Republic of the Philippines

E ASTERN VISAYAS CENTRAL COLLEGES

“Pioneer in Criminal Justice Education in Samar Islands, Region VIII”
Catarman, Northern Samar
Tel. No.: (55) 500-9606

TEACHING MULTI-
GRADE CLASSES
(MULTI)

MODULE

PREPARED BY:

JULIET MARIE B. MIJARES

 TOPIC: RESEARCH ON MULTI-GRADE, MULTI-AGE EDUCATION- BOTH REGIONAL AND
INTERNATIONAL
LC1: INTRODUCTION TO TEACHING MULTI-GRADE CLASSES
a. Advantages and disadvantages of multi-grade classrooms
A quote to ponder:
“True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated
their crossing, joyfully collapse, encouraging them to create their
own.”― Nikos Kazantzakis
What is Multi-grade classes?
 A multi-grade classroom refers to a class that has two or more grade level of children in one classroom.
 Multi-grade classes also called A Multi-Age group. Multi-age is a term commonly used today to describe mixed-age groups.
 Multi-age means two or more grade levels that have been intentionally blended together to improve learning.
Why multi-grade class exists?
1. Multi-grade classes were organized as a matter of necessities for remote barangays where the number of children enrolled
could not meet the required number to organize a single grade class and assign the necessary teacher from each class.
2. Distance of the barrio and the number of students for each class is considered.
3. Shortage of funds, teachers, and school buildings.

ROLE OF TEACHER IN A MULTI-GRADE CLASS

1. As a teacher
2. As a facilitator
3. As a planner
4. As an evaluator
5. As a material designer
6. As an action researcher
7. As contact in the community
Advantages and Challenges of Multi-grade Teaching
Advantages for learners:
 Maximum interaction between peers
 Cooperative learning is dominant
 Students will learn to be independent, self-directed learners, and to be resourceful.
 Prepared for real life situations
 Learn to take roles in the community as leaders or supporters needed in different work situations.
 Students can attain higher achievement levels especially in Math, Science, and Language.
Challengers for learners:
 Requires more discipline , greater concentration and more focus in order to benefit from effective strategies
 Less reliance on direct supervision by teacher
 Requires more initiative and resourcefulness to function effectively
 May receive less individual attention from a less experienced teacher.
Advantages for Teachers:
Can make the most of inter-age, multilevel situation to facilitate learning process
Can get to know students more and carefully assess their needs and adopt appropriate teaching strategies
Can innovate and experiment with different age groups and deal with curriculum content across subject areas.
Shares responsibility for facilitating learning with pupils, parents, other community members.
More opportunities for activity- centered, experience-based approaches rather than whole group, lecture/drill/rote methods of
teaching.
Basic Principles
 Children are unique
 Children can learn best from experience
 Children can do and learn well from one another
 The role of teacher is significant
 The implementation of the curriculum
LC2: B. DISTINGUISHING BETWEEN MULTI-GRADE, MULTIAGE, AND MULTILEVEL CLASSROOMS.

“If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him
step to the music which he hears, however measured, or far away.” (Thoreau, 1963)
Educators face classrooms with diverse learner populations and are expected to be culturally sensitive and to have skills for teaching a
wide range of learners (Holmes Group, 1990). Although social changes, legislative decisions, and educational innovations now make
the heterogeneity of classrooms more apparent, the truth is there was never such a thing as a homogeneous classroom; our schools
have always been diverse (Sapon-Shevin, 1999).

Many educators will claim to treat all learners in the same way and not be influenced by their background or appearance. This is an
attempt to be fair and objective. Common sense tells us that to treat everybody in the same way is not a bad approach. However,
research indicates that treating learners in the same way does not always result in equality. Because every learner has unique abilities
and talents, as well as limitations, failing to recognise and cater for the individual needs of the learner often leads to inferior
performance. Educators need to characterise learners in such a way that their unique abilities, talents or limitations are adequately
addressed in the learning environment.
Thus on the one hand, educational institutions and educators need to ¾ acknowledge the differences that exist among
learners; 50 religion culture ¾ recognise that such differences may have an impact on how individuals learn, ¾ make provision for
them by planning and implementing programmes which respond to these differences (Nieto, 1996)
At the same time as one identifies such differences, however, a critical understanding of the nature of labelling, as well as its
impact on individual learning, is necessary. Ways of addressing such differences should be identified, but one should avoid
stereotyping and stigmatising learners or favouring a few at the expense of others.
 WORKSHEET

NAME: ____________________________________________________________ DATE: ____________

COURSE/YEAR/SECTION: ___________________________________________SCORE:____________

ACTIVITY 1
1. What makes learners different from one another?
Sources of learner differences:

Language
Prior Learning
learning style

Socio-
Culture
economic
Unique learner status

Intelligence
Religion

Ability
Gender and
disability

2.1 Intelligence

Historically, intelligence or mental ability has been identified as the most important factor in the success or failure of learners. What
do we mean when we say a learner is intelligent? Most experts agree that ‘intelligence is the ability to deal with abstractions, to solve
problems, and to learn’ (Snyderman & Detterman in Slavin, 1997). Based on the results of IQ tests, diagnostic test, etc., some learners
are then labelled ‘learning disabled’ or ‘gifted’. Gardner’s theory of multiple intelligences suggests that each individual possesses
several abilities, talents or mental skills called intelligences. These include linguistic, logical-mathematical, musical, spatial, bodily
kinaesthetic, interpersonal and intrapersonal intelligences. This theory implies that an individual’s good or poor performance in one
area does not necessarily mean similar performance in other areas (Slavin, 1997). Many learners often find some school subjects
easier to manage than others.

2.2 Cultural differences

Culture is defined as the dynamic norms, traditions, socio-political relationships, language, knowledge, attitudes and values that
characterise a particular group of people and guide them to behave in certain ways (Woolfolk, 1995; Nieto, 1996; Slavin, 1997). The
most common cultural variables according to which individuals and groups are categorised continue to be ethnicity, social class,
gender and language. Other variables include family background, religion, geographical background, political affiliation and ability or
disability.

2.3 Multiple group membership

Categorisation of learners into groups based on the above cultural variables implies that individual behaviour is dependent upon
membership of a single cultural group (e.g. race, gender, social class, etc.). Yet, as Banks (1983), in Woolfolk (1995) suggests,
‘membership in a particular group does not determine behaviour but makes certain types of behaviour more probable’. For example, it
is not uncommon for educators to assume that children from the same racial or language group have similar cultural characteristics
and, therefore, have similar educational needs. However, research findings indicate that cultural variables interact to impact on how,
what and at what rate people learn. An individual belongs to and identifies with several groups at the same time and is influenced by
many cultures. Depending on the set of factors that interact to impact on their behaviour and learning, each child should be viewed as
a complex individual with unique characteristics and educational needs.

2.4 Influence of prior knowledge

Individual membership of different groups determines the kind of experiences learners have prior to their schooling, most of which
are often different from those of their teachers and classmates. What learners learn in classroom situations is influenced by what they
already know from such prior experiences. In any one classroom, individual learners will have differing levels of understanding of the
content they are faced with, depending upon their prior experiences. Therefore, just as it is unacceptable for teachers to treat learners
as empty vessels in the learning situation, it is also illogical and impractical for them to expect learners with variedprior experiences to
benefit from uniform instruction or assessment of learning. What works well for one learner may not necessarily work for another.

2.5 Language differences

Communication in many classrooms is further complicated by language differences between the teacher and learners, as well as
among the learners themselves. In the higher grade levels (grades 4 – 12), the majority of learners study in a language that is not their
mother tongue (usually English). A number of research studies have attributed the high failure rate of these learners to their lack of
proficiency in the language of instruction. The lack of proficiency in English by the learners alone cannot explain academic failure
among second language speakers (Nieto, 1996). Among other factors the teacher’s attitude towards the learners’ languages may
impact positively or negatively on achievements. This implies that teachers should respect the learners’ different languages and use
them in the learning situation.
2.6 Learning styles

The term learning style refers to the different ways in which individuals approach learning tasks or receive and process information.
More attention will be given to the different learning styles later in the module (section two).

2.7 Ability or disability

(Barriers to learning and development) What are ‘barriers to learning and development’? Factors that can make it difficult to learn are
called ‘barriers to learning and development’.

Some examples of these factors illustrate what we are talking about:

Barriers to learning that might emanate from the different Barriers to learning that exist in the system itself (extrinsic
characteristics of learners (intrinsic barriers): barriers) could include:
•physical, intellectual, sensory, neurological or •negative attitudes to and stereotyping of difference
developmental impairment •inadequately and inappropriately trained education managers
• psycho-social disturbances and educators
• differences in intellectual ability • the non-recognition and non-involvement of parents
• socio-economic deprivation • poverty
• inadequate policies and legislation
• an inflexible curriculum
• inappropriate languages of learning and teaching
• inappropriate communication
• inappropriate and inadequate support services
• lack of or inappropriate transport
• problems of physical access
• inaccessible and unsafely built environments

To summarize, barriers to learning and development could: ™

 Be systemic, e.g. lack of basic and appropriate learning support materials, 53 assistive devices, inadequate facilities at schools,
overcrowded classes, etc. ™
 Be societal, e.g. severe poverty, late enrolment at school, etc. ™
 Be rooted in inappropriate pedagogy, insufficient educators, inappropriate and unfair procedures, etc. ™
 Also emerge from disabilities (neurological, physical, sensory, cognitive, etc.). In most cases (if not all) the learning and
development of the learner are hampered by a combination of two or more of the above barriers.
 WORKSHEET

NAME: ____________________________________________________________ DATE: ____________

COURSE/YEAR/SECTION: ___________________________________________SCORE:____________

ACTIVITY 2
Instruction: Answer the following questions after reading the text. (15pts.)

Here are some comments from teachers at a primary school:

‘Schools should be places where every child’s educational and social needs are met.’ ‘Girls are always poor at Maths. They
should opt for other subjects.’ ‘It is important for us to focus on what children can do rather than on what they cannot do.’ ‘There
are differences in the learner population – this is an ordinary part of human experience. It is our responsibility as teachers to cater
for and organise for every child.’

‘Teachers are already overloaded. Having a child for whom English is a second language in the class will be added stress.’ These
aspects alert us to some important aspects of learner diversity.

These examples reflect issues related to social justice and to teaching and learning practices.

What stereotypical views do you and/or other colleagues hold of how individual learners will perform based on gender,
disability, social situation, appearance and family? Can you think of ways to change the views of these colleagues? What can
teachers do to show that they value the particular experiences and prior learning of all learners in their classes?
LC3: MULTI-LEVEL AND DIFFERENTIATED TEACHING
It is clear that it is the educator in a classroom who is responsible for providing opportunities for all learners to achieve their full
potential. What happens often in the classroom is that educators deliver just one opportunity for learning, assuming that this is a norm
against which learners will be assessed. Sometimes they even give new labels to learners: above-average, below-average; as it relates
to the perceived norm. And yet, every educator should know that each and every learner in the class is different, learns in different
ways, has different interests, talents and strengths, and may experience barriers at different levels and in different areas.
Every learning situation involves an interaction between a learner, an educator and a task (see diagram below). The difficulty is that
not all learners in the class are capable of completing the same task at the same time. This is particularly true in the multi-level/grade
context where learners are at different age and ability levels. An educator who expects all learners to complete the same task promotes
an exclusive classroom environment, because only some learners get the opportunity to engage in a positive learning experience. A
strategy to ensure that we promote an inclusive classroom environment is to differentiate what we do.

LEARNER

EDUCATOR Understanding the Classroom Situation TASK

In both the mainstream and the farm school classroom differentiation is important for a number of reasons: 

 Learners are not all at the same level of age and ability.
 Learners come from diverse backgrounds in terms of prior knowledge and school readiness.
 When we differentiate we practise inclusion.
 Educators have an ethical and professional responsibility to ensure that all learners are engaged in a positive learning
experience at the same time.
 When we differentiate we practise one of the core principles of learner-centred teaching, i.e. “learner-paced and learner-
based”.
In order to assist educators to translate the principles of Outcomes Based Education into effective inclusive practice, the following
approaches to curriculum adaptation or differentiated curriculum should be followed. This inclusive practice will make it possible to
accommodate a range of learning styles, paces and interests.

• Skills development relates to areas whereby learners can gain new skills and/or practice. It maintains, combines, refines, transfers or
generalises existing skills. It might also involve reactivating skills that have been acquired previously. All skills and experiences that
learners bring to the learning process must be considered valuable.

• Curricular content can be chosen and paced to extend learners’ access to new areas of experience, knowledge and/or understanding,
based on their current strengths and learning needs. What is taught should also be flexible and relevant to the lived reality of the large
majority of learners.
What is a differentiated curriculum? Œ
 It means knowing all your learners in your class. Œ
 It is a way of organizing teaching and learning opportunities that meet the needs, interests, abilities, levels of performance of your
learners. Œ
 It means thinking about what learners can do, and what outcomes we want them to achieve. Œ
 It is about finding a variety of strategies that will help us, as educators, to cater for learners with different needs or those
functioning at different levels. Œ
 It is about developing multi-level activities to cater for the different levels of functioning, different interests, abilities, backgrounds
and learning styles of learners. Œ
 It is about thinking about teaching, learning and assessment in new and different ways. Œ
 It allows teachers to be flexible in planning for the different aspects of the curriculum (e.g. learning materials, teaching strategies,
content of the curriculum assessment methods.)

• Learning context (e.g. rural and urban) supports the learning process. Learners can be offered a variety of activities, resources and
environments that are appropriate to their age, interests, strengths and prior knowledge and achievements. Learning can also
happen in a variety of activities outside the school through projects, work experience, volunteering, etc. These contexts as well as
the resources used must make provision for learners with disabilities.

• Accommodating learners’ individual strengths and learning styles at different stages can widen teaching approaches. Basic
learning materials and equipment should be available, and teaching should be supported with appropriate learning aids.
• Shared learning is about providing opportunities for learners’ participation in the learning process, e.g. in planning or assessment.
Furthermore, assessment should take into account the content and level of content which learners have been exposed to, and should
use alternative methods to accommodate learners’ needs emanating from different barriers to learning and development.

• Language (medium of instruction) needs to be accessible to learners:

Example: Most teachers have to teach reading to learners who are learning to read in a language which
is not their own. They all come from rich language contexts, where they have been singing and chanting
rhymes learnt from their mothers or other community members. Teachers can send a signal that all
languages are valued in the class by allowing for all languages to be used in class activities focusing on
oral performance or rhymes and songs. All notices in classrooms can also have subtitles in other
languages. Interpretation by peers should also be encouraged throughout all activities. In this way the
fact that the teacher does not understand the home language of many of her learners can be
compensated
• The for.involvement of care givers and families is essential and needs to be valued.
participation and

Example: For any learner with learning difficulties, it is particularly difficult to recall what they have to
prepare for homework. Finding a way of communicating with parents and care givers in an effective
way, should be a priority for teachers, e.g. by use of a message book or telephone calls. Barriers to
learning often emerge from a disjuncture between the school and the home culture. Teachers need to
understand the home background of all learners in order to ensure full participation and reduce learning
breakdown.
Multi-grade classes

A classroom that accommodates more than one grade (e.g. Grade 1 – 3) is called a multi-grade classroom. Traditionally, the single
most articulated difference between a farm school and a mainstream town or city school is the fact that, due to low learner
numbers, classes are multi-grade. However, the same principles apply for both multi-level and multi-grade classes.

ACTIVITY 3
Read how these two farm school educators view their situation and discuss which scenario is the most suitable for handling
a multi-grade class.

Scenario 1
Educator X says:
“Like most farm school educators, I teach in a multi-grade class. This means that I have to teach three
different grades different content at the same time. Each grade sits on their own and are quite aware of
the differences between them.”
Educator X has three lesson plans, one for each grade. In this way educator X ensures that all learners are
meaningfully engaged in content suitable to their grade. The learners seldom feel as though they are one
class.

Scenario 2

Educator Y says:
“I see my multi-grade class as one group of learners who are at different levels of age and ability. I
differentiate learning activities so that all my learners are meaningfully engaged at the same time. Come to
think of it, my learners are unaware that they are in separate grades.”
Multi-level activities
Educatoractivities
Multi-level Y has one plan
refer with differentiated
to learning learning
activities that provide anactivities that
opportunity forare suitable
learners to each
to work at theirgrade in the
own level of class.
experience
The learners experience the class as one inclusive environment.
through integrating assessment and instruction. The focus is always on a key knowledge, skill, attitude or value but the teacher can
use varied approaches, teaching and learning models and levels within a lesson. These variations can be in terms of knowledge,
skills, attitudes or values, methods of gathering information or in learner activities. Multi-level activity can also be designed for a
particular learner, based on his prior knowledge and experiences and then build on those.

To develop a multi-level activity, the teacher needs to identify the purpose of the activity (learning outcome). Then she proceeds to
plan a variety of tasks
1. at different levels of difficulty or complexity
 2. with different numbers of steps
3. with different ways for learners to learn the concept or skill
4. with a choice of ‘products’ that allow learners to show how they understand the concept

The different levels are suggested by the assessment standards which show progression within a grade and from one grade to the
next. For a grade six learner with a barrier for example, a grade four assessment standard would be used as a basis for the activity.
We need to think about differentiation when we plan, when we carry out our lessons and when we assess.
Therefore, we differentiate our activities, our teaching strategies and our assessment strategies. A crucial aspect of differentiation is
time management. Learners will not all finish their tasks at the same time. It is necessary to differentiate activities in such a way
that slower learners have enough time to finish and faster learners have enough to do without becoming bored.

When planning activities the following steps can be taken to effectively address diversity in the classroom:
1. Clearly state the learning outcome;
2. Identify the needs of the learners;
3. Consider individual past experiences, learning styles and preferences;
4. Plan your instruction to incorporate a variety of learning and teaching styles;
5. Develop questions and activities that are aimed at different levels of ability (using the progression shown in the assessment
standards);
6. Modify expectations for some learners including adapted assessment standards;
7. Provide opportunities for a variety of participation levels such as individual, pairs and small group activities;
8. Give learners choices in determining what methods they use for gathering, synthesizing information and in demonstrating their
understanding of a concept or performance of a skill or task;
9. Accept that individual and different methods are of equal value;
10. Assess learners based on individual expectations and progress (see nr.3 above);
11. Think about the assessment criteria for each group.

Example:
Multi-level activities were used in a primary school in Upington with the Grade 3 class. About 45 learners
were seated in mixed ability groups. They were doing a language exercise. Because the learners were at
different levels of reading skills, the educator designed the following tasks:

Flashcard with words: the learners have to use the words to write sentences where they use the given
word. On the other side of the flashcard there is an example of a sentence where the word is being used if
the learner has difficulty in creating his/her own sentence.
Readers: There are a number of readers available for learners. Learners read the books alone or together
with a peer.
Word
Some 10 lists: Theworked
learners educator
with has copied a sheet
the flashcards, of learners
about 10 paper forreadlearners to 15
the books, practise
learnerssound/letter
went through distinguishing
the word lists and 10
(such as
learners hat, bat,
worked with sat).
the alphabet. In each group, learners were working on different tasks. The educator went around the groups
and assured that
Alphabet: each learner
Learners namewas on task. She stopped to listen and observe each learner, and gave some more attention to those
alphabet.
learners who were working on the alphabet.

LC4: Multiple intelligences

Background
Unquestionably, learners come to us with different preferences and different ways of attacking learning tasks. The key question is,
“What should we as teachers do in response to these differences?” and perhaps more realistically, “What can we do about these
differences?” We believe the concept of learning styles has at least three implications for us as teachers.
First, learning styles remind us that we need to vary our instruction and provide varied activities. Alternatives such as individual
projects, small-group discussions, cooperative learning, and learning centres provide flexibility in meeting individual differences.
Second, the concept of learning styles reminds us of the need to help learners become aware of the ways they learn most effectively.
Third, the concept of learning style reminds us that our learners are different and increases our sensitivity to those differences. With
increased sensitivity, we are more likely to respond to our learners as individuals.
 WORKSHEET

NAME: ____________________________________________________________ DATE: ____________

COURSE/YEAR/SECTION: ___________________________________________SCORE:____________

ACTIVITY 4
Formulate your own definition of learning style.

Identify and discuss the different learning styles in the pictures below.
Types of Learning Styles
What are learning styles?
The term learning style refers to the different ways in which individuals approach learning tasks or receive and process information. It
is simply different approaches or ways of learning.
 It describes the way a classroom would be organized to respond to the individual needs for quiet or noise, bright or soft
illumination, temperature differences, seating arrangements, etc.
 It suggests the patterns in which people tend to concentrate best – alone, with others, with certain types of teachers, or in a
combination thereof.
 It suggests the senses through which people tend to remember difficult information most easily – by hearing, speaking,
seeing, manipulating, writing or note taking, experiencing, or again, a combination of these.
 A vast variety of models are used to characterize Learning Styles. Psychologists have identified a number of models of how
individuals learn.
For example, one model views some learners as field dependent (they tend to perceive patterns as a whole) and others as field
independent (they tend to perceive and analyse parts of a pattern separately).
Another model identifies certain learners as impulsive (they respond quickly and are not particular about accuracy) and others as
reflective (they analyse themselves and their thoughts). Other models include global/analytic, tactual/kinesthetic, and visual/auditory
learning styles.

Although learning style theorists interpret the personality in various ways, nearly all models have two things in common:
 A focus on process (process of learning)
 An emphasis on personality

Different learning style models

1. Dunn’s Model
One learning style model developed by Dr. Rita Dunn (1987) of St John’s University in New York, classifies learning styles
as auditory, visual, tactile and kinesthetic.
Auditory Learners
Auditory learners absorb spoken and heard material easily, such as videos and tapes and like to be involved in aural
questioning rather than reading materials. They prefer listening to lectures, like discussing and using opportunities to talk
about their learning with their peers. They learn best through verbal lectures, discussions, talking things through and listening
to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to 61 tones of
voice, pitch, speed and other nuances. Written material may have little meaning until it is heard. These learners often benefit
from reading text aloud and using a tape recorder.
Visual Learners
Visual learners learn best from information that they see or read, such as videos, films, computers and printed material. These
learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. They tend
to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people’s heads). They may think in pictures
and learn best from visual displays including: diagrams, illustrated books, overhead transparencies, videos, flipcharts and
handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the
information.
Tactile Learners
Kinesthetic learners learn best by doing and moving, by becoming physically involved in learning activities that are
meaningful and relevant in their lives.
Kinesthetic Learners
Kinesthetic learners learn best by doing and moving, by becoming physically involved in learning activities that are
meaningful and relevant in their lives.
Tactile/Kinesthetic Learners
These learners enjoy role-play and simulations and like the freedom and opportunity to move about in the classroom. They
learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still
for long periods and may become distracted by their need for activity and exploration.
To help learners cope with their learning disabilities, it is important to identify their learning style. Once they have figured out
the way they learn, they will need to use specific strategies to fit into their way of learning.

Here are some practical suggestions pertaining to each learning style:

Auditory learners:
 Participate in class discussions/debates.
 Make speeches and presentations
 Use a tape recorder during lectures instead of taking notes.
 Read text aloud.
 Create musical jingles to aid memorization.
 Discuss your ideas verbally.
 Dictate to someone while they write down your thoughts.
 Use verbal analogies and story telling to demonstrate your point.
Visual learners:
Use visual material such as pictures, charts, maps, graphs, etc. ™
 Have a clear view of your teachers when they are speaking so you can see their body language and facial expression.
 Use colour to highlight important points in text.
 Take notes or ask your teacher to provide handouts.
 Illustrate your ideas as a picture or brainstorming bubble before writing them down.
 Write a story and illustrate it.
 Use multi-media (e.g. computers, videos, etc.)
 Study in a quiet place away from verbal disturbances.
 Read illustrated books.
 Visualize information as a picture to aid memorization.
Tactile/Kinesthetic learners:
 Take frequent study breaks.
 Move around to learn new things (e.g. read while on an exercise bike, mould a piece of clay to learn a new concept).
 Work in a standing position.
 Use bright colours to highlight reading material.
 Dress up your workspace with posters.
 If you wish, listen to music while you study.
 Skim through reading material to get a rough idea what it is about before reading it in detail.

Theory of Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983
book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences."

Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist
intelligence."1

In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an
intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical intelligence, he or she most likely possesses a range of
abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

1.Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as
well as maps, charts, videos, and pictures.
Strengths
Visual and spatial judgment
Characteristics
People with visual-spatial intelligence:
 Read and write for enjoyment
 Are good at putting puzzles together
 Interpret pictures, graphs, and charts well
 Enjoy drawing, painting, and the visual arts
 Recognize patterns easily
Potential Career Choices
If you're strong in visual-spatial intelligence, good career choices for you are: 
 Architect
 Artist
 Engineer
2.Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals
are typically very good at writing stories, memorizing information, and reading. 1
Strengths
Words, language, and writing
Characteristics
People with linguistic-verbal intelligence:
 Remember written and spoken information
 Enjoy reading and writing
 Debate or give persuasive speeches
 Are able to explain things well
 Use humor when telling stories
Potential Career Choices
If you're strong in linguistic-verbal intelligence, good career choices for you are:
 Writer/journalist
 Lawyer
  Teacher
3.Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing
problems. These individuals tend to think conceptually about numbers, relationships, and patterns. 4
Strengths
Analyzing problems and mathematical operations

Characteristics 
People with logical-mathematical intelligence:
 Have excellent problem-solving skills
 Enjoy thinking about abstract ideas
 Like conducting scientific experiments
 Can solve complex computations
Potential Career Choices
If you're strong in logical-mathematical intelligence, good career choices for you are:
 Scientist
 Mathematician
 Computer programmer
 Engineer
 Accountant
4.Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control.
People who are strong in this area tend to have excellent hand-eye coordination and dexterity.4
Strengths
Physical movement, motor control
Characteristics
People with bodily-kinesthetic intelligence:
 Are skilled at dancing and sports
 Enjoy creating things with his or her hands
 Have excellent physical coordination
 Remember by doing, rather than hearing or seeing
Potential Career Choices
If you're strong in bodily-kinesthetic intelligence, good career choices for you are:
 Dancer
 Builder
 Sculptor
 Actor
5.Musical Intelligence
People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation
for music and are often good at musical composition and performance.5
Strengths
Rhythm and music
Characteristics
People with musical intelligence:
 Enjoy singing and playing musical instruments
 Recognize musical patterns and tones easily
 Remember songs and melodies
 Have a rich understanding of musical structure, rhythm, and notes
Potential Career Choices
If you're strong in musical intelligence, good career choices for you are:
 Musician
 Composer
 Singer
 Music teacher
 Conductor

6.Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are
skilled at assessing the emotions, motivations, desires, and intentions of those around them.5
Strengths
Understanding and relating to other people
Characteristics
People with interpersonal intelligence:
 Communicate well verbally
 Are skilled at nonverbal communication
 See situations from different perspectives
 Create positive relationships with others
 Resolve conflicts in group settings
Potential Career Choices
If you're strong in interpersonal intelligence, good career choices for you are:
 Psychologist
 Philosopher
 Counselor
 Salesperson
 Politician
7.Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and
motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing
their personal strengths.5
Strengths
Introspection and self-reflection
Characteristics
People with intrapersonal intelligence:
 Analyze their strengths and weaknesses well
 Enjoy analyzing theories and ideas
 Have excellent self-awareness
 Understand the basis for his or her own motivations and feelings
Potential Career Choices
If you're strong in intrapersonal intelligence, good career choices for you are:
 Philosopher
 Writer
 Theorist
 Scientist
8.Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven
intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often
interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of
even subtle changes to their environments.1
Strengths
Finding patterns and relationships to nature
Characteristics
People with naturalistic intelligence:
 Are interested in subjects such as botany, biology, and zoology
 Categorize and catalog information easily
 Enjoy camping, gardening, hiking, and exploring the outdoors
 Dislikes learning unfamiliar topics that have no connection to nature
Potential Career Choices
If you're strong in naturalistic intelligence, good career choices for you are:
 Biologist
 Conservationist
 Gardener
 Farmer

LC5: Using storytelling and other common cultural strategies for children’s group learning.
Background
President Obama spoke at my college once, the night before he was elected into congress. Upon reaching the room containing the
overflow crowd where I was standing, he had but a few minutes left to speak—so he told us a story. Even though he had just spent the
last 40 minutes speaking to another room full of supporters, it was interesting that out of all the things he could’ve talked about, he
chose to speak from the heart.

There’s something about stories that stick with us. Something about an organized narrative teaching strategy that serves as a unique
kind of glue, lingering with us long after the facts and formulas fade away. It’s exactly this kind of adhesive that I want to leverage for
my own students, weaving the skills and information they need together with the magic of storytelling. But despite how magnetic
these teaching strategy narratives may be, it can be difficult to pry time away from our busy day-to-day lesson plans. So how do we
make it work?
Storytelling Strategies for the Classroom
Should we schedule time for it, or should it be organic? Should we attach requirements to storytelling or simply allow it for fun?
Honestly, there’s no right or wrong way to include them. Here are a few simple approaches you might take to include storytelling in
your classroom:
Share your own stories, just for fun: Tell them about when you were their age, about times you failed, succeeded, or about
memorable lessons you learned. This builds a strong connection between you and your classroom, letting them know that you can
relate to them and vice versa.
Use stories as introductions: Just as we encourage students to use attention-getting devices for their essays and speeches, we can use
the same technique as educators. Begin class with an interesting story but one that is relevant to the lecture’s focus.
Use stories as illustrations: When you’re hammering through a relatively difficult concept with your class, one easy way to explain it
is to illustrate the concept with a story. When facts and figures won’t do, simple narratives sometimes can.
Tie storytelling to learning goals: We want our students to develop listening skills, and we can incorporate storytelling into the
larger picture of achieving these outcomes.
Tell stories to engage reluctant learners: Some students experience difficulty connecting to drab textbooks or abstract concepts.
However, those same learners typically have little struggle connecting to stories. Through telling stories, you make life and learning
more relevant, giving reluctant learners a better angle of engagement.
Types of Stories
There are several different types of stories you could potentially tell in your classroom. Harbor knowledge of each type, so if you’re
lacking in one kind, you can replace it with another.
 A true story from your own life.
 A true story from the life of someone you know, like a friend, family member, or neighbor.
 A true story from the news or a current event.
 A story that took place sometime in history.
 A fictional story with made up characters or events.
 An “Imagine if …” story that sets up a hypothetical situation.
 
Of course, there are various genres and styles of storytelling, but the above list represents the essential variety that you might
incorporate into the classroom.
Why Storytelling Works
In its simplest form, storytelling remains a powerful element of communication, with the narrative being equally as compelling as
essays and textbooks. They humanize learning. It offers us the opportunity to connect to like-minded characters or see the world
literally from within someone else’s skin. Stories touch our emotions and make us laugh, cry, fear, and get angry—a sharp contrast to
a plain old presentation. When lessons feel relevant to students, they are more likely to engage, and stories are a perfect vehicle for
that.
Plus, no matter how organized or detailed a textbook might be, there’s something about the shape of a narrative—the exposition, the
problem, the quest for a solution, the resolution—that resonates with our mental makeup.

Have Students Tell Their Stories

As you incorporate your own stories, recognize how they connect with students on a different level. But why keep the power of
storytelling to yourself? You can also actively help students become their own powerful storytellers, too!
Allow students to write, illustrate, and tell their own tales. The way you incorporate this may vary depending on your curriculum
goals, but it is essential that children understand how to tell a good story and how this relates to effectively accomplishing an
objective. Students can use stories in their essays and argumentation—they can help in remembering processes or formulas or in
connecting events with one another. The opportunities are endless and easy to employ.

Culturally-Responsive Teaching Strategies

No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive
lessons will help you appeal to diverse learners with distinct backgrounds.
Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content — from delivery to assessment —
with students’ ancestral and contemporary cultures.
To augment their understanding and responsiveness, this involves:
 Empowering students to share thoughts
 Integrating diverse work and study practices
 Understanding student learning needs and styles
 Emulating culturally-significant instruction styles, such as oral storytelling

Conditions for Creating a Culturally-Responsive Classroom

As you prepare and deliver any lesson, strive to:
 Establish Inclusion — This starts by highlighting how the topic you’re teaching may relate or apply to students. For example,
many societies and cultures have fireworks festivals. While such a festival runs, you could teach how to calculate speed using
 fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates,
encouraging discussion to solve problems. In doing so, they can share unique perspectives.
 Develop Positive Attitudes — This further focuses on relating content to students. A popular method is allowing them to
choose between activities and assessments that let them showcase their values, strengths and experiences. For example, while
providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.
 Enhance Meaning — You can bolster lesson content by drawing connections with real-world issues, asking students to use
opinions and existing knowledge to address them. For example, when teaching about government, you could contextualize
concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve
communication in general.
 Foster Confidence — Make the assessment process less intimidating by offering different ways to demonstrate skills and
understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank. Among other
question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their
own progress and performance, helping them focus on growth.
LC6: Seating plans and Classroom Layouts
Discussion:
12 Classroom Layout Ideas & Seating Arrangements for 2020
By Chris Drew, PhD
Introduction:
The way you should set up your desk arrangements and classroom layouts matters. It sets the scene and mood for your classroom.
Your desk layout reveals what sort of learning you want to occur in the classroom, such as:
 social learning or individual learning?
 Student-centered or teacher-centered learning?
Remember: There isn’t a best classroom design. Each classroom seating arrangement has different pros and cons.
1. Table Groups Layout
The classroom layout with tables which form groups is common in early years and elementary / primary school classrooms.
This is also my ideal classroom layout for my approach to teaching.
This format tends to fade away as students get older and teaching styles move away from play-based and hands-on learning.

Nonetheless, this format is one of the most popular contemporary class layouts and is commonly seen across age groups, including in
college seminar classes.
Best for:
Interactive hands-on lessons. Table groups encourage social interaction. This makes them ideal for group work and project-based
learning.
Worst For:
Managing student behavior. If you struggle controlling the flow and behavior of your students, consider using another table layout
until you can trust your class to move into this more free flowing classroom layout.
Theoretical Connection: Socio-Cultural / Social Constructivist Theory
Teachers who consider themselves sociocultural theorists tend to prefer these classrooms. Sociocultural learning theory highlights that
social interaction is integral for learning development. By talking through the content in groups, students get to hear other people’s
perspectives. This helps students to improve their own understanding of the content.

Top Tip:
Explicitly model group work strategies to your students so they have a clear understanding of behavior expectations.

2. Table Rows Layout

Table rows are a traditional classroom layout style designed for teacher-centered instruction. Still common in high schools and exam
halls, this format emphasizes individualistic working conditions and maximum teacher control. Students have clear views of the front
of the classroom which is beneficial for teacher instruction.
Best for:
Individual student work and exams. Students face forward, keeping their concentration on their work on their desk, the board at the
front of the room, and the teacher standing at the front.
This layout is also ideal for formal teacher-centered lessons in high school classrooms. Students all face directly to the front where the
teacher stands.
Worst for:
 Social learning. It appears a deliberate design feature of this layout that students do not have shared desk space and have no peers
directly facing them.

Theoretical Connection: Behaviorism
This classroom is popular amongst behaviorist teachers who prefer teacher-centered environments. The students observe a teacher
modelling content out the front before attempting the tasks in solitude at their desks.
Top Tips:
Keep where you stand in mind. Aim to stand in the front, middle only when seeking students’ attention. Students will learn to go quiet
and stop their work when you walk towards your regular ‘teaching spot’.
Use the think-pair-share method when trying to get students to socially interact. There aren’t too many other options.

3. Workstations
Workstations are a very popular classroom layout today. They are closely associated with the ‘open learning spaces’ trend that has taken
hold in the past decade.
Workstation classroom layouts are very flexible, loose, free-flowing environments, but have the in-built design intention for students to
be working at different tasks depending on the station they are working at.

Best For:
Project-based discovery learning. As each workstation has a different shape and structure, you can create projects with a variety of
different foci that revolve around the day’s theme.
Worst For:
Personal space. Students generally don’t get a permanent personal workspace in workstation environments. Some students who desire
personal private space will struggle in this environment. In particular, I have had students with autism struggle in these spaces.
Top Tip:
Set up strict guidelines around when students should stop to pay attention to the teacher. Practice with your class having them
immediately stop and give your attention after a cue such as ringing a bell or a clapping sequence.
Theoretical Connection: Constructivism
Constructivism emphasizes discovery learning, project-based tasks and exploration for learning. For constructivists like Jean Piaget, the
most important task a student can engage in is hands-on experimentation. With workstations, students can do plenty of experimentation
and exploration on a variety of tasks throughout the day.
 4. Horseshoe Desks

Horseshoe desks are common in university seminars, although are seen in just about any classroom format.
The key characteristic of this design is that the students never have their backs to one another and all students have a clear unimpeded
view of the central ‘stage’ area of the classroom.
Best For:
Large group discussions. Students can see one another when speaking up, encouraging face-to-face dialogue. This makes the horseshoe
the ideal college classroom layout (especially for college seminars).
Also very good for guided practice which involves a lot of presentation and modelling from the teacher before students get to have a go
themselves.
Worst For:
I have found that students can be intimidated about speaking up in this environment. With shy groups, I prefer to pair them off in table
groups to give students the courage to speak up in smaller group discussions.

Top Tip:
An add-on to this format is the ‘butterfly’ layout, where additional desks are placed in the open space in the middle of the classroom if
you need to fit more students in.
Theoretical Connection: Bandura’s Social Learning Theory
The great open space in the middle of the classroom gives all students a front-row seat for observing what’s going on. Observational
learning (as promoted by Bandura) is therefore ideal in this situation.
5. Double-U Horseshoe Variation
The double-U variation of the horseshoe layout includes two rows in a horseshoe table layout. This variation is commonly used in
large classes where students cannot fit in just one horseshoe shape.
It can reflect an amphitheater model where everyone is looking at one focal action point at the front middle of the classroom.
Double-U classrooms layouts retain some of the benefits of horseshoe models. All students face forward at the front of the classroom
allowing all students clear vision of the front of the classroom.
However, there is less space in the middle than in the traditional horseshoe model, meaning there is less free room for presentations,
modeling and active learning.
Best for:
The Double-U method is best for a teacher-centered passive learning classrooms. Students are all facing directly at a singular ‘action
zone’ in the front center of the classroom.
Guest speakers giving a lecture would be able to use this layout to talk to students and, potentially, keep the attention and eyes of all
students.
It is also a good layout for show-and-tell sessions where students can show-off the props they bring into class. The props can be
passed down the line of the horseshoes.
Worst for:
Small classrooms. This setup is not space efficient and may not be possible in a smaller classroom with minimal space.
Active learning. There is not much open space for students to engage in active learning on the floor of the classroom.
Group involvement. It is hard to work in both small and large groups in this layout because students have their backs to one another.

Top Tips:
Consider placing taller students in the back row. This enables taller students to still have a clear view of the front by looking over the
heads of shorter students in the inner horseshoe.
Theoretical Connection: Teacher-Centered Classroom
A traditional teacher-centered classroom classroom, such as in a lecture theater, has this sort of layout.
6. Circle or ‘O-shape’ Layout

The O-shape layout has the desks in a complete closed circle so all students are facing one another. It is an uncommon desk layout for
classrooms, but can be good for science demonstrations and student-curated performances in the middle space.  The open space in the
middle of the desks is clearly the focal point or ‘action zone’ in this sort of space.

Best for:
Whole-class discussions. Students are all facing one another, enabling discussion across the classroom. This discussion format is great
for democratic style engaged learning spaces where there is no one person at the ‘head of the discussion.
The teacher can also stand in the middle of the circle and very easily move from student-to-student or give science demonstrations.
Worst for:
Mobility. Make sure you have flexible and movable furniture such as desks on rolling wheels for this layout. Students are constantly
wanting access to the middle area, requiring a desk to be pulled away to provide access.
Top Tips:
It is also possible to use this layout for computer-connected classrooms. As all desks are attached, wires can be fed under the desks to
prevent dangerous wires blocking walkways.As there aren’t rows of tables, students also cannot see too many other students’
computer screens in this format which may minimize distractions and lead to more effective learning.
Theoretical Connection: Progressive Democratic Education
The circle or ‘o-shaped classroom’ can facilitate democratic discussion because all students are an equal distance from one another
and facing each other. There is no head of the table meaning power is evenly distributed.

7. Class Conference
The class conference layout brings all desks in the room together to create one large, long ‘conference table’.This sort of table is very
common in professional workplaces where groups of board members get together to discuss big picture issues.

Best for:
Big picture discussions. Students get together as a group of equals to discuss ‘big picture issues’ as if they are the decision-makers at a
conference board.
This layout can also be excellent for sharing resources. There is ample space in the middle of the conference table for resources to be
pooled. Students can take resources from the middle as they need.

Worst for:
Small children. Sometimes smaller children find it hard to communicate across large desks. Similarly, they may not be able to reach
the resources in the middle of the table.
A modelled teaching or teacher-centered teaching style may not suit this layout. Students are not all facing in the same direction
making it hard to attract their attention.
Top Tips:
Be conscious of space. I have tried this layout with larger classes and haven’t been able to fit all students at the group desk.
Theoretical Connection: Authentic learning and democratic theories of learning and teaching
While there are issues with the idea of ‘authentic learning’, the basic idea is to have students learn in ways that mimic real life. Getting
students to pretend they are a board of directors can have them mock real-life workforce situations.
With all students facing one another, it is easy to facilitate discussions in this space. Have students face one another, chat, and share
resources at the conference table.

8. Rows and Columns

The rows and columns classroom is a very traditional layout that was near universal up until the mid-20th Century.
This layout is designed to separate all students as much as possible so they cannot see or communicate with one another. It may help
facilitate engaged learning as distractions are minimized.
While considered outdated to many, all students still come across it at some point in their schooling. An exam situation is the most
common situation in which this layout is used.
Best for:
Exams. Students find it very hard to communicate with one another and cannot look at each other’s work. This helps ensure students
work in isolation and do not cheat.
Worst for:
Social learning. It is almost universally accepted that social interaction helps stimulate learning. This type of classroom setup is
specifically designed to discourage social learning.
Top Tips:
The only time I would use this layout within my own classroom is to give students exposure to this layout for upcoming standardized
tests. If students are only ever exposed to active learning spaces, they may be blindsided when they walk into a quiet exam space with
a columns and rows format. So, I would use this layout simply so students are aware of what to expect when entering an exam room.
Theoretical Connection: Behaviorist theory of teaching and learning
This layout is a textbook example of a behaviorist approach, whereby the teacher delivers ‘truths’ to students and the students practice
what is taught in isolation.

9. Pair Up

This layout is very flexible for educators. Some teachers may want ask students to be silent and work along, mimicking a rows and
columns format (see above).
However, this format also allows students to work with one peer to discuss their ideas and share resources.

Best for:
Think-pair-share activities. The think-pair-share method involves getting students to work in isolation, then as a pair, then as a whole
class.
Pair-up activities feel very natural in this situation. The tables in this format are designed for students to sit alongside one other
student.
Worst for:
Free floor space. I often find it hard to free up room for free floor space in this layout. The desks tend to take up most of the area of the
classroom, minimizing options for moving students to the floor for non-desk related activities.
Top Tips:
Make the most of pairing up students to encourage engaged learning. Consider pairing weaker students with stronger students or
pairing students into learning styles to differentiate lessons based on pairs.

10. Perpendicular Runway

The perpendicular runway classroom has two rows of students facing one another.It is a method that is uncommon but can be useful
for when you want to divide the class into two distinct and equal groups.
Best for:
Debates. Get the students into ‘Team A’ and ‘Team B’. Have the students come up with ideas for their side of the debate then return to
their desks. Zig-zag down the rows asking each student to present a thought defending their side of the debate.
Presentations. The long rows both look out over a ‘runway’ of free, open space for presentations. Have students use the free space in
the middle of the class to present their content or have guests give their presentations in the middle space.
Teacher support. I’ve found this layout very easy for the teacher to access every student’s desk space quickly to provide tailored
support.

Worst for:
Mobility. The long rows mean students are often tripping over each other’s chairs when trying to get in and out of their space.
Consider the needs of children with mobility issues and physical disabilities when designing this space.

11. Stadium
The stadium method pivots all student desks so they’re directly facing the ‘action zone’ in the front middle of the class. The pivot of
the desks gives all students a good view of the front of the class.
Best for:
Watching videos and presentations. Teachers who love to use videos in their teaching might consider this method. Similarly, if you
commonly have students give front-of-class presentations, this might be a good environment for you.
Computer and laptop use. If you use a lot of laptops or tablets, this class might be good. Students will be able to collaborate with one
another through messaging software. This may minimize the limitation of this layout, which is lack of ability to use group work.
Worst for:
Group Work. As students sit in rows, it’s hard to form groups to get students talking to one another. There are also many students who
will be looking at other students’ heads, so you might find a lot of students pivoting to talk to one another.
Top Tips:
I find the pivot of the desks frees up a little bit of space at the front center of the class. With younger students, I get them to sit at the
front of the class for more intimate discussions.
Theoretical Connection: One-to-many Method
The strong focus on the central action zone that all the desks are facing encourages one-to-many modeled instruction rather than small
group discussions.

12. Wall-Facing Desks (Computer Room Style)

This method became very common when ‘computer rooms’ were introduced into schools in the late 1990s. It remains one of the most
popular layouts for classrooms in which desktop computers are provided at each student’s workstation.

Best for:
Computer use. Students each face their computer and away from others to help them to remain focused on the content. There are few
opportunities for students to be distracted by other computer screens aside from those to their direct left and right.
Worst for:
Group discussions. Students are all looking away from each other. When I have used this method, I’ve had to ask all students to turn
their monitors off and turn to face the rest of the class during the modeled instruction at the start of the lesson.
Top Tips:
Ensure all computer cables are tucked under the desks to prevent hazards. This method is most commonly used because there is a very
short distance from computers to the wall plugs, preventing chances for injury from cables.
If you want students to communicate, consider linking them up to a class chat log on an online forum discussion.
Theoretical Connection: Cognitive Tools
The cognitive tools theory pictures computers as tools for supporting higher-order cognition. This layout is ideal for computer-
enhanced learning for teachers who want to employ try a cognitive tools theoretical approach.

Activity 5
Instructions: Read and analyze the statement below. What is your understanding about it? Write your
answer below.

“There is no single classroom seating arrangement that promotes positive behavioural and academic
outcomes for all tasks, because the available research clearly indicates that the nature (i.e., interactive
versus independent) of the task should dictate the arrangement.”
-Wannarka and Ruhl 
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
Activity 6
_______________________________________________________________________________________
Instruction: Draw, organize and manage a classroom environment for learning. Explain its Theoretical
_______________________________________________________________________________________
connection, best and worst characteristic/scenario. (25pts.)
__________________

Week 6
Objectives: At the end of the course, the students should be able to:
1. Demonstrate knowledge and understanding of the philosophy and goals of multi-grade classrooms as they relate to remote area
FSM schools.
2. Demonstrate an awareness and understanding of how Pacific children at different ages learn.
Learning Outcome:
1. Demonstrate and use background knowledge in learning theories and principles.
LC7: Organizing Display and Learning Center Areas
Classroom Learning centers are a great way for students to work together to accomplish a given task. They provide the opportunity for
children to practice hands-on skills with or without social interaction depending upon the teacher's task. Here you will learn tips on
how to organize and store center content, along with a few suggestions on how to manage classroom centers.

Manage Learning Centers

Learning centers can be a lot of fun but they also can get quite chaotic. Here are a few suggestions on how to set up and manage them.
 1. First, you must plan the structure of the learning center, are students going to work alone or with a partner? Each learning
center can be unique, so if you choose to give students the option to work alone or with a partner for the math center, you do
not have to give them an option for the reading center.
2. Next, you must prepare the contents of each learning center. Choose the way you plan on storing and keeping the center
organized from the list above.
3. Set up the classroom so that children are visible at all centers. Make sure you create centers around the perimeter of the
classroom so children won't bump into one another or get distracted.
4. Place centers that are alike near each other, and make sure if the center is going to use materials that are messy, that is it
placed on a hard surface, not a carpet.
5. Introduce how each center works, and model how they must complete each task.
6. Discuss, and model the behavior that is expected of students at each center and hold students responsible for their actions.
7. Use a bell, timer, or hand gesture when it is time to switching centers.

Classroom Organization: The Physical Environment

Warm, well-run classrooms begin with the room's physical layout — the arrangement of desks and working space, the
attractiveness and appeal of bulletin boards, the storage of materials and supplies.
 
Arranging Space
The physical layout reflects your teaching style. If you want students to collaborate in small groups, for example, organize them
around tables or clusters of desks. For frequent whole-group discussions, try a circle or U-shaped desk configuration. If you plan
on an individualized, self-paced curriculum, you might set up learning stations.
The physical layout should also reflect you. Don't hesitate to give the room your personal touch with plants, art, rugs, posters, and
maybe some cozy pillows for the reading corner.
"Creating a caring, child-centered environment takes lots of thought and planning," says fifth-grade teacher Frank Garcia. "Basic
bulletin boards are not enough. I believe in a very colorful classroom with posters, functional bulletin boards, and other 'interesting'
items to enhance the environment, such as a small refrigerator, TV, and a stereo system with a CD player."
In Reggio Emilia, a northern Italian town whose early childhood programs are internationally acclaimed, classrooms feature
displays of children's work, collections of "found" objects, ample space for supplies (all aesthetically arranged), and clearly
designated spaces for large- and small-group activities. Reggio Emilia educators stress the need for a classroom environment that
informs and engages the child. They consider the physical environment to be "another teacher." And in the sense that it can
motivate children, enhance learning, and reduce behavior problems, environment really is an extra teacher.
Author and educator Mike Hopkins points out that personal teaching style and specific educational needs should largely determine
how you design your classroom space. Hopkins urges teachers to forget about the way things have always been done and to visit
museums, libraries, other schools, and colleagues' classrooms to identify different ways of organizing learning space.
Many teachers prefer to create different areas within the classroom. For example, a classroom might feature a quiet reading corner,
a music area where students can play soft music while completing work, a discussion/conversation center, a large table for
cooperative projects, spaces for wet or messy projects, multimedia spaces, learning centers or stations, and individual work areas.
Easily accessible materials and supplies can eliminate delays, disruptions, and confusion as students prepare for activities. In
poorly arranged classrooms, students spend a lot of time waiting — waiting in line, waiting for help, waiting to begin. To eliminate
some waiting, store frequently used items such as scissors and paste in several different areas.
 
Desk Placement
In many classrooms, the largest amount of space is devoted to the arrangement of individual student desks. Teachers vary greatly
on their preferred arrangements, but most agree that the days of 30 desks lined in neat rows and facing the teacher's desk up front
are long gone. Instead, some teachers like to arrange desks in cooperative groups of four, while many others prefer a U-shaped
configuration, where everyone has a front row seat.
"Arrange the room so that you can make eye contact with every student and reach each student with ease," suggests sixth-grade
teacher Jane Baird.
But no matter how you arrange desks, don't be afraid to make changes.
"Set your room up, and at the end of each unit or each month, evaluate and make changes," advises fifth grade teacher Laurie
Borger. "Move the students' desks on a regular basis so all children learn to cooperate with all children."
Second-grade teacher Pamela Shannon agrees: "Don't be afraid to make seat and desk changes if the arrangement doesn't
work. You are in charge."

 Environmental Preferences
Other important environmental features include temperature, lighting, and noise level. These factors affect students in different
ways and are directly related to individual learning styles. Studies suggest that when teachers adjust the environment to students'
preferences, the students perform better academically and are better behaved.
How can you address environmental preferences in the classroom? Here are some tips from research and practice:
 Create both well-lit and dimly-lit areas in the classroom by using bookcases, screens, plants, and other furniture. Some
children learn best in bright light, but others do significantly better in low light. Bright light actually makes some students
restless and hyperactive. Try allowing students to sit where they feel most comfortable, or try placing fidgety children in low-
light areas and listless children in brighter areas.
 Provide opportunities for children to move around while visiting learning centers and other special classroom areas. Most of
us have the mistaken impression that children learn best when sitting still, but research now proves that many children need
 extensive mobility while learning. These children learn significantly more if they move from one area to another as they
acquire new information.
 Establish informal furniture arrangements where students can sit on soft chairs or pillows, or lounge on the carpet. Another
myth is that children learn best when sitting up straight in hard chairs. About 75 percent of the total body weight is supported
on only four square inches of bone when humans sit up straight in a hard chair, so it is easy to understand how the resulting
stress on the buttock tissues causes fatigue, discomfort, and the need for frequent changes in posture. Research supports the
common-sense notion that many students pay better attention and achieve higher grades in more comfortable settings.
 Establish listening stations with headsets for children who need sound, and quiet study areas for those who work best in
silence. Many children disprove another commonly held conception: that silence helps kids concentrate better.
 Help students become aware of their own temperature preferences and encourage them to dress accordingly. Temperature
preferences vary dramatically, and most children can't concentrate when they are either too cool or too warm.
Designing Classroom Space
The sky's the limit when it comes to designing classroom space. Beverly Kirk, from Carson City Nevada, had her husband make a
special desk with a recessed top to keep math manipulatives in one place. Marilyn Aldrich, from Westhampton Beach, New York,
uses flat pizza boxes, stacked for storage, to house math manipulatives and other materials. And Jack George, who teaches fourth
grades in Rome, New York, built an eight-foot high loft (it can hold six children) in his classroom that functions as a puppet
theatre, quiet reading/writing space, teaching platform, private conference center, test make-up area, and place to stage skits,
science experiments, and more.
 
This article was adapted from Learning to Teach...Not Just for Beginners: The Essential Guide for All Teachers  by Linda
Shalaway (© 2005, Scholastic).

Activity 7
Instruction: Research and read about theories and principles on learning. Improvise your work (refer to
Activity 6) by applying what you have learned about classroom management and organization.
(Online) Use your laptop and do the activity using paint
(Offline) Draw or sketch your work using bond paper.