“TEACHING — _ MULTIGRADE aE LEA INEM, Dene rt NOV, (eD)TEACHING MULTIGRADE CLASSES — ics Scanned with CamScannerTEACHING MULTIGRADE CLASSES Copyright 2022 by DR. IMELDA C. MONTALBO DR. CHARLO M. IRADEL DR. NOREMAY B. PEREZ and LORIMAR PUBLISHING INC. ISBN 978-621-451-027-6 Published by LORIMAR PUBLISHING INC. 10B Boston Street, Brgy. Kaunlaran, Cubao Quezon City, Metro Manila, Philippines 1111 email: [email protected] Telephones: 87212715, 87231560 Cellphone: 09185375190 Telefax: (632) 87273386 Cover and Book Design by Ronnie Llena Martinez Al rights reserved. No part ofthis book may be reproduced or transmited in any form or by any means, electronic or mechanical, induding photocopying, recording, mimeographing or by any information and retrieval system without written permission from the copyright holder. To purchase additional copies of this book, kindly call: LORIMAR’ PUBLISHING INC. at any of the above numbers or send an email to [email protected] Also available at: www.buylorimarbooks.com thru SHOPEE and LAZADA ii ay Scanned with CamScannerSetting new benchmarks for teacher education is no mean task. This is so in the instance of “Project WRITE (Writing Resources for Innovation in Teacher Education) which we initiated ‘on August 4, 2006 that led to the production and publication of textbooks and workbooks. It was a yeoman’s task to gather our colleagues from Luzon, Visayas’ and Mindanao and motivated them to get involved in a textbook writing process. The best happened such that we were able to form a prolific partnership as proven by this WRITE publication. TEACHING MULTIGRADE CLASSES is aligned to the current trends in education such as constructivist, integrative, interactive, collaborative, inquiry-based, brain-based, rescarch-based and reflective teaching-learing. 2 We gratefully acknowledge the authors, Dr. Imelda C. Montalbo, Dr. Charlo M. Iradel, Dr, Noremay B. Perez for their desire and concem to share their expertise in the teaching profession, This Project WRITE publication is one of the latest editions of the more than 60 publications that are in active circulation throughout the country, We look forward to more. publications that will help improve teacher performance by enhancing both the pre- service and in-service phases of teacher education. Onward to Project, WRITE!. BRENDA B. CORPUZ, PhD MILAGROS L. BORABO, PhD MARIA RITA D. LUCAS, PhD ELMER B. DE LEON, DEM PAFTE, Project WRITE Committee ei ee a Scanned with CamScannerVERVIEW Most schools are structured such that a class contains students who advance from grade to grade with peers of the same age. However, in some remote areas, a single teacher teaches students from two or more grade levels in one classroom. This is referred to as multigrade teaching. Such a setting necessitates teachers to use specific classroom management and teaching strategies. This book provides aspiring professional teachers with a comprehensive view of how to teach in a multigrade classroom. There are six (6) chapters in this book, The first chapter is an introduction to multigrade courses, and it discusses. the history, nature, benefits, drawbacks, implementation bases, and underpinning theories and principles in multigrade teaching. This: chapter also delves into the status of multigrade teaching in the Philippines as well as the multigrade teaching practices and strategies in Southeast Asia. The second chapter focuses on how to organize and manage a multigrade classroom. This covers a discussion on organizing the physical environment of a multigrade classroom, managing students’ behavior, managing instructional time in a multigrade class, organizing and managing groups, and’ preparing the curriculum for teaching multigrade classes. ‘The third ' chapter. explores ' the basic teaching strategies and techniques used. in most multigrade classrooms, their main characteristics, and procedures on how the Multigrade teachers implement these in their own classroom setup. The concepts’ and methods of monitoring, assessment, and evaluation are discussed in the fourth chapter. Moreover, the concepts of assessment, as well as its goal, are explained. The fifth chapter covers the benefits of lesson design, fundamental steps in lesson designing, parts of the lesson designs, and different formats in lesson designs. In addition, sample lesson designs using different strategies are provided. Lastly, the sixth chapter allows you to get acquainted with some research and partnership on, Multigrade teaching. This book aims to not only provide a thorough understanding of multigrade teaching but also to better prepare aspiring professional teachers who may one day become multigrade teachers. Re ie ta ane es ad iv Scanned with CamScannerrf OURSE OUTCOMES 1. Display in-depth understanding of the theories, principles and concepts of teaching multigrade learners; 2. Exhibit technological, pedagogical, and content knowledge and skills appropriate for learners in different grade levels; 3. Design a comprehensive plan in organizing and managing a multigrade classroom; 4. Create lesson designs for multigrade classes; 5. Design varied assessment tools suited for learners in a multigrade class; 6. Effectively utilize teaching approaches and strategies in a multigrade classroom; 7. Demonstrate understanding of the history, bases, and policies of multigrade teaching; and 8. Perform critical analysis of research findings related to Multigrade teaching. Scanned with CamScannerREFACE Education is a right, not a privilege. All children must be given the opportunity to enhance their knowledge, hone their skills and imbibe values. The acquired knowledge, skills, and values are useful tools that they can utilize to effectively navigate the triumphs and challenges in life. An educated child will eventually become fa productive citizen who can contribute to the development of the country and the global community. While it is acknowledged that learning happens in day-to- day situations and in varied environments, formal education is considered the most potent way to educate a child. At the turn of the 20° century, formal education started. The school system back then’ started as a monogradé school. However, as the population increased, students were grouped by grade level. Nevertheless, in some areas of the world, the multigrade system is still in place as the student population is not enough to complete a monograde class. A multigrade class consists of two or three grade levels being taught by one teacher. Teachers in multigrade classes face the daunting task of designing class activities that cater to the varied needs of the different students ina class. Teachers expressed the need for extensive training for multigrade teachers. Although regular trainings are conducted, it was deemed insufficient as this was not included in the curriculum for Teacher Education’ Programs. Moreover, in a collaborative study conducted by Department of Education, SEAMEO INNOTECH, and UNICEF in 2017, it was found out that lack of Multigrade teacher preparation and non-inclusion of Multigrade teaching in Teacher Induction Programs prior to Multigrade setting deployment hinder the full compliance of the multigrade program in the Philippines. The need for training is also expressed in other parts of the world. According to Little (2004), pre-service and in-service training for teachers on the needs of the multigrade class is vital. In fact, in some countries (eg., Finland) multigrade teaching is already included in the Teacher Education Program while multigrade teachers in England expressed the need for in-service training and curricula support. As a response to the identified need for the inclusion of multigrade teaching jin the pre-service training, it was mandated in CMO 74 s. ere wearer Pa vi Scanned with CamScannerREFACE 2017 that “The Teaching of Multigrade Classes’ will be included as a 3-unit elective course in the BEED Curriculum. The Teaching of Multigrade Classes course was first offered in the second semester cof 2020-2021 in our university. Having experienced being student teaching mentors for multigrade classes, the authors of this book were tasked to teach the course. Since it is an entirely new course, there is no existing reference book available. The authors had to rely on the publications of SEAMEO-INNOTECH (Southeast Asian Ministers of Education Organization-Regional Center for Educational Innovation and Technology) and other research articles related to multigrade teaching as references. Backed by research articles as well as the pedagogical knowledge and experience of the authors on the teaching of multigrade classes, the curriculum map and the syllabus were crafted. Thus, the authors were able to effectively teach the course for one semester. However, the authors believe that the course offering could still be improved for the next semester and the years to come. Prompted by our experience and the desire to have an excellent instructional delivery of the course, the authors decided to write this book. In this book you will leam about: a) the history, nature and status of multigrade program; b) managing and organizing .a-multigrade classroom; c) the teaching strategies, assessment principles, assessment tools, and lesson’ designs for multigrade teaching; and d) research and partnerships in multigrade program. ° The application activities and end of chapter exercises will reinforce your understanding of the topics. This book is envisioned to be a useful reference material for both teacher education students and multigrade teachers who are already teaching in the field, Through this book, the authors hope to be able to contribute to the realization of the vision of providing equitable and quality education, a constitutional mandate, even to children who are in remote or marginalized communities in the country. = The Authors eee rend a vii Scanned with CamScannerTie Pago C ‘opyright Piss 2 (rico Gi ourse Outcomes: Pretace . Tavte of Contents «. Sytabus for Teaching Multigrade.... Classes History, Nature and Stat "Multigrade Program Lesson 1 History and Nature of Multigrade Program... Lesson 2 Status of Multigrade Program...... Lesson 1 Organizing the Physical Environment. Lesson 2 Managing Students’ Behavior viii Scanned with CamScannerTable of Contents Lesson 3 Organizing and Managing Groups..... Lesson 4 Managing Instructional Time..... Lesson 5 Preparing the Curriculum .. GRRE roca in the Multigrade Classroom. Lesson 1 Concept of Differentiated Instruction... Lesson 2 Whole Class Teaching... Lesson 3 Group Teaching.. Lesson 4 Cooperative Learning Lesson 5 Peer Tutoring, Lesson 6 Self-directed Learning... Lesson 7 Center-Based Learning and Multiple Intelligence... Scanned with CamScannerTable of Contents REE EiaghfBe (4 assessment in Multigrade Classes........ Lesson 1 Monitoring, Assessment and Evaluation in Multigrade Classes .... Lesson 2 Purpose and Methods of Assessment... Lesson 3 Information Gathering Techniques... co Lesson Designing Lesson 1 Lesson Designing in Multigrade Teaching ... Lesson 2 Format and Parts of Lesson Designs. Lesson 3 Sample Lesson Designs...... Research and Partnership in) |)” Multigrade Teaching Lesson 1 Research and Partnership on Multigrade Teaching .. Lesson 2 Partnership in Multigrade Teaching..... References Scanned with CamScannerHistory, Nature and Status of Mul Program grade In many places, education systems are structured in such a way that students typically advance from grade to grade as peers of the same age. These are called monograde classes. However, in some places, the student population is not sufficient to complete a grade level. Geographic location, low population density, cultural factors, socio-economic constraints and other factors contribute to this situation. The multigrade system was developed to provide full and sufficient quality education. This means that school children in challenging or deprived circumstances will receive the same education as other students. Students are divided into two or three grade levels in a multigrade class and are taught by one teacher. In this Chapter, you will be introduced to the history and nature of multigrade classes, The bases of implementation and underpinning theories and principles in multigrade teaching will be discussed. This Chapter also delves into the status of multigrade teaching in the Philippines as well as the multigrade teaching practices and strategies in Southeast Asia, The positive outcomes/advantages as well as the drawbacks/challenges of multigrade teaching will also be discussed. Jntended Learning Outcomes ‘At the end of the Chapter, you should be able to: + discuss the history of multigrade classes; + identify the roles of a multigrade teacher; + synthesize the bases of Multigrade Program in the Philippines; + explain the underpinning learning theories and principles of multigrade teaching; + describe the status of multigrade teaching in the Philippines; + describe the practices and strategies of multigrade teaching in Southeast Asia; * cite the positive outcomes / advantages as well as the drawbacks/ challenges of multigrade teaching; and je) * identify solutions to the challenges in the implementation of & multigrade teaching. Chapter 4: History, Natur and Status of Mullgrade Program [Lesson f: History and Nature of Mutgrade Program Scanned with CamScanner‘ory and Nature of Ute fet Cece Le Tin the space below, draw an emoji that will show your possible reaction to the given situation. Explain your reaction. Situation: You are a new teacher: You are hired as a multigrade teacher. Emoji Explanation ee Si al tae] WE ARE ON OUR WAY I Case Study (Mathot, 2001) ‘The school inspector visits Thaba Limphe Primary School. He travels for four hours by bus. Then, he rides a horse down to a river. Last year, people drowned in that river when a flash flood happened. The inspector follows a mountain trail from the river. He sees school children on their way home. Some of the children walk for more than an hour, Upon arriving home, these children do household chores. The inspector finally reaches the three-room school, The inspector discussed with the teachers the problems in teaching the curriculum as well as the limited resources, The inspector stays for the night in the classroom. The-next day the inspector takes a four-hour tip on horseback to another remote school. GB) worst i a pattie Scanned with CamScannerCase Analysis: 1, Based on the case, describe the condition of the school. 2. As described in the case, what are the challenges encountered in the school? 3. How does the creation of schools in remote areas support the concept “equal access to education”? A. History of Multigrade Classes ‘one-room schools copied: of students of, (Brunswic and Valerien, 2004, as cit juality Indicators of Multigrade Instruction in Southeast Asia”, 2012). With the beginning of the industrial revolution and rapid urban population growth, the practice of graded school system was started as a means to classify and organize the increasing number of students. Since its emergence, it has simply become the norm (Miller, 1989) and has become the organizational unit of the school. However, the multigrade classes have remained an essential school structure especially in remote areas. UNESCO (2015, as cited in “A Review of the Current Situation and Practices of Multigrade Schools in the Philippines”, 2020) defined multigrade teaching as the teaching of classes of leamers who are not only from different grade levels, but are also from diverse age groups, el and abilities. . ) of mor mn e a. 10, 2010, as cited in “Quality Indicators of Moligrade Instuction in Sou tt Asia”, 2012). The socio-economic conditions in countries where multigrade classes are ee y-poor./ Thus, multigrade education is essential in these poo focations as part of the effort to widen and improve access to quality education for all. It is a cost-effective means of increasing student attendance and student achievement. (“Profile of Multigrade Schools in the Philippines”, n.d) These classes exist for a wide variety of reasons (Mathot, 2001). For most Southeast Asian countries it is seen as the means to achieve quality education for all (SEAMEO INNOTECH Research Updates,n.d.). Multigrade classes may Chap: History Natur and Status of Mulgrade Program [Lesson f: istry and Nature of Mulgrade Program Scanned with CamScanneralso be the result of the community or neighborhood's @86graphie™ocation, (SeeieecoHGMt oF Access to education may be difficult for children living in remote mountain barangays. Socio-economic constraints may also prevent children from attending schools. Cultural practices may require children to perform domestic and agricultural tasks. These factors would result in the decline of students. Thus, students from varying levels or ages need to be combined to comprise one class, the multigrade class. Little, A. (2004) identified the following conditions where multigrade teaching arises: causing students from different grade levels to be combined, (wi) (ii) , and (viii) 9s¢5) Similarly, SEAMEO-INNOTECH (‘‘Quality Indicators ide Instruction in Southeast Asia”, 2012) identified the following reasons why Multigrade classes exist: (i) the provision of complete education or access to services’ in rural, thinly populated areas (Thomas and Shaw,1992, as cited in “Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012); (i) declining populations of students in small towns and villages in European countries, (ii) in some nations like Zambia, budgetary and manpower constraints made’ them unable to create and sustain full-fledged schools, (iv) geographical characteristics of countries ate affected by limited student populations or inaccessibility, and (v) commitment to fulfill certain international and national obligations, For example, Vietnam has also launched multigrade training to achieve its national EFA (Education for All) targets (Huong, 2010 as cited in “Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012); the Philippines has to comply with the constitutional right to education (Villalino, 2010 as cited in‘“Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012); and the birth control program in Thailand led to decrease in population growth. B. Roles of a Multigrade Teacher : ‘A multigrade teacher plays yaniousnolesras she/he» performs the: taskseity oe ite (Mathot, 2001). The roles of a multigrade teacher-are uniquely different from a monograde teacher, r. She/he has to know the a Scanned with CamScanner0 Most teachers take in the local community because of thelr experience, serve a8 community lialson or resource person: an important role status and obligation, They In order Jovenhancesthp she/he Ss ‘sie/hé trains volunteer-parents who help facilitatey Lastly, the atmosphere is more like that of a home in a multigrade classroom. Thus, the teacher often becomes ajS@EROzateiparent fojthie"pupils;7 C. Bases of the Multigrade Program in the Philippines The intplementation of the multigrade program in the Philippines is based on a legal statute as well as national and international policies. The bases of implementation are the following: i 1. The following provisions in the Philippine Constitution serve as basis for the implementation of the Multigrade Program in the Philippines. (Sections “The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all”; ‘SeetiosZil] “The state shall, establish, maintain and support a complete, ‘adequate and integrated system of education relevant to the needs of the people and society”. 2. The Department of Education issued the following memoranda with regard the implementation of the multigrade classes in the Philippines: (@) AQDIONFIGYSMIDNT] the following guidelines were stipulated with regard to Multigrade Classes (MG): ‘uprotedtjamdpromoteytty is Ss ii) s ‘construction of 3-roorh sehoo! builing. for MG. classes ig Aonaaros ing (i) the ARR Chapter 1: History, Nature and Status of Mutigrade Pragram ‘Lesson t: story and Natura of Muldgrade Program Scanned with CamScanner(teachers in--multigradewoiasses, (viii) providing support, welfare and incentive program for multigrade teachers such as: regular monitoring of MG classes, regular training of MG. teachers, designated lodging place of teachers, granting of the Special Hardship Allowance.” (b) In D.O. #81 s. 2009, the following guidelines were stipulated \— with regard to Multigrade Clases: “@) provi the issues in the implementation No. 86-8- 1997) the following. guidelines are issued: adestic, Special Hardship “Allowance for” Multigrage Teachers, b) assigned, teachersyshould "be: trained: on» multigraye = ‘training, resources and learning packagé, 9) tai “core of trainers for MG teachgts, and c) seryice.of ?¥ 3. Intemational initiatives support the implementation of Multigrade » Programs. In Southeast Asia, the creation of multigrade schools responds » to international commitments to EFA, the Millennium Development Goals, and the Convention on the Rights of the Child (SEAMEO- INNOTECH Research Updates, n.d.) a) BRA\(Education forAly The UNESCO (United Nations Educational, Scientific and Cultural Organization) commits to the achievement of “full and equal opportunities or education for all (EFA). In addition, Article 26 of the 1948 Universal Declaration of Human Rights states that: “Everyone has the right to education. Education: shall be free at least ‘in the elementary and fundamental stages. Elementary Education shall be compulsory” (Mundy & Manion, 2021). The following two EFA goals have their implications in creating situation for multigrade teaching in different countries: (Aryal, et al, 2003) Goal 2: “Ensure that by 2015 all children, particularly gitls, children in difficult circumstances and those belonging to ethnic minorities, have access to and are able to complete primary education that is free, compulsory and of good quality”. Goal 6; “Improve all aspects of the quality of education and ensure excellence of all so that recognized and measurable learning outcomes are achieved by all especially in literacy, numeracy and life skills” ‘Teaching Muligrade Classes <_< Scanned with CamScanner») Development Deel Development Goals (MDGs). {iFimaryvedueation")(Mundy, K., & Manion, C., 2021). ©) jBduea iu Launched in 2015 at the United’ Nations Sustainable Development Summit, the seventeen Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development officially came into force on January 1, 2016. SDG 4, focusing on quality education, aims to ensure i i i 2021). , To fulfill the above-mentioned goals, countries have increased access to leaning opportunities for all school children especially in the remote rural areas through the creation of the multigrade classes. jundy, K., & Manion, C., D. Underpinning Philosophies and Principles of Multigrade Teaching To be more adaptive and active, multigrade teachers must Have understanding of epistemologies underpinning multigrade teaching (Brown, 2010) iii UigiadeACHAg. Constructivist jents make sense of their experiences and socially (Dossey, 1992; Sierpinska & Lerman, 1996 as cited in Brown, B., 2010) , learning best Cittle, 2005; Kyne, 2005; Lingam, 2007 as cited in Brown, B., 2010). Another key constructivist perspective sees leaming as occurring through problem solving and language-based practice. building through®socialsnegotiatign (Tsolakidis et al. 2005, as cited in Brown, B. 2010). Stine" HT TReRTAE ReAnIMETUT By: incorporating: pedagogical=y” a .insiructign ly (Lingam, 2007 as cited by Brown, B., 2010) In the study of MSifiangA(2021)j}it was found out that effective teaching jin a multigrade classroom takes place when (Uy the® students are afforded opportuities for’ self-directed: learning, (2) jpeet toring is properly. used, (3) Néamers are: engaged in cooperative leaning, (4) leamers’ leaming, styleyy and (5) \Self-directed learning allows the students to be actively involved in their own learning process and to work on their own. Peer tutoring contributes Chapter 4: History, Nature and Status of Mulgrade Program [Lesson f; History and Nature of Muligrade Program Scanned with CamScannert to effective learning because students leam effectively when sharing their view, with other students. This can be used when the teacher is busy with anothe, grade level and one leamer takes a leading role in hil her grade level. Learning is a social process. Consequently, the family, as part of the learner's social lif, i very important in the learning process, (Msimanga, 2021). Cooperative learning involves learners in specific assignments or activities in order tp achieve task-related outcomes. Furthermore, scholars of the cooperative leaming approach have identified specific principles underlying this phenomenon, namely positive interdependence, heterogeneous groups, individualized learning , performance, interpersonal and small-group skills, diversity, human rights and social justice, life skills and reasoning skills (Johnson & Johnson, 1987 as cited in Van Wyk, 2019), strategies and assessments must be ‘ulized to cater to the varied learning styles of the students Msimanga, 2021). _ In os teaching, «differentiation i) 0 vanyinig need ila) Differentiation refers to how the dame teicher ésganiics lomo P aee individuals and/or groups of learners. Differences may be that of subjects taught, input/stimulus, learning, and expected outcomes (Little, 2004) From the’ above discussion of multigrade teaching philosophies and approachies, we can surmise that multigrade teaching adheres to the following tricipls (Onde util (2) Chidreeanleamiesstom ekperien (2) hile can do and tears well rom ope anothet (4) The roe of the teach &} ili ina A ide ld Scanned with CamScannerSelect 3 phrases or keywords that are listed in the box. Briefly explain each in the context of multigrade teaching, Use the space below. Remote communities Cooperative learning Geographic location Equitable access to education _ Differentiated instruction Peer tutoring Constructivist approach Social and economic constraints Right to quality education Scanned with CamScanner‘Supposing you will be assigned as a multigrade teacher, which area do you think you tan effectively implement? Highlight the word/s that corresponds to your answer, Teaching-learning process | Curricular development ‘Assessment Learning environments and_| Teaching-learning materials Classroom facilities organization é PO) MEARE ONOURWAY smn Js =>» ‘As you read further, put these questions in mind. 1. How is the implementation of the multigrade program in the Philippines? | Ts the implementation of the multigrade program successful? ‘What factors contributed to its success? What challenges were faced in the implementation? How were the challenges overcome? yeep 'A.. Practices and Strategies in Implementing Multigrade Instruction SEAMEO INNOTECH conducted a workshop in 2010 to identify the quality indicators of multigrade instruction in Southeast Asia (SEAMEO-INNOTECH Research Updates, n.d.). The participating countries were Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Thailand, Timor-Leste, and Vietnam. It was revealed that the practices and strategies in Multigrade Instruction varied in the following areas: : ‘A. Organization — Students may be combined by grade (e.g. in Cambodia and Philippines) or based on their abilities or achievements (e.g. in Malaysia and Myanmar) while the quasi-multigrade approach is used in Timor-Leste. ching Muligrade Classes: Scanned with CamScannerB. Teaching-leaming process - It makes use of teaching approaches and strategies such as cooperative learning activities, self-regulated learning, differentiated instruction and peer tutoring. C. Leaming environments and facilities - Thesé include setting spacious areas that can accommodate mixed grade activities, having learning centers and group task boards, D. Curricular development and implementation — Varied curricula may be ‘used such as prescribed national curricula, integration and “jump jump” approaches, modular curricula, localized curricula and needs- based curricula. E. Teaching-learing materials ~ The national government may provide syllabi, teachers’ manuals, textbooks, self-instructional and peer learning modules, and reference materials; or teachers produce their own teaching-leamning materials. ® F. Assessment - Assessment may be done by the teacher (internal) or by the national government (extemal). Assessment can also be diagnostic, formative or periodic assessment, and self-assessment or peer assessment, . Status of Multigrade Teaching in the Philippines A three-party partnership with the Department of Education, SEAMEO- INNOTECH, and UNICEFF in 2017 reviewed the effectiveness of the Multigrade Program for Education in the Philippines (MPPE). The study disclosed the following: (a) The overall quality of the implementation of MPPE demonstrates idence of" partial to adequate compliance of different program components with existing policies; (b) In the following areas, there was adequate compliance: ‘organization of the classroom, class programs, capacity building, and hiring of teachers and movement of staff; (¢) Appropriate classroom organizations have been implemented in terms of class size and grade combinations; adherence to appropriate class schedules, active participation in training programs and are managed and operated by qualified teaching staff, (d) The following challenges hinder full compliance with existing policies: (i) Combining Kindergarten class with levels of upper grade;(ii) Lack of training in contextualizing teaching and learning materials, especially in the absence of MTB-MLE resources; (iii) Lack of multigrade teacher preparation, nor-inclusion of multigrade teaching in Teacher Induction Programs prior to multigrade setting deployment; (iv) Fast multigrade teacher tumover. (e) Partial compliance with the following, namely: school facilities, basic classroom features; teacher incentives; resources for teaching and learning, including MTB-MLE resources; and allocation of funds, (“A Review of the Current Situation and Practices of Multigrade Schools in the Philippines”, 2020) Furthermore, it was found out that the multigrade schools became an ha shure and Status of Mull am Lesson 2: Status of Mulgrade Program Scanned with CamScanneressential means for the government to provide opportunities for young children from marginalized communities to access quality education ("A Review of the Current Situation and Practices of Multigrade Schools in the Philippines, 2020). Of the multigrade schools that were part of the study, 78.71 % were found in rural areas while 4.06% were situated in coastal areas, riversides and small islands, The rest are situated in other areas. Moreover, the survey found out that the pupils are indigent and recipients of the “4Ps” cash assistance program for the poor (90.6 %), wasted or malnourished (55.75 %), indigenous (36.95%), over-aged (32.29%), child laborers (19.72%), have disabilities (19.06%), abandoned children (5.75%), homeless or -displaced (2.41%), chronically ill (1.55%), abused (1.55 %); are conflict with the law at an early age (0.64%), and are street children (0.49%). Also, it was found out that the schools were in remote areas (47.07%), a few in disaster-affected (5.98%) or armed-conflict areas (5.63%). C. Positive Outcome/Advantages and Drawbacks/Challenges of Multigrade Classes Aryal, P. et al (2003) identified the following positive outcomes and drawbacks of multigrade classes. The positive outcomes are: (a) it can develop independent learning; (b) it makes use of pupil-centered teaching approaches; (© material revision is easier; (d) it increases pupil interaction; (¢) students advance at their own pace; (f) it utilizes the concept of monitoring and peer tutoring; (g) it supports. group learning. The drawbacks are: (a) if multigrade programs are not supported, there is a possibility of low student achievement in multigrade schools; (b)multigrade teaching requires more. time and organizational skills from teachers;(c) teachers require intensive training with special emphasis on teaching materials; and (4) students often have to work independently, Likewise, .Mathot, G.B. (2001) identified the advantages and challenges of Multigrade Teaching. The advantages are: (a) when the techniques of teaching multigrade classes are mastered, students in multigrade classes can be among the high performers;(b) teachers can address various social issues, such as the promotion of health, agriculture and microfinance; (c) low ratio of students to teachers; (4) a chance’to have highly individualized teaching; and (¢) an opportunity for the students themselves to develop management, leadership, and cooperative skills. The challenges are: (a) In training colleges, the skills needed to handle students and teach in a multigrade setting are typically not taught; (b) Teachers are required to know and effectively teach different subject areas; and (c) In addition, to those needed in the particular subject areas, the teacher is expected to have a variety of abilities and talents. & ‘Teaching Multigrade, Clxsses —@@ Scanned with CamScannerSEAMEO (“Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012) provided suggestions to overcome the challenges in the Multigrade Instruction in Southeast Asia: 1, Changing Perceptions Among Stakeholders Challenge: + There is lack of recognition, interest in, and intervention in multigrade instruction by government, community members, and other stakeholders, What can be done: a) Campaign to raise awareness and support among stakeholders. b) Present best practices and the advantages of multigrade teaching with the help of the media. 2. National- and Local-Level Management, Monitoring, and Evaluation Challenge: + Multigrade schools are not properly considered in strategic planning, monitoring, and assessment. ‘What can be done: a) Consider multigrade classes in educational planning. ) Incorporate multigrade instruction in teacher education curriculum. c) Perform daily multigrade monitoring and assessment of instruction. d) Conduct forums where issues are addressed. 3. Learning Environments and Resources Challenge: + Some multigrade classes lack funds and resources. What can be done: a) Organize partners for the construction and enhancement of environments, buildings, facilities and materials. b) Make curricula contextualized and localized. c) Create a system for teachers and schools to exchange locally produced multigrade materials. ) Encourage the society to support multigrade system. 4, Instructional Techniques and Teacher Support Challenge: + Multigrade teaching needs to provide quality instruction. What can be done: a) Give pre- and in-service training and do inter-school vis ) Establish legislation addressing the wages and working conditions of multigrade educators. Incentives for multigrade teachers must be given. tre an Muligrade Program ‘Lesson 2: Status of Nuligrade Program Scanned with CamScanner its.c) Teacher recruitment based on localization laws and reassignment should be done only after three years. d) Conduct capacity building for teachers and administrators. 5, Assessifig Student Performance Challenge: + Evaluation does not reflect the performance of the students, given the unique circumstances surrounding multigrade teaching, The following steps can be taken: a) National tests provided to assess student success should understand the learning background. b) Different modalities of evaluation should be used. Gj ESaErs eeu Search on the internet for the article SEAMEO-INNOTECH (2012) Quality Indicators of Multigrade Instruction in Southeast Asia. http:/www.seameo-innotech, ore! ‘A. Read pp 6-23. Create a compare and contrast matrix of the multigrade teaching concepts and status in the Philippines with two other Southeast Asian countries. Complete the table below. Multigrade Teaching Concepts and Status Philippines Country A: | Country B: 1. Definition 2. Policy Support 3. Organizational Form By etree ed Scanned with CamScannerMultigrade Teaching Country A: Country B: Concepts and Status Philippines 4, Teaching-Learning Process 5. Learning Environments and Facilities 6 Nature of Multigrade Curricula 7. Assessment and Feedback Gathering Read pp. 25-54, Select one country. Synthesize through a graphic organizer its “Good Multigrade Instructional Practices”. Answer in the space below. Scanned with CamScanner— A, Read each question carefully. Select the BEST answer. 1, The maximum number of students in a multigrade class is A. 35 B10 C.25 D. 40 2, Multigrade classes are created A. to decongest the crowded schools in the city B. train gifted learners with independent learning methodologies C. to provide access to quality education to children in remote communities D. to train teachers on classroom management as they have to handle three different grade levels at the same time 3. Most multigrade classes in the Philippines are found in A. the city C. mountain barangays B. crowded areas D. tribal communities 4, According to the research of SEAMEO-INNOTECH in 2010, Southeast Asian Countries differ in the practices and strategies in multigrade instruction. The use of teaching models like cooperative leaning refers to _ A. Assessment B. Classroom organization C. Teaching-leamning environment D. Teaching- learning process 5, Based on the study of SEAMEO-INNOTECH and UNICEF in 2010 on the effectiveness of the implementation of the Multigrade Program, there was adequate compliance in A. school facilities B. basic classroom features C. teacher incentives D. hiring and movement of teacher 6. The following are considered as advantages of multigrade teaching, EXCEPT ‘A. use of cooperative leaming and peer tutoring B. increases student interaction and motivation. . students progress in their learning at their own pace D. requires more time and organizational skills from teachers Scanned with CamScanner7. Peer tutoring is being done in multigrade classes. To which principle does this strategy adhere? A. Children are unique. B. Children can leam best from experience. C. Children can do and learn well from one another. D. The role of the teacher is to provide a conducive leaning environment, 8. Which statement INCORRECTLY describes multigrade teaching in the world? A. All multigrade classes have poor and disadvantaged students. B. The educational system in the 19* century originally started with multigrade classes. C. Multigrade classes cater to the varied interests and needs of the students. D. Geographic location, economic. constraints and. socio-economic factors contribute to the existence of multigrade classes. 9. DepEd .Order # 81 s, 2009 mandates the implementation of the following guidelines for multigrade teachers, EXCEPT__. A. assigning newly hired teachers in multigrade classes B. provision of training resources and learning package C. assigned teachers should be trained on multigrade teaching D. strict implementation of Special Hardship Allowance for teachers 10. Research conducted by.. SEAMEO-INNOTECH: in 2017 found out the challenges that hinder the full implementation of the Multigrade Program in the Philippines. The offering of the course “The Teaching of Multigrade Classes” is a response to which challenge? A. Fast turnover of multigrade teacher B. Lack of multigrade teacher preparation 4 C. Combining Kindergarten class with levels of upper grade D. Lack of training in contextualizing teaching and learning materials B. Briefly answer the following: 1. Cite and discuss one intemational initiative which is the basis of the implementation of the multigrade program. Scanned with CamScanner2. One of the challenges in the implementation of the multigrade program is th, lack of funds and resources, Suggest solutions to this challenge. 3. Explain how the Constructivist Approach is implemented in multigrade teaching. 4. Cite and discuss one legal statute or policy which emphasizes the “fundamen right of a child to quality education” 5. In what way is being part of a multigrade class advantageous to the learner? LET'S PONDER ats stil 2 3 aes >» Reflect on the questions below. Write your answer in the space provided. 1. Why should multigrade programs be supported and improved? 2. How ean the pre-service teachers be prepared for a possible opportunity bp teach in the multigrade olasses? ¢*) Sop ago a Scanned with CamScannerOrganizing and Managing a Multigrade Classroom A multigrade class is composed of learners with different grade levels inside a single classroom handled by one teacher. That being the case, there can be varied activities going on simultaneously in a multigrade classroom. Some leamers might be working on a group project, some might be having a discussion with the teacher, and others might be doing independent work. The task of the teacher is to organize and manage the classroom such that, with minimal interruption, these varied activities can happen. This can be a challenging task; however, the outcome is worthwhile for it can help achieve favorable results and minimize the occurrence of classroom problems. : In this chapter, we will discuss how to organize and manage a multigrade classroom. This includes a discussion on organizing the physical environment, managing students’ behavior, managing instructional time, organizing and managing groups, and preparing the curriculum for teaching multigrade classes. ‘At the end of the Chapter, you should be able to: discuss how to organize and manage a multigrade classroom identify ways in organizing the physical environment of a multigrade classroom design a plan that illustrates an efficient use of space in-a multigrade classroom discuss ways to manage the behavior of students in a multigrade classroom establish clear routines, procedures and rules for a multigrade class determine ways of grouping students in a multigrade classroom organize groups suitable for multigrade class activities, prepare a timetable to properly manage instructional time in a multigrade'class create a sample budget of work for a multigrade class (Chaplar 2: Organizing and Managing Muligrade Classroom (19) ‘Lesson {: Organizing the Physical Environment Scanned with CamScannerOrganizing the Physical PWC Sy ; 2) WE.ARE ON OUR WAY wa >» 1. How do these classrooms differ? 2, Which do you think is more likely « multigrade classroom? Why do you say so? 43, What can you expect to see in « multigrade classroom? The physical environment refers to the overall design and layout of a given classroom and its leaming 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 Scanned with CamScanner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: 8. 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. ¢. Teacher Work Area. This is where the teacher plans and prepares the lesson. Important records and documents are usually placed in this area, 4. Additional Areas. 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 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 leamers’ 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 disturbarice, leamers must be able to move from one location to another. © Be ready to transform your classtoom when needed, izing and Classroom ‘Lesson {: Organizing the Phyaleal Environment Scanned with CamScannerHere are some examples of classroom floor plans: FIGURE 1: Self-Contained Classroom FIGURE 2: Self-Contained Classroom (Organized by Areas of Activity) (Organized for Cooperative Learning) FIGURE 3: Comprehensive Classroom FIGURE 4: Self-Contained Classroom Layout (Organized for Flexibility) a Source: Adapted from a figure published by the Northwest Regional Educational Laboratory (1999), The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Portland, USA, retrieved from http://educationnorthwestorg/webfn_ send/II51 Bi Scanned with CamScannerThe actual organization of the physical environment of a multigrade classroom will depend on the space available, furniture type, the subject or topic being taught and the teaching strategies used. A multigrade classroom should not remain in a fixed position. eae aie Create two classroom floor plans. The first plan should depict @ monograde classroom that you are familiar with. Demonstrate how the room is set up and where the furniture and materials are placed. On the other hand, the second plan should show a multigrade classroom. Ilustrate how you'd organize things differently to efficiently use the classroom space. Scanned with CamScannerJa ae Read the classroom scenario below. Teacher Anne, a multigrade teacher, conducted a whole class discussion with her Grades 1, 2 and 3 leamers. The class was harmonious until she told the second ‘and third graders to go and work in groups while she’s dealing with the first graders. The learners were neglectful of what to do, Most of them were just playing around and not helping in accomplishing the given task. Only a few members in each group ‘were doing all the work. Teacher Anne wasn’t able to keep every group under control. i Wt RO/ Weare ONOURWAY = J/== > 1, "What went wrong in Teacher Anne’s class? 2. What are the possible causes of the learners’ misbehavior? 3, What are sdme of the possible preventive measures that Teacher Anne could have done to promote acceptable behaviors? 4, How can you deal with this and other misbehaviors when they occur? For both new and seasoned teachers, managing disruptive behaviors is a challenge. One of its underlying causes is that teachers are rarely given training on how to successfully manage undesired classroom behaviors, preferring instead to focus on how to effectively employ teaching strategies to provide quality instruction. However, we must keep in mind that instructional quality is greatly affected by how we manage our students’ behavior. If we are not equipped with effective classroom management skills, we will end up spending the majority of our time dealing with the students’ behavior instead of delivering the lesson. ws LX Scanned with CamScannerClassroom management can be defined as the process of establishing and sustaining appropriate student behavior such that the delivery of lessons is not compromised (Kratochwill, 2010). This means that the purpose of classroom management is not to maintain order for the sake of maintaining order, but to maintain order for the sake of learning. Having a system in place that specifies classroom behavior standards can help in managing the classroom environment, ensuring that students are held accountable for their behavior. ‘There are three (3) distinct phases of classroom management: 1) Planning before school begins. Before the school year starts, the teacher visualizes life in the classroom: how leamers are going to behave in the classroom, how they will interact with one another, how materials will be arranged, and other essential classroom considerations. 2) Implementing plans, The teacher executes the plans that were developed before the beginning of school. In this phase; expectations are formed. The learners create a vision as to what will happen in their class. 3) Maintaining good discipline, The teacher maintains the positive academic and social norms that have been established. The role of the teacher shifts towards maintaining. a high level .of student engagement and minimizing disturbances in the learning environment. In a multigrade classroom, a teacher works with students of diverse ages and ability levels. As a result, he/she is likely to confront some behavioral problems. ‘According to’ Wong and Wong (2009), the root cause of behavior problems in classrooms appears to be the absence of established rules and procedures rather than poor student discipline, Research shows that providing rules ‘and procedures helps things run smoothly in the classroom. Because different grade levels exist in a multigrade classroom, establishment of comprehensive and consistent rules and procedures becomes even more necessary. Here are some guidelines to consider when planning: rules; routines and procedures for a Multigrade Classroom: a. Inside the Classroom 4 WV What rules and procedures are you going to establish for the use and care of the different materials and equipment in the classroom? V What rules and procedures will the learners be expected to follow when they are in a certain area of the classroom? b. Other School Areas such as in the comfort room, office, playground, etc. WV When and how are learners going to have access to these areas? Chapter 2 Orpaking nd Managing Tesson 2: Manaping Studers Behavior Scanned with CamScannerRead the classroom scenario below. Teacher Anne, a. multigrade teacher, conducted a whole class discussion with her Grades 1, 2 and 3 learners. The class was harmonious until she told the second and third graders to go and work in groups while she’s dealing with the first graders, The leamers were neglectful of what to do. Most of them were just playing around and not helping in accomplishing the given task. Only a few members in each group were doing all the work. Teacher Anne wasn’t able to-keep every group under control. ll E_4) WEARE ON-OUR WAY I >» 1. What went wrong in Teacher Anne’s class? 2. What are the possible causes of the learners’ misbehavior? 3. What are sdme of the possible preventive measures that Teacher Anne could have done to promote acceptable behaviors? 4. How can you deal with this and other misbehaviors when they occur? For both new and seasoned teachers, managing disruptive behaviors is a challenge. One of its underlying causes is that teachers are rarely given training on how to successfully manage undesired classroom behaviors, preferring instead to focus on how to effectively employ teaching strategies to provide quality instruction. However, we must keep in mind that instructional quality is greatly affected by how we manage our students’ behavior, If we are not equipped with effective classroom ‘management skills, we will end up spending the majority of our time dealing with the students’ behavior instead of delivering the lesson. Scanned with CamScannerClassrooth management can be defined as the process of establishing and sustaining appropriate student behavior such that the delivery of lessons is not compromised (Kratochwill, 2010). This means that the purpose of classroom management is not to maintain order for the sake of maintaining order, but to maintain order for the sake of learning. Having a system in place that specifies classroom behavior standards can help in managing the classroom environment, ensuring that students are held accountable for their behavior. There are three (3) distinct phases of classroom management: 1) Planning before schoo! begins. Before the school year, starts, the teacher visualizes life in the classroom: how leamers are going to behave in the classroom, how they will interact with one another, how materials will be arranged, and other essential classroom considerations. 2) Implementing plans. The teacher executes the plans that were developed before the beginning of school. In this phase; expectations are formed. The Jeamers create a vision as to what will happen in their class. 3) Maintaining good discipline, The teacher maintains the positive academic and social norms that have been established. The role of the teacher shifts towards maintaining a high level of student engagement and minimizing disturbances in the learning environment. In a multigrade classroom, a teacher works with students of diverse ages and ability levels. As a result, he/she is likely to confront some behavioral problems. According to Wong and Wong (2009), the root cause of behavior problems in classrooms appears to be the absence of established rules and procedures rather ‘than poor student discipline) Research shows that providing rules and procedures helps things run smoothly in the classroom. Because different grade levels exist in a multigrade classroom, establishment of comprehensive and consistent rules and procedures becomes even more, necessary. Here are some guidelines to consider when planning: rules, routines and procedures for a Multigrade Classroom: a. Inside the Classroom V What rules and procedures are you going to establish for the use and care of the different materials and equipment in the classroom? What rules and procedures will the leamers be expected to follow when they are in a certain area of the classroom? b. Other School Areas such as in the comfort room, office, playground, etc. V> When and how are leamers going to have access to these areas? zing and Managing a Mulgrae Classroom {Lesson 2: Managing Studens’ Behavior Scanned with CamScannerY What rules and procedures are you going to implement for lining up ang going to these areas? V How should leamers behave in these areas? ©. During Whole-Class Activities and Seatwork When and how do you want leamers to ask and answer questions (¢.p, raising hands)? If you want everyone’s attention, how will you cue or signal the class (eg., using bell or hand signal)? V- What rules and procedures are you going to set up, for leamers working together? W How and when are you going to give instructions for activities ory assignments? How are you going to monitor progress on tasks or assignments? How and when will the learmers obtain the materials they need for the activities, tasks, or assignments? V- What procedures will leamers follow when tuming in the outputs or ‘materials, especially when you are having a discussion with individuals or ‘small groups? V- How and when will the leamers’ outputs or assignments get corrected? V- What procedures will you use for returning work? What can the leamers do when they are done with their tasks? During Small Groups VV What procedures, rules, and signals will learners follow regarding the movement to and from groups? a4 When and how can leamers ask and answer questions? What are your expectations for leamers who are working together in small groups? WV While you are dealing with a group of leamers, what will the rest of the class be doing? e. Other Procedures that Must Be Considered What routines are you planning to establish to start each school day? What routines are the leamers going to follow to end each school day? V Are you going to use a student helper system? What expectations are you going to set for student helpers to accomplish their roles? Source: Adapted and revised from The Multigrade Classroom: A Resource Handbook ‘for Small, Rural Schools Scanned with CamScannerClassroom behavior management entails more than just following rules and procedures. Rather, it’s a proactive and constructive system. This means that teachers should establish an organized, consistent and culturally-relevant classroom environment that fosters student learning and effective instruction. Moreover, they should consistently engage and communicate with students and their families to build positive relationships with them (The Iris Center, 2021). eaeiaw. cues ‘A. In her multigrade class, teacher Belle wants to establish a routine for small group activities. Describe at least three tips that will guide Teacher Belle in implementing this routine successfully. B. Create your own multigrade classroom rules: (Chapter 2: Organizing and Managing a Multgrade Classroom Lesson 2: Managing Students’ Behavior Scanned with CamScannerOrganizing and Managing Grou Let’s play 4 Pics 1 Word. Look at the four pictures below. What word fit with the theme of these pictures. Ith ge TS LoS Dar 1. What were your experiences with group work in the classroom? 2, How were the groups formed? 3, Did working in @ group help you lear more effectively? In what way? Ge meronern one — Scanned with CamScanner/_ WE ARE ON OUR WAY 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, 2 multigrade classroom consists of learners with different grade levels. To manage these leamers 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 thein 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 ina 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. Tliis method can be used when there are specific objectives for each grade. Cross-age grouping. In thé 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 tutes Chapter 2: Organiing and Managing Mullgrade Clasaroom Toston 3: Organking and Managing Groups Scanned with CamScanner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 used 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. 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. Work Group Norms The accepted standards of behavior within a group that are shared by the members are known as norms. Every group has its own set of practices, values, and expectations about how things should be done. &® Teaching Muligtade Clasteg—ee — Scanned with CamScanner‘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. LET'S PRACTICE \ \\ Read the given activities and determine which type of groupings would be ‘most appropriate. Write a brief and concise explanation about your choice. 1. Problem solving in Mathematics 2. Experiment in Science 3. Artactivity = Role play a story 3. Vocabulary-building activity Lesson 3: Organising and Managing Groups Scanned with CamScannerThink about how you spend your time in school. Make a list of your regular activities in the classroom and the amount of time you spend doing them. Time Spent Activities in the classroom In what activity do-you spend least of your time? In what activity do you spend most of your time? . Do you think you spend the right amount of time for each activity? Why? What can teachers do to manage school time to Bive priorities to essential Rw pod activities for students? Scanned with CamScannerEffective classroom organization and management includes efficient use of instructional time. Establishing routines, participating in group activities, working on independent tasks, and other essential classroom activities all involve time management, Setting priorities and structuring the day around the most important tasks is the first step in managing time in the classroom. Setting priorities can assist teachers in completing their daily objectives, even when unexpected events arise, Instructional time refers to the period of time during which students receive instruction from a teacher and that the school is accountable for them. It encompasses classroom activities during regularly scheduled time when students are expected to be actively engaged in a learning activity. In most cases, educational policies or regulations specify the instructional time. Below is the time allotment per subject area prescribed by the Department of Education in the Philippines: Te ALLOTIRERT (WOMENCLATURE! ‘Grades Tia “GradeaT LEARNING AREA (Qo. ies wo or cz] os | GF [GS | GS | Woskip Seon_| 2 Sa Tanguage Ate ther Tone w ae ae Fp. 3% Ee a rene = Ee a = = [608060] S| a Materaics = A ‘prog Panis a 0 [ 0S EPP é S = eo [ 60} 60_| Ahr [APE ca a aaa fee 0 Ea Talal mo 76 “S01 3603003030128 Source: DepEd Order No. 31, s. 2012 (allotted time) — (non-instructional time) = (instructional time) Mathematics ‘Araling Pantigunan. Musi, Art, Physical Edvcaton Source: DepEd Order No. 31, s. 2013 Chapter 2: Organizing and Managing uligrade Cl aging Instructional Time Scanned with CamScannerIt is important to keep in mind, however, that the schedule for a multigrade class may differ from that of a monograde class. It should take into account the students? varied needs and capabilities as well as the teacher’s experience and expertise, Therefore, a multigrade teacher needs. to be knowledgeable on timetabling. A timetable is a relevant tool to manage time and organize resources. In a multigrade timetable, usually, a subject is scheduled at the same time for the entire class, however separate groups may be working on different things within that time. Here fare some guidelines to keep in mind when making @ timetable: © Determine how much instructional time is available each day. To do this, subtract the non-instructional time (routines, transitions, socializing) from the amount of time students are in school. (allotted time)-(non-instructional time) = (instruetional time) © Specify the ‘subjects to be taught as well as:their competencies for each grade level as set forth by the Department of Education. ‘e Determine how much time is required for each subject per week. © Identify the available resources and teaching strategies needed for each subject. Here are two common timetabling approaches that can be utilized in a ultigrade class (Hyry-Beihammer & Hascher, 2015): a. Split timetable or Subject stagger approach In a multigrade class, each grade level studies different subjects simultaneously, The teacher prepares. different lessons and teaches the groups in turns. Example: Time Grade 4” Grade 5 Grade 6. 8:00-8:50 ‘Math Scienoe English 8:50— 9:40 English Math Science 40:00 -10:50 ‘Science English Math b. Common subject approach The students in each grade level will study the same subject at the same time, but will work on different activities. Example: Time Grade 4 Grade 5 Grade 6 8:00 - 8:5 Math Math Math 8:50— English English English 10:00 -10:50 Science Science Science ® ‘Teaching Mutigrade Classes = $$$$$$$$_$_$_- Scanned with CamScannerTips for timetabling in multigrade class ‘Math and other subjects that need more concentration should be taught in the moming. ¢ Consider the students’ maturity and attention spa shorter attention span and may need to change activities more often. Younger students have ¢ Allow adequate time to teach and supervise all the grade levels may it be in whole class or small groups activities. ‘© The timetable should be posted clearly and be made familiar to the students. LET'S PRACTICE Choose your preferred timetabling approach and create a one-day timetable for a multigrade class. Scanned with CamScannerTake a look at the picture. Describe the children and how they are dressed Relate this scenario to education. PB. 1 | = (2) WE ARE ON OUR WAY A 2» What is wrong with the picture? What does the one-size-fits-all approach mean? ‘What happens when the curriculum doesn’t fit the needs of the students? apps How can a multigrade teacher prepare a curriculum that caters to the students’ varied needs? Classroom organization and management also involves the preparation of the resource materials for teaching, One of the most important resource materials jin education is the curriculum, For all educators, the curriculum is the key guidé & ‘Teaching Mutiorade Clasées Scanned with CamScannerin determining what is essential for teaching and learning, so that each learner has access to relevant academic experiences, In many cases, curricula are usually structured for a monograde system, In this case, the curricula still need to be revisited and redesigned to suit the multigrade classes, This scenario made several teachers confused on how to plan for two, three or more classes at once, leading them to have apprehension to be assigned in a multigrade class. It’s a breather that the Department of Education has provided a Budget of Work (BOW), a resource material for teaching multigrade classes, which serves as a guide for teachers in preparing daily and/or weekly lesson designs. This Budget of Work contains the K to 12 basic education curriculum competencies, skills and objectives; topics for particular skills and competencies; suggested leaming activities; suggested assessment strategies; and time allotment which are organized in columns for easy reference. (DepEd Resources, 2019). Here is a sample Budget of Work for Multigrade teaching in Math 1, 2 and 3: {semi it HTT al I See the complete document at https:/Avww.depedresources.com/download-budget-of- a work-bow/ As shown in the sample budget of work, the, whole class is going to work on the same themie or topic. This means that teachers in a multigrade classroom do not need a separate, curriculum for each grade level, but a progression of difficulties in the learning tasks that will meet students’ needs, However, not all parts of the Budget ‘of Work provided by the Department of Education involve a whole class working on the same topic or theme. This gives the multigrade teachers flexibility in attending to students’ needs. The, objectives and content areas are given; however, it is up to the Tesson §: Preparing the Curiculum Scanned with CamScannerteachers to plan and organize the learning experiences best suited to their students, Multigrade teachers may use the following strategies to be more effective in curriculum planning (Ministry of Basic & Secondary Education in Collaboration with the Leaming Initiatives for Rural Education, 2008): ‘© First, thoroughly review the national curriculum to see what is relevant and required for each grade level. ‘© Then, look for common themes or topics that are depicted from one grade to the next in each subject area, and identify the general themes. This answers the question on what topics or themes can be taught together and which should be taught separately. © After identifying the general themes, work on the objectives and content for your theme or unit of work. © Once you have decided what objectives and contents to be included, it is then possible to look at differentiating the activities for the different groups in your classroom. Scan the K to 12 Curriculum Guide of your chosen subject. Then, create a one-week budget of work for a multigrade class with grades 1, 2 and 3 students. Follow the format of the Budget of Work from the Department. of Education, but don’t just simply duplicate the entries. You can get a copy of the K to 12 Curriculum Guide at hups:/hvww.deped. gouph/k-to-12/abouthk-to-1 2-basic-education-curriculum/grade-1-to-10-subjects/ spe Peace es" ‘A. Read each question. Encircle the letter of the correct answer. 1. What refers to the overall design and layout of a given classroom and its learning areas? A. Physical environment B. Social environment C. Temporal environment D. Leaming environment Teaching Muligrade Classes —$—$— << Scanned with CamScannerHow can teachers make the physical classroom environment conducive to leaming? A. Put attractive posters on the classroom’s wall. B. Organize the classroom’s space and materials. C. Create a schedule for classroom activities. D. Use classroom materials that are affordable. . Which of the following is NOT a component of preparing a multigrade classroom’s physical environment? ‘A. Creating a floor plan B, Arranging the furniture and materials C. Displaying of visual materials D. Establishing classroom rules Teacher Cindy has to work on the progress report of her students. In what area of the classroom should she stay? Reading area Teacher work area Individual work area Group instruction area vow > §. How can a teacher deal with students who are getting off task and becoming disruptive? A. Give them extra tasks to do. B. Call their parents or guardians, C. Remind them of the classroom rules. D. Ignore them and just focus on those tasks. Why is classroom management very important in a multigrade classroom? A. A teacher works with diverse students so he is likely to confront behavioral problems. B. A teacher works with young students who have short attention span C. A teacher works in a bigger classroom where he can hardly see all of his students. D. A teacher works with other teachers who have different techniques in ‘managing the classroom. Mutigrade Classroom eulum (Chapter 2: Organizing and Mar Scanned with CamScanner7. What should teachers consider when creating classroom rules? A. Have the same rules as that of a monograde class. B. Involve the students in creating the classroom rules. C. Ensure that rules create a fear of misbehaving. D. |. Impose penalty when rules are not followed. 8. As a multigrade teacher, what question should you address to establish procedure for conducting whole class activities? ‘A. What procedures will leamers follow in moving to and from groups? B, What procedures are established to start each school day? C. What procedures are set up for learners working together? D. What procedures will students follow in lining up? 9, What is the significance of timetabling? A. It enhances the physical setup of the classroom. B. It improves the school organization. C. It maintains students’ desirable behavior. D. It helps maximize the resources. 10. Teacher Dan wants that each grade level in his multigrade class will study the same subject at the same time, but will work on different activities. ‘What approach should he use in making a timetable? A. Subject stagger approach B. Common subject approach C. Block scheduling approach D. ). Subject integration approach &) seekng algae qantas Scanned with CamScannerAnswer the following questions briefly and concisely. 1. How can students be grouped in a multigrade classroom? Explain when is the best time to use each type of grouping. 2, Why is it important to revisit and redesign the curriculum for multigrade classes? ‘As a future teacher, how an) you better prepare yourself to effectively organize and manage a multigrade classroom?, 1 Multigrade Classroom Scanned with CamScannerTeaching in the Multigrade Classroom — a ew In order to succeed in a Multigrade classroom, beginning teachers need to understand and acquire applicable instructional skills to overcome the problems and uniqueness of multigrade education. The use of specific strategies and techniques that focus on academic diversity supports the educational work of Multigrade teachers as well as the varied learning needs of the pupils. In this Chapter, the basic teaching strategies and techniques jwod im most multigrade classrooms, their main characteristics and procedures on how the Multigrade teachers implement these in their own classroom set-up will be discussed. Intended Learning Outcomes ‘At the end of this Chapter, you should be able to: + discuss the different strategies applied in Multigrade teaching and + use appropriate strategies in Multigrade teaching. & ‘Tegching Multigrade Glasses $$ a Scanned with CamScannerConcept of Differentiated UES Ti edd) Read and analyze the case study below. Case Study: Asuncion Multigrade Class Ms. Ramos is a new teacher who has been assigned to a multigrade olags in Asuncion's mountainous area. When she arrives at her school, she is met by her 25 cheerful and eager students. She has noted that while the majority of the ten (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. Many of her fifteen (15) 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 the subtraction skill. These grade 2 students work well together and can follow basic directions on their own. Grade 3 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, she noticed that there is one student who is always willing to erase the ‘markings on the board and help her classmates in her own small way. All of her students like to color, sing action songs, and play. Ms. Ramos has a lot of questions about her multigrade class after interacting with the students for a week. Jil L4) WE ARE ON OUR WAY 7 si Case Analysis: 1. Based onthe case given above, describe the characteristics of the pupils. 2. What do you think are the challenges of the teacher? What important concepts do teachers need to understand in order to cater to the varying needs of her pupils? 4, What specific multigrade teaching strategies should the teacher use to effect earning among the pupils? 2 Chapter 3: Teaching Inthe Muligrade Classroom. Tesson 1: Concept of Differentiated instruction Scanned with CamScanner‘Academic diversity characterizes a multigrade class (UNESCO, 2001). The integration of multiple leamers with varying skills, readiness, desires, preferences, and learning styles is a characteristic structure in a multigrade class (Tomlinson, 1999), ‘A multigrade classroom’s diversity is the norm, and it is viewed as.an asset that enriches the learning environment (Johnson, 2014). Vygotsky’s learning concepts have a profound influence on multigrade teaching and learning, The entire learning process is founded on a socially constructivist foundation, in which learners interact, explore, and lear in a social setting (Comish, 2006). As a facilitator of leaning, the teacher must organize varied activities for various groups of leamers. It is unlikely that one-size-fits-all training can adjust to the learning needs of varied learners (Tomlinson and Moon, 2013). In other words, teaching in a multigrade class entails categorizing students based on their experiences, preparation, learning pattems, preferences, and reactivity, in various circumstances, Differentiated instruction is at the heart of education in a multigrade class, Tomlinson (2001). defined differentiation of instruction as leamer-centered, which involves learners in tasks that require them to participate and cooperate with one another while also providing them with a leaming experience that maximizes the potential of being in a multigrade class. Differentiating instruction means doing what is fair for students while allowing for flexibility. This entails providing a variety of opportunities for students with varying skills, interests, or learning requirements to engage in equally appropriate modes of learning (Nordlund, 2003), ‘There ar¢ three approaches to differentiate instruction (Tomlinson & Moon (2013) Differentiated Instruction CONTENT (What) PROCESS (How) PRODUCT The information ‘How abidents me ‘and Ween stniorta: take in and make How students engage into ssonse of the show what they fench the leering ‘content know, understand, and can do ‘goals Figure 1. Elements of Differentiated Instruction (Tomlinson and Moon, 2013). Scanned with CamScannerDifferentiating content defines the essential principles that all students must understand and adjust the complexity of the information as needed, The following are a few examples: © Using reading materials/books appropriate for the learners’ various reading levels ¢ Using spelling or vocabulary lists based on the learners’ skill level © Presentation of ideas through audio - visual means Having a reading buddy, a peer mentor, or an adult mentor © Gathering in small groups to re-teach a concept or technique to struggling learners or to broaden the ideas or skills of experienced learners. The Differentiating Process refers to the activities that students engage in order to understand or master the topic. This means that the teacher must change the operations and strategies used to explain each concept. A more challenged student would require more direct coaching, whereas a more capable leamer would be able to participate in more independent study. The following are some methods for differentiating a process: © Using tiered activities for those who do not comprehend the concept, those who have some understanding of the subject, and those who understand the coricept) © Providing interest centers © Making use of manipulatives and materials © Applying flexible grouping by utilizing the ebb and flow of experiences (Whole Group-Small Group-Individual). © Varying the amount of time that it takes a student to perform assignments. Differentiating product can take the form of exams, activities, projects, written work, or oral presentations, and it allows teachers to construct lessons that are relevant. and customized to any leamer by modifying the depth, amount, or independence of the product (Nordlund, 2003). These outputs are best achieved by ‘© Assigning assignments according to the learner’s leve! Employing rubrics that match the learners’ varying ability levels. © Allowing students to work on their projects alone or in small groups. The ultimate purpose of differentiation is to ensure that students have the best leaming experiences possible based on their readiness — ability to learn; interest — desire to learn; and learning profile ~ ways of learning, Scanned with CamScannerMatrix Completion Weigel Identify any topic and outline strategies to differentiate by content, process, and product for the subject specialization that you will teach. Subject Lesson/Topic Differentiating Content Differentiating Process Differentiating Product & Teaching Mutradé Classeg Scanned with CamScannerSingle grade classroom ey WE ARE ON‘OUR WAY # 1, What common method may a teacher apply from a single grade level to a multigrade level? 2. Is whole-class instruction appropriate for a multigrade class? Whole class teaching is a typical and convenient method of teaching in a multigrade class since the teacher displays to the students as a group. This technique of teaching saves the teacher's time and effort because he or she just has to compose one lesson plan with the average category of skills as a criterion. The teacher must select a concept or skill, choose an activity to introduce the concept or skill, and arrange relevant activities for the entire class. 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 (Konstantinos, 2002). Chaptor 3: Teaching inthe Mutgrade Classroom te ole Class Teaching Scanned with CamScannerConcept/Skill Introduce the Concept/Skill Whole Class Assessment ‘ The teacher has more interaction with all of the students with this form of teaching. It is easier to prepare materials, it is easier to monitor student progress and behavior, and it increases student involvement in working with the entire class in particularly created activities (Konstantinos, 2002). Furthermore, this strategy is effective in a variety of activities such as storytelling, singing, playing, dancing, and doing arts and crafts. The concept of differentiated instruction, on the other hand, can be used to the whole-class teaching technique. Similar activities are provided for the entire class, but evaluation is multi-leveled or differentiated due to the varying expectations of the leamer groups. A multigrade teacher uses tiered activities to ensure that all students focus on fundamental understandings and skills at varying levels of complexity, abstractness, and open-endedness. In othet words, leamers must be evaluated based on their performance in relation to their level of knowledge of the subject. x Introduce the Concept/Skill + Scanned with CamScannerLET'S PRACTICE Choose an interesting lesson’ tor whole-class instruction and create a tiered/ multi- levelled activity plan, Key Concept/Skill: Engagement Activity => Whole Class Activity Chapter 3: hing in the Mutigrade Classroom Lesson 2; Whole Class Teaching Scanned with CamScannerEvery day, the multigrade teacher interacts with the students and notices that each child is similar to but distinct from the others. Each child has a diverse set of interests and distinct styles of thinking, acting, and creating. ‘A. multigrade teacher is frequently tasked with meeting the various needs : of the students and determining how to correctly organize students in order for them to reach their full potential. These activities are professionally demanding, but when completed successfully, they.are personally rewarding for the teacher. mW bd) WEARE ON.OURWAY “ef 2» 1, Asa multigrade teacher, how will you organize students in order for them to reach their maximum potential? 2. What are the various methods of group teaching? Frequent and adaptable grouping is seen as an important component of good mixed-grade teaching (Taole, 2017). It is anticipated that if students are categorized based on more or less the same skills or a mix of talents, they will interact more with students with various abilities, making more progress and learning more quickly. It is considered that the interaction and cooperation of learners with varying intellectual levels, social behaviors, experience, and talents might have educational benefits worth highlighting (Gouws, 2007). «) Teechng Muted has95 = $$$$_$_$_$_?__—___ — 4 Scanned with CamScannerLeamers who are intellectually and socially mature become mentors, giving them the opportunity to develop leadership skills and so boost their self-esteem. On the other hand, younger, less cognitively and socially mature learners gain teamwork and collaboration abilities in an environment where they are well supervised and feel secure (Taole, 2017). Mixed ability grouping is thought to be a useful strategy for multigrade teachers. It can provide solutions for multigrade teachers while also ensuring high levels of quality in multigrade education, This strategy allows the teacher to monitor the actions of all students and give extra time and attention to those who require it. 1. Same-Grade Level Group This type of grouping is based on the children's chronological age or grade level. This is based on the premise that children in the same age group progress at roughly the same rate, This category is known as “Teaching by Different Concepts,” or more colloquially as the “Jump-jump Approach.” Because the pupils in the Multigrade class are grouped by the same grade level, the instructor must prepare varied themes, materials, and evaluations based on their grade levels. This necessitates extensive planning on the side of the teacher, as well as time and classroom management skills, as the teacher teaches multiple topics in a single setting. Instructional Characteristics ‘© The teacher instructs one grade level while the other two grade levels work on group or individual projects. ‘© To teach the various ideas, the teacher “jumps” or moves to the other grade levels. Scanned with CamScanner© This type of group instruction necessitates much planning on the side of the teacher and strict discipline on the part of the pupils. ‘© Discipline issues are reduced by appointing a pupil-leader to monitor ‘and support other kids in each grade level. © For the smooth delivery of various tasks, instructional materials such as activity sheets or workbooks must be available. ‘© Encourage students to take ownership of the leaming by rewarding them for a job well done, 2. Ability Group Ability grouping is a prominent educational method that groups pupils in the same grade based on actual or perceived ability into distinct instructional groups with varying degrees of aptitude or achievement (Ainsworth 2013), This is based on the premise that students lear more effectively when they are grouped with other students who have similar academic skills or prior levels of competence. 2.1. Type 1 In this arrangement, the teacher introduces the topic or skill to the entire class before administering a diagnostic test. Based on their results in the diagnostic test, the students are divided into three groups: fast, average, and slow. Each group receives a different type .of levelled instructional materials. However, before levelled educational materials are offered to the slow group, corrective instruction must be provided. One advantage of this grouping is that leamers can study at nearly their own pace due to their similar level of competence. As the teacher shifts Jeamers from one group to. another, he/she; takes on the function of a learning facilitator. , ® Teaching Muligrade Classes Scanned with CamScannerGuidelines of its Effective Use © The diagnostic test must be able to categorize students into three groups: fast, average, and slow. ‘© To minimize incorrect labelling of pupils, the teacher should avoid labelling groups as moderate, or sluggish, To identify each group, the teacher may use distinctive names. Country names, NBA teams, universities, animals, and other names are all wonderful ideas for group names. © Provide enough learning resources, such as modules and activity sheets, for each ability level in order to achieve good task delivery and performance. ‘© Corrective Instruction is given to the pupils who have not grasped the concept or skill. More examples of the topic or skill must be provided in order to bridge the gaps that pupils do not understand. ‘© While the students are working in groups on their activities, the teacher must go around, watch and support the pupils. © Each student is responsible for his or her own learning. 2.2.Type 2 The second type of ability grouping is based on pupils’ prior level of comprehension or success. Certain concepts or skills have previously Been leamed by the students, and the teacher's role is to determine who has mastered, just grasped, or has not fully understood the concept or skill. 2 In this type of grouping, a pre-test on the desired ability is given to the entire class, and the students are then-classified as low, average, or fast depending on their performance on the pre-test. As enrichment, the fast group will be handed modules or activity sheets, while the teacher teaches the skill to both the slow and average groups. Both groups will then be given their levelled educational materials. The benefit of this form of grouping is that the teacher has more time to devote to the slow leamers as he thoroughly explains the subject or skill to them. Guidelines’for effective use: © The teacher should give enough learning resources, such as modules and activity sheets, for each ability level in order to have good task delivery and performance, : ‘Each student is responsible for his or her own learning. Teaching Inthe Muligrade Classroom Scanned with CamScanner‘© Ensure that each group knows the objectives, procedure, and responsibilitig assigned to them. 23. Mixed Ability Group This type of grouping provides for a diverse range of abilities. This entails bringing together leamers in the form of skills and abilities in diverse areas as needed for a specific leaming activity or project. Such a group is frequently formed to plan an activity or project that will keep all kids engaged. 2.4, Mutual Compatibility group / Social Group / Friendship Group This type of grouping is based on the compatibility of students who attend school together or are grouped together with a strong friendship tie This technique instils a sense of harmony in children and minimizes the harmfal effects of severe competition. LET'S PRACTICE 1. Individual Activity ‘Watch the video of a teaching demonstration in a Multigrade class in this Link: _https://www.youtube.com/watch?v=yPASmtzQSKQ With the use. of an observation tool, note your observations and reflections. Questions Description 1. Did the activities promote learner's diversity? Cite evidence. 2. Did the activities promote collab- oration and cooperative learning? How? 3. What is the most important thing you learned from the teaching demonstration? Discuss. Scanned with CamScanner2, Group Activity Choose any lesson to implement and group the students by ability, Complete ihe matrix below. Concept /Skill Engagement: Exploration: Explanation: Diagnostic Test (10 items) Slow Group ‘Average Group Fast Group Range of Scores: Range of Scores: Range of Scores: Activity for Corrective Instruction: Elaboratior Evaluation: Evaluation: Evaluation: 93: Teaching in the Mullgrade Classroom 550n 3: Group Teachi Scanned with CamScannerRead the given scenario Ms, De la Cruz, the adviser of a multigrade class of pupils in grades 4, 5, and 6, has been using whole class instruction for several days in a row. She noted that the majority of the grade 6 students were uninterested in the conversation, some of the grade 5 children were making noise, and the grade 4 students were having difficulty grasping the subject. There is a lot of noise in the classroom, and the lesson is no longer interesting to them. She is saddened because she believes she is failing to give her learners ‘engaging learning opportunities. 1. How can multigrade classes bé made more interactive and engaging? 2. How can you engage students in participatory and collaborative learning? Cooperative learning strategies are used to facilitate the creation of a positive, supportive classroom climate. Cooperative Leaming is a teaching style in which students work together to achieve common goals. It is this sense of interdependence that inspires group members to aid and support one another. Cooperative learning groups are formed and assignments are designed in such a way that leamers must collaborate to achieve a goal, solve an issue, make a decision, or create a product. It entails learners cooperating and taking responsibility for their own and other members’ learning. This type of learning encourages social connection, positive self- esteem development, and increased acceptance and supporting actions among group members. “Teaching Multigrade Classes $e Scanned with CamScannerGuidelines in Cooperative learning: © The seating arrangement in the classroom should be designed to enhance group cooperation, © Students must be aware of their group members’ shared responsibilities through task division. Team roles such as facilitator, recorder, checker, spokesperson, time keeper, and others must be defined for everyone. © Incentivize students to take on given tasks with accountability for group learning by offering rewards for success. , Ensure that each group member understands the goal and processes of the assigned work. Each group is made up of students of varying abilities: high, average, and low performers. ‘Types of Cooperative Learning 1. Think-Pair-Share In this type of cooperative leaning, learners think for themselves about a certain topic assigned by the teacher. They then form groups with another student to discuss it, and present their findings to the full class. The following are the guide questions: 4 What is the problem, question, or subject? 4 What are my'thoughts about it? O What is my partner’s opinion? 0 What will we share? 2. Jigsaw Puzzle The jigsaw method of teaching is a collection of themes that students will fully develop before coming together to form a whole idea, ‘similar to how a jigsaw puzzle is a collection of different pieces that come together to form a complete picture, To put it another way, this cooperative learning strategy allows individuals or small groups to take care of a subcategory of a larger topic. Following their research and development, each individual or small group is responsible for teaching their concept to the rest of the group or class. Scanned with CamScannerThese are the basie steps: © Divide the class into groups. © Assign a leader to each group; ® Divide the lesson into portions based on the number of groups; and © Assign one part to each leader to read and learn, © Create temporary “expert groups” by bringing one student from cach jigsaw group together with other students allocated to the same segment. © Retum the students to their jigsaw groups. = Request that each student give his or her part to the class. 3. Small Mixed Activity Group This cooperative method allows students to collaborate to complete a collaborative job or assignment that will be shared with the entire class. These are the basic steps: © Divide the class into groups that are usually heterogeneous. © Each member of the group is allocated a certain role. © The group. will be presented with the purpose, methods, grading criteria, and collaboration skills. © The instructor observes and assesses both individual and group performance. = Students will reflect (by journal writing) on their interactions in the assigned group activity. Here are samples: Topic: Perimeter of a Rectangle ‘Subject: Mathematics Time | Teacher Activities Tech- niques! . Materials Day 1 | Identify the parts of a rectangle | Identify and label | Think-Pair ‘i i the parts of a pit part of the rectangle is | oe ace with a eng pair using the given “How many lengths are there in a | materials Cut-out rectangle?” rectangle, es part of the rectangle is rie “How many widths are there in a rectangle?” Guided activity and discussion ‘Teaching Muttigrade Class $$$$_<$_$_$_$_$__ nm Scanned with CamScanner