Part 4

Lesson 1
METHODS MOST COMMONLY USED IN MULTIGRADE
TEACHING

INTRODUCTION

There are many different ways that teachers in multigrade classes deliver
instruction to students. Common methods include: lecture-recitation, small group
work, independent study, paired and peer tutoring, direct instruction. Each
instructional strategy achieves different instructional purposes and affects student
achievement and attitude in different ways. So it is important to understand how
these methods of delivering instruction work affect student learning and what
purposes they best serve. The multigrade teacher can only assume multiple roles
with the use of variety of instructional methods. There are certain methods that are
especially effective in multigrade classrooms and the multigrade teacher should be
prepared to implement them.

A multigrade classroom is a more complex environment so that instructional

delivery and classroom management strategies must be compatible and
complementary.

If the teacher relies primarily on whole-class / whole-group instruction and

lecture / recitation methods, the children in each of the grade levels within the class
will not learn to work independently and in small groups.
 OBJECTIVES

At the end of Lesson 1, you should be able to;

▪ identify strategies commonly used in a multigrade class
▪ discuss how the different strategies achieve the different instructional
purposes
▪ explain how the different methods of delivering instruction work affect
students learning

READ

An old typical classroom scenario shows the children sitting in a classroom by

two’s on the desks arranged in rows. The teacher is in front lecturing or leading the
class discussion. She uses her blackboards for writing important notes. After the
lesson a quiz is given to check whether the pupils have learned something or not.
While the pupils are taking the test, the teacher is seated at the back watching the
children and once in a while doing her other school chores.

This method of instruction is the old way of teaching the lecture-recitation-

seatwork-testing. This same method is used by some teachers up to now. But if you
really want to develop cooperative, self-directed learners, you should use other
instructional methods.

Recitation

Recitation is a practice where one student recites a lesson to the teacher.

When single-grade classrooms became more popular, it was applied to a “whole-
class format” consisting of question and answer drills on specific topics or content.
 It should be limited to small-group situations where children of the same grade
level and the same ability level are working with the teacher on a lesson which
involves factual information

Recitation is an effective form of instruction if the teacher carefully plans the

lesson, is patient and has genuine interest in what the students have to share by
listening to them.

Discussion

Discussion, like recitation involves using questions, but it is different in its

purpose and in the types of questions that are used. In discussion, the questions
should be few but very well thought-out and divergent (not requiring only one single
correct answer).

INDIVIDUALIZED INSTRUCTION AND INDEPENDENT STUDY

Other effective instructional strategies in a multigrade classroom that should

be used in combination with the methods discussed earlier (direct instruction / basic
practice model, discussion, recitation) are independent study and individualized
instruction.

Individualizing instruction involves several important elements:

▪ The teacher determines individual needs of students through a variety of

diagnostic devices and strategies e.g. observing student behavior in different
situations; analyzing student responses during discussions or recitation,
seatwork or assigned homework, interacting with student while engaged in
an activity; analyzing patterns of student performance on tests.

▪ The teacher records observations and refers to them in the process of lesson
preparation and grouping students.

▪ The teacher thinks about appropriate activities that will effectively respond to
student’s needs and includes these activities in the class program either
within small-group work situation, individual or whole group activities.
 ▪ During implementation of activities the teacher clarifies expectations and
monitors learning, again keeping tract of individual student progress so that
individual student needs can again be considered for continuing planning.

Independent study as an instructional approach is closely related to

individualized instruction. It involves several features:

▪ The student may be involved in the selection of the activity or approach to

working on a project.

▪ The teacher makes sure that all students who will be engaged in
independent study or work understand expectations and have been given
with clear instructions.

▪ Students have access to the necessary materials and resources.

• Students can work alone, in pairs or small-groups of up to 6 to 7 students,

usually in one of the learning areas or centers of the classroom.

• Students have access to the teacher as needed but it is clear that they
should try to work on their own, helping each other as needed.

• There should be a chance to evaluate the activity with the participation of

the teacher as soon as possible (preferably upon completion) so that
immediate feedback can be given. This enhances the quality of the
learning process.

SCQ IV–1.1
 LESSON 2
GROUP WORK AND GROUPING AS AN
INSTRUCTIONAL STRATEGY

INTRODUCTION

In any classroom, whether single-grade or multigrade, the teacher is

responsible for trying to meet the various needs of 30, 40, or 50 students. However
in the multigrade classroom, these needs are more varied because of the
combination of grade levels. So grouping children for different activities must be
efficient and effective in order to manage both the number of students and range in
ability.

Students can be grouped in many different ways:

▪ by interest and student choice

▪ random assignment to combine ability levels and interests

▪ according to ability.

OBJECTIVES

At the end of Lesson 2, you should be able to;

▪ use a variety of combinations and approaches to grouping students in an

effective multigrade classroom

▪ discuss the importance of grouping children to manage both the number of

students and their age and ability
 READ

Working With Whole-Class Mixed-Ability Groups

Children benefit from working in group situations because many different

ages, abilities, competencies and points of view are represented, hence. Interaction
is enriched. Group work also helps develop an attitude of respect for different
individuals as the children internalize the product of working together.

Whole-class mixed ability grouping gives the teacher opportunities to observe

developing relationships among the children and to get a feel for the dynamics
between and among the children as a whole group and among different ages. So it
is also an important investment in improving relations between and among children
across the different grade levels.

Planning for Whole-Class Instruction

In preparing to teach a lesson to a whole multigrade class, careful planning

and preparation is necessary. The teacher can follow four general steps:

1. Choose a concept, theme or skill that is important to all students.

2. Decide on an activity to introduce the concept to the whole class.

3. Develop appropriate activities for each instructional level to follow the

whole-class mixed ability group activity and pay special attention to:

▪ Subject integration (e.g. writing, reading, science, math, etc.)

▪ Learning materials and resources students can use

▪ How to introduce each level to their activities

▪ How students will be evaluated

Ability Grouping

Next to whole-class grouping, the most common form of grouping is by ability.

The purpose behind ability grouping is to make instruction more efficient and
effective by increasing the similarities among students and making it easy to address
common needs. It is believed that grouping students with similar ability makes it
easier for the teacher to facilitate learning among one group. It has been proven that
the more homogeneous a group, the easier and more effective the instruction. This
belief is so pervasive in schools so more graded materials are available for use with
students of similar ability. At the elementary school these generally include:

➢ Graded organization: The most widely applied form of ability grouping is by

administrative grade level. At this most basic level, students are assigned to
classes by their age, which is based on the belief that students at a specific
age have highly similar developmental and academic characteristics.
Similarly, in a multigrade class, a teacher may choose to work with children of
specific grade levels in smaller groups especially for subjects where grade
level expectations may be very different.

➢ Ability-grouped class assignment: Multigrade students are assigned tasks

on the basis of their ability, not necessarily by grade level. It allows for greater
flexibility in responding to students’ individual needs. Students who are
performing much higher than grade level expectations can be challenged by
working with a higher grade level group. Or a student who has difficulty coping
with grade level work can work with lower grade level groups as needed.
SCQ IV–2.1
 LESSON 3
PEER TEACHING

INTRODUCTION

In a multigrade class children learn from one another. They constantly learn
from one another at play and work, or even in taking care of their basic needs or
being initiated to economic activities of the family and the country. Learning from
children of the same age or of a different age-older or younger is a daily occurrence

OBJECTIVES

At the end of Lesson 3, you should be able to;

▪ define peer teaching

▪ enumerate uses of peer teaching

READ

Peer Teaching involves a situation where two or more children cooperate with
and help each other in learning. Learning may take place when (1) one student
assumes the role of teaching a skill (2) pupils are engaged in an interchange where
they assist each other with practicing or enhancing their mastery of a skill or
understanding a topic.
 Both the “tutor” and the “tutee” learn and benefit from a peer teaching
situation. They both develop a more positive attitude towards the subject and
towards learning in general, because of the positive experience and cooperative
learning.
In a multigrade classroom, peer teaching is a necessity. It is a part of
instructional strategy and delivery system. A multigrade teacher is strongly
dependent upon pupils helping one another.

A multigrade class uses peer teaching to;

▪ drill each other

▪ help other students learn certain skills other students have
▪ build the peer tutor’s self-esteem
▪ model certain skills like singing, dancing, etc.
▪ ask a student to explain a concept to others in a child’s language so it can be
better understood
▪ teach others about a topic of study as in social studies
▪ help each other learn study skills and to do research

It would help if the peer teacher could be developed to be “peer teacher” to assist
and arrange some activities. There are certain activities and subject areas where
structured peer teaching can be used effectively. Teachers can prepare students in
multigrade classroom to participate in peer teaching or tutoring by;

▪ starting with clear and realistic goals that can be achieved so that the students
feel it a successful experience
▪ preparing the class by explaining the purposes to them and making it clear
that it is to be part of their classroom life
▪ providing the appropriate materials and resources that are needed by the
children as they work together
▪ making sure the peer tutoring pairs or groups can function independently
because they are also self-directed learners who know the goals, strategies
and procedures
 ▪ keeping track of the progress of the children’s work
▪ paying careful attention to selecting and combining students and making sure all
children experience both roles in different learning areas.
▪ careful scheduling of peer tutoring sessions within the class program within a day
▪ providing a clear time and purpose for it. (e.g. for reading: choral reading, word
recognition etc; for math: time to master basic facts, solving problem etc.)
▪ providing a predictable and regular time for evaluation with the peer teaching
teams so that immediate feedback can be given to them.

It is important to note that the teacher should be in full control of the peer teaching
situation. It is also important that the children must be involved in the teaching process
because it is a way of making the best of the social situation and the human resources
in a multigrade environment.

SCQ IV–3.1

MULTI GRADE TEACHING

MULTI GRADE TEACHING