe this specialization of activities.
Work roles can be divided into three categories based on the tasks that they perform.
 Task-oriented roles. These roles are responsible for task-related activities that contribute to the
achievement of a group's goal. These include the coordinator, information-giver, information.
seeker, elaborator, recorder, and evaluator.
 Relations-oriented roles. These roles emphasize the development of interpersonal relationships
and the maintenance of harmony within the group. These include the encourager,
compromiser, gatekeeper, harmonizer, and observer.
 Self-oriented roles. These roles prioritize the individual needs and, frequently at the expense of
the group. These include the aggressor, dominator, blocker, help-seeker, loafer, self-confessor,
and special interest advocate.
b. Work Group Size
Group size dynamics is a key aspect of group work. For most activities, it is preferred that groups
of three or four people be used (Burke, 2011). This ensures a diverse spectrum of viewpoints and
experiences, as well as ample time for everyone to participate. If the class has plenty of students,
this may need to be divided into smaller groups with a larger number of members. But, if there is a
limited amount of time available for the activity, the group should be smaller.
c. Work Group Norms
The accepted standards of behavior within a group that are share by the members are known as
norms. Every group has its own set of practices, values, and expectations about how things should
be done.
These patterns and expectations, often known as group norms, guide the way team members
interact with one another. Norms can aid or hinder a group's achievement of its objectives.
2. Structuring the task
Structuring the group process is not enough to make a cooperative learning activity successful.
It is vital to structure the task. Task structuring refers to how well the activity is explained to the pupils
who will be performing it. The group needs shared knowledge, a challenging task, and a clear idea of
the final output required. The importance of these three criteria will vary depending on the activity.
TYPES OF SEATING ARRANGEMENTS

1. Full Circle: In this seating arrangement, desks or tables are arranged in a complete circle. This
allows students to face each other and promotes interaction and collaboration among students.
2. Cooperative Cluster: In a cooperative cluster seating arrangement, desks or tables are grouped
together in small clusters or pods. This arrangement encourages teamwork and cooperative learning
among students.
3. Classic Rows: Classic rows refer to the traditional seating arrangement where desks or tables are
arranged in straight rows facing the front of the classroom. This arrangement is commonly used for
individual work and teacher-centered instruction.
4. Horseshoe or U-shape: In a horseshoe or U-shape seating arrangement, desks or tables are arranged
in a semi-circle or U-shape facing the front of the classroom. This arrangement allows for better
visibility and interaction between the teacher and students.
 Good for discussion forums
 Students can take center stage
 Teachers can easily get to the students
 The space can be used for kinesthetic activities
 But students often copy their work
5. Runway:
 Great for political debates
 Students can bounce ideas of each other.
 But it can get loud, and students on the end of the rows feel isolated
6. Paired Groups:
 Excellence for peer tutoring (where gifted students can pair with the struggling students)
 Works well for a lab partner if tables are not available and create space.
7. Roundtable:
 Best for creating inclusivity among students
 facilitating communication of classroom discussions, and having introductions of members
 But it is limited to discussion activities and shy students fell excluded.
8. Traditional:
 Good for staying on task
 Great for giving exam
 Teachers easily supervise students
 Not student centered and can lead to boredom

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ORGANIZING THE PHYSICAL ENVIRONMENT

ORGANIZING AND MANAGING GROUP

TYPES OF SEATING ARRANGEMENTS

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