Chapter 3 Teaching in A Multi Grade Classroom

Teaching in the Multi-grade Classroom
CHAPTER 3
Lessons 1-2
Objectives
• Discuss the different strategies applied in multi-grade teaching
• Use appropriate strategies in multi-grade teaching

Topic
Lesson 1: Concept of Differentiated
Instruction
Lesson 2: Whole Class Teaching

Topic
Lesson 3: Group Teaching
Lesson 4: Cooperative Learning

Topic
Lesson 5: Peer Tutoring
Case Study: Asuncion's Multi-grade Class
Ms. Ramos, a teacher has been assigned to a multi-grade

class in Asuncion's mountainous area. When she arrives at
the school, she was greeted by 25 cheerful and eager
students. She noted that while the majority of the (10) grade
one pupils can remember the names and sounds of the
alphabet and count things up to ten, just a few of them can
read three-letter sight words. They are shy and rely on her
for frequent assistance.
While, the (8) grade 2 pupils can read sight words and short
sentences in Filipino, but they struggle with spelling words
and writing sentences in English, and they haven't mastered
subtraction skills. However, they can work well together and
can follow basic directions on their own.
While the (7) grade three students, on the other hand, can
read and write sentences in both English and Filipino. They
understand addition and subtraction and can complete
activities on their own with minimal support from her.
Furthermore, there is one student who is always willing to
erase the markings on the board and help her classmates in
her little way. She noticed that all of the students like to
color, sing action songs, and play.
Case Analysis
1. Describe the characteristics of the pupils
Case Analysis
2. What are the challenges of the teacher?
Case Analysis
3. What does Ms. Ramos needs to do in order to cater the varying
needs of her students?
Case Analysis
4. What teaching strategies should Ms. Ramos use to effect
learning among her pupils?
Process
Academic diversity characterizes a multi-grade class

(UNESCO, 2001)
Differentiated Instruction
Differentiated instruction involves learners in tasks

that require them to participate and cooperate with
one another while also providing them with a learning
experience that maximizes the potential of being in a
multi-grade class. (Tomlinson, 2013)
Content (What)
• The information and ideas the
students need to learn to reach the
learning goals
Differentiating content
The essential principles that all students must understand and adjust the
complexity of the information as needed.
Process (How)
• How students take in and make
sense of the content
Differentiating process
The activities that students engage in order to understand or master the
topic.
Product (Assessment)
• How students show what they
know, understand and apply the
content learned
Differentiating product
It may take the form of exams, activities, projects, written work, and
or oral presentations.
Learning Environment
• Where students learn the various
concepts
Remember
The ultimate purpose of differentiation is to ensure that students have

the best learning experiences on their readiness - ability to learn;
interest - desire to learn; and learning profile - ways of learning.
Activity
Differentiating
Subject Lesson/Topic Differentiating Process Differentiating Product
Content
Topic
Lesson 2: Whole Class Teaching
Question
1. What common method may a teacher apply from a
single grade level to a multi-grade level?
Question
2. Is whole class instruction appropriate for a multi-grade
class?
Whole Class Teaching
A whole class discussion is a pedagogical strategy

that involves having all members of the class discuss
a topic as a group.
It can be beneficial for providing all students in the

class with the same information and encouraging
students to speak up in a democratic forum.
The teacher may consider subject integration, provide

materials, and the mechanics of how the students will
be evaluated while developing and implementing full
class activities.
Discussion Strategies
The Conch
• The student with the conch (shell) is the only one

allowed to speak.
The Conch
• The teacher can use any conch alternative – a

tennis ball, or a simple teddy bear.
• Something that can be tossed between students.
The Conch
• Once the student with the conch has finished

speaking, the other students who have something
to say can put their hands up and the conch can be
passed along.
Pre-Teaching
• Pre-teaching involves presenting students with

information before the class so they can prepare.
Pre-Teaching
• The teacher will set assigned weekly readings.

• The students are expected to come to class with
information prepared so they’re ready to
contribute.
Fishbowl
• The fishbowl method involves having the class sit

in a circle around watch a group of students in the
middle.
Fishbowl
• These students may do a performance, speech or
experiment.
• They are like fish in a fishbowl because they can be
seen from all angles.
• After their performance, the class discusses what
they saw.
Socratic Seminar
• It involves a roundtable discussion of a text that is

read before class.
Socratic Seminar
• Critical thinking and challenging one another’s

half-formed hypotheses are encouraged in these
group sessions.
Socratic Seminar
• To minimize defensiveness, it should be set up so

students are asked to present hypotheses that are
malleable rather than hard-and-fast opinions.
The Hot Seat
• The hot seat puts one student in the middle of the

whole class with their classmates looking inward at
them.
The Hot Seat
• This student puts on the persona of a book character

or historical figure being studied in the class.
The Hot Seat
• The students in the class quiz, the student on the hot

seat, and the hot seat student responds.
The Hot Seat
• The teacher can open up to a more free-flowing

discussion and take the student off the hotseat.
Show And Tell
• A good activity for younger students

Show And Tell
• Have the student come to class, stand in front of

their peers, and show something they have from
home that they cherish.
Think-Pair-Share
• A think-pair-share discussion involves three steps:

Think-Pair-Share
• Step 1 – Think: The students are asked to

individually brainstorm answers to a discussion
prompt.
Think-Pair-Share
• Step 2 – Pair: The students pair up and compare

answers. As a pair they need to come up with an
amalgamated response to the discussion prompt.
Think-Pair-Share
• Step 3 – Share: The pairs take turns to share their

thoughts about the discussion prompt to the whole
class.
Advantages of the Whole Class
Discussions
Enhanced Teacher Control
• The teacher can maintain strong control and oversight over the
class.
• The teacher can moderate all the discussion and assess what all the
students’ knowledge is by looking at which students are able to
contribute ideas to the discussion.
Shared Experience
• it can ensure all students get the same information and experience.
• it can help prevent gaps in knowledge or the ‘dumbing down’ of
information for some students in small groups.
• it can help foster sense of community within the classroom.
Encourages Democratic Participation
• it can help students develop participation skills.

• it can teach students the values of democracy, such as: ensuring all
voices are heard, voting, accepting majority decisions (even when
they were not your preference), and listening to and respecting
minority views on issues.
Disadvantages of the Whole Class
Discussions
Students Are Often Intimidated To Speak
Up
• It can be difficult to get some groups to engage in lively
discussion.
• Students who are uncomfortable around one another, shy, scared of
saying the wrong thing, or intimidated by large groups will often
sit in silence.
Not All Students Get A Voice
• Many whole group sessions involve a small number of loud
students who are willing to share their points of view and a larger
group of more quiet students who fade into the walls.
• Teachers need to moderate the whole groups to ensure that every
student gets a chance to speak up in a safe, welcoming
environment.
Differentiation Is Difficult
• Some students may learn better from visual than oral instruction.
• In other situations, some students might require more scaffolding
than other students.
• Teachers can’t break students off to get them to learn in different
ways or give them individualized support.
References
• Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014).
Different instruction, professional development, and teacher effica
cy
. Journal for the Education of the Gifted, 37(2), 111-127.
• Tomlinson, C. A. (1995). How to differentiate instruction in mixed
ability classrooms. Alexandria, VA: Association for Supervision
and Curriculum Development.
References
• Tomlinson, C. A. (1999). The differentiated classroom: responding
to the needs of all students. Alexandria, VA: Association for
Supervision and Curriculum Development.
• Tomlinson, C. A. (2000). What is different instruction? In:
Callahan, C. M., & Hertberg-Davis, H. L. (Eds.). (2012).
Fundamentals of gifted education: Considering multiple
perspectives. (pp. 287-300). London: Routledge.
References
• Watts‐Taffe, S., Laster, B. P., Broach, L., Marinak, B., McDonald
Connor, C., & Walker‐Dalhouse, D. (2012). Differentiated
instruction: Making informed teacher decisions. The Reading
Teacher, 66(4), 303-314.
• https://helpfulprofessor.com/differentiated-instruction-examples/

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Teaching in the Multi-grade Classroom

• Use appropriate strategies in multi-grade teaching

Lesson 2: Whole Class Teaching

Lesson 4: Cooperative Learning

Ms. Ramos, a teacher has been assigned to a multi-grade

Academic diversity characterizes a multi-grade class

Differentiated instruction involves learners in tasks

The ultimate purpose of differentiation is to ensure that students have

A whole class discussion is a pedagogical strategy

It can be beneficial for providing all students in the

The teacher may consider subject integration, provide

• The student with the conch (shell) is the only one

• The teacher can use any conch alternative – a

• Once the student with the conch has finished

• Pre-teaching involves presenting students with

• The teacher will set assigned weekly readings.

• The fishbowl method involves having the class sit

• It involves a roundtable discussion of a text that is

• Critical thinking and challenging one another’s

• To minimize defensiveness, it should be set up so

• The hot seat puts one student in the middle of the

• This student puts on the persona of a book character

• The students in the class quiz, the student on the hot

• The teacher can open up to a more free-flowing

• A good activity for younger students

• Have the student come to class, stand in front of

• A think-pair-share discussion involves three steps:

• Step 1 – Think: The students are asked to

• Step 2 – Pair: The students pair up and compare

• Step 3 – Share: The pairs take turns to share their

• it can help students develop participation skills.

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