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Teaching Multigrade Classes

The document discusses teaching multigrade classes. It provides directions and questions about multigrade teaching approaches and principles. Some key points: - Multigrade teaching involves students from two or more grade levels being taught together by one teacher. It focuses on individual student needs and positive interdependence among students. - The advantages of multigrade teaching include making more efficient use of resources, employing teachers effectively, and allowing students to learn at different paces. The disadvantages include difficulty implementing in large schools and inadequate materials. - Balancing time and multitasking are important for multigrade teachers handling multiple grades and subjects. Forming and changing student groups appropriately supports different learning activities

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Joymae Lumayag
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1K views

Teaching Multigrade Classes

The document discusses teaching multigrade classes. It provides directions and questions about multigrade teaching approaches and principles. Some key points: - Multigrade teaching involves students from two or more grade levels being taught together by one teacher. It focuses on individual student needs and positive interdependence among students. - The advantages of multigrade teaching include making more efficient use of resources, employing teachers effectively, and allowing students to learn at different paces. The disadvantages include difficulty implementing in large schools and inadequate materials. - Balancing time and multitasking are important for multigrade teachers handling multiple grades and subjects. Forming and changing student groups appropriately supports different learning activities

Uploaded by

Joymae Lumayag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Multigrade Classes

Teaching Multigrade Classes

Joymae A. Lumayag BEEd 3A

The Multigrade Teaching


Activities
Note: Read the entire question and make sure to follow ALL
directions for each question.

I. Directions: Read the statement carefully and write the


correct answer on the space provided before the number.

Whole class teaching_1. A simplest approach of teaching that you


can focus on your student and only one lesson to prepare.

Individual teaching___2. An approach focuses on the needs of


the individual student.

Positive interdependence_3. One principle of Cooperative


Learning that the belief of anyone in the group that there is value
in working together and that the results of both
individual learning and working products would be better when
they are done in collaboration.

Frequently changing group membership4. One Principle of


Cooperative Learning that the set of the stage for students
to learn social skills and these skills help to build stronger
cooperation among group members. 

Multigrade teaching 5. One of the important that focuses in the


Education Reform program and made up of students in two or
more grade levels.

Multigrade teaching_6. Also referred to as “multi-age”, “multi-


grade” or “combined” classrooms, exist when children of varying
Teaching Multigrade Classes

ages are combined within the one grade


with one teacher and separate program.
These types of classes are most common within rural schools
where overall student enrolments are low.

Random group_7. A group that enables students with different


ability levels and ages to work together.

Recorded____ 8. It keeps notes and running records.

Encourager___9. To inspire with hope, courage, or confidence.

Clarifier_____ 10. Makes sure everyone understands, probes if


meaning is unclear.
Teaching Multigrade Classes

II. Directions: The following


questions requires that you fill in
the blank with TRUE or FALSE.

FALSE 1. Adoption of multi-grade decrease the access to


education.

FALSE 2. Effects of Multigrade Teaching is to employs


teachers more effectively.

FALSE_3. One of the dimensions of Classroom


Management is the Guard.

FALSE_4. Common Group Goals occurs when learning


activities are structured so that everyone has a role to
play.

FALSE 5. Traditional groups include the positive


interdependence.

TRUE 6. Bloom’s taxonomy of cognitive processes is a


very useful framework from which to develop units of
work.

TRUE_7. Assessment tasks should be developed at the


unit level, recognizing the development of knowledge,
skills and attitudes across the three modules that make up
this unit.

TRUE_8. The curriculum scan poster has half Lower


Primary Syllabus scope and sequence charts
summarized, and assembles into two small poster,
showing on one page all the information that you need to
help you with your planning.

TRUE_9. Students have the freedom to study at school


and at home at their own pace.

TRUE 10. Knowledge requires memory only in order to


repeat information.
Teaching Multigrade Classes

III. Directions: Write the


advantages and disadvantages of Multigrade.

MULTIGRADE

 Multi-Grade systemDISADVANTAGES
ADVANTAGES is difficult to implement in
large schools with heavy population.
 Textbooks in use for teaching only meet the
 It gives students an opportunity to need of mono-grade teaching.
associate and work with others on the basis  Schools practicing multi-grade teaching often
of skills, abilities, interest, personality and suffer from inadequate material resources.
age;
 It provides students with a wider range of
relationship and social experiences;
 It promotes development of social skills;
 The age range is increased and so is the
range of development;
 Students form friendships based on things
other than age.
 Older students can help younger students
with learning;
 It provides opportunities for older students
to act as teachers in crossage and peer
tutoring situations;
 Research suggests that older students tend
to become more responsible and
independent learners;
 There are advantages in having the same
teacher for two or more years · Students
learn to accept and tolerate others
 It provides a more natural learning
situation where students learn at their own
level;
 It increases a school’s ability to place
students in the most positive learning
environment because of an increased range
of possible classroom organizations
Teaching Multigrade Classes

IV. Directions: Answer each question but before you begin


writing, read carefully and plan what will you say. Your
essay should be as well organized and as carefully written
as you can make it.

1. What are the benefits of learning centers for Multigrade


Teachers?
The benefits of learning centers for Multigrade Teachers
provides an efficient means of providing basic education in
thinly populated areas, utilizing scarce educational inputs,
such as trained teachers, classrooms, and materials. Helps
in maintaining a rural school as an important centre in
building
village identity and cultural life; Promotes students to ‘learn
to learn’ and ‘learn to teach’ through independent inquiry and
peer tutoring; Promotes the social learning of students.
Teaching Multigrade Classes

2. What are the effects of Multigrade


teaching on student learning
process?
The effects of Multigrade teaching on student learning
process are, the increasing of enrolment (make annual
intakes possible in small schools), more efficient use of
facilities and resources, employ teachers more effectively,
improve learning by allowing students to learn at different
rates and better quality of teaching.

3. Why balancing time and multi- tasking are important as


multigrade teacher?
Balancing time and multi- tasking are important as
multigrade teacher because you are handling not just 1 or 2
grade level but 3 grade level. You need to balance your time
in making instructional materials before presenting it to the
class. And multi- tasking lessons in a one room for a 3
classes with different subject matter you were given. It is
also important because the secret to being a successful
multigrade teacher is to balance your time effectively.

4. What could the teacher have done to improve the way the
students worked in groups?
Part of managing the Multigrade classroom is to know what
sort of groups you want for a particular activity and how to
create those groups to achieve your objectives. In the
Multigrade classroom, groups will be changing according to
the needs
of the students. Groups will need to be formed and re-
formed, and students should not always remain in the same
group all the time. The membership of groups should change
according to the needs of the students and type of activities
being completed.

5. Did working in a group assist the learning? How?


Yes. By listening to themselves talking and listening to
others, students seem to have more understanding of what
Teaching Multigrade Classes

is being learned. They do not


appear to be simply memorizing
bits of information in order to pass exams. Students working
in small groups stay on task and require little teacher
direction. They seek help and clarification from each other, a
process which itself reinforces learning.
Teaching Multigrade Classes

V.

a. Describe the picture.

The big man represents as teacher and the remaining four


Teaching Multigrade Classes

are his students in his multigrade class.


This mean that Multigrade teaching is
not an attempt to compensate the paucity
of teachers in a classroom / school. It is a responsible technique
adapted by a teacher to enhance the standard of education.
In this type of teaching, the teacher helps the students to grow
and develop themselves in their learning process. The teacher
manipulates the content of the teaching units to cater to the needs
of the multigrade / level classroom within the stipulated time. He
possesses the talent of using the teaching learning materials
effectively and successfully in the classroom situation.

b. What happens when our teaching doesn’t fit the student?

The teacher must recognize individual differences among his/her


students and adjust instructions that best suit to the learners.
Getting students to work and learn in class is largely influenced in
all these areas. The teachers must be competent and
knowledgeable in order to impart the knowledge they could give
to their students. It is always a fact that as educators, we play
varied and vital roles in the classroom.

Directions: In the boxes below, the vernacular objectives for


Grade 3, 4, and 5 reading are given. They are not in the right
order. Read the objectives carefully and write the grade level you
think matches each objective.

Read with some critical Read with understanding Read with critical and
understanding a range a range of unfamiliar increasing speed a wider
of unfamiliar vernacular vernacular texts for a range of vernacular texts
texts for a range of range of purposes, such for more sophisticated
purposes, such as as recognizing character purposes, such as
making judgements types in stories and suggesting a character’s
about a character in a extracting information motives in a story and
story and evaluating from expository texts selecting relevant
information from information for various
expository texts purposes.
Teaching Multigrade Classes

___Grade 4_______ Grade


3____ Grade5___

1. What is similar about each level of the objective?


The similarity of each level of the objective is they will read
unfamiliar vernacular text for a range of purposes.

2. What is different? (read them carefully)


The difference of each level of the objective is they have
different kinds of ways on how to understand unfamiliar
vernacular texts. In grade 3, through recognizing character
types in stories. In grade 4, through making judgements
about a character. And lastly, in grade 5 through suggesting
a character’s motive in a story.

3. What can you say about the differences between the three
grade levels for this particular outcome?
Their differences taught us that every year level have their
own ways to understand and interpret things. They may
have different kinds of strategies on understanding things
but there is only one goal and one result of the story.

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