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    Activity 3 THEORETICAL FOUNDATIONS OF MULTIGRADE TEACHING

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    Alexa Sofiyah Acorda
    (1) Recognize that students learn at different paces and have individual differences; (2) Allow for self-paced learning so students can work at their own level but also opportunities for cooperative learning so older students can help younger ones; (3) Differentiate instruction for each grade level through varied activities and materials suited to different abilities and skills. The goal is for every student to feel challenged and progress in their learning.

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    Activity 3 THEORETICAL FOUNDATIONS OF MULTIGRADE TEACHING

    Uploaded by

    Alexa Sofiyah Acorda
    829 views3 pages
    (1) Recognize that students learn at different paces and have individual differences; (2) Allow for self-paced learning so students can work at their own level but also opportunities for cooperative learning so older students can help younger ones; (3) Differentiate instruction for each grade level through varied activities and materials suited to different abilities and skills. The goal is for every student to feel challenged and progress in their learning.

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    (1) Recognize that students learn at different paces and have individual differences; (2) Allow for self-paced learning so students can work at their own level but also opportunities for cooperative learning so older students can help younger ones; (3) Differentiate instruction for each grade level through varied activities and materials suited to different abilities and skills. The goal is for every student to feel challenged and progress in their learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    829 views3 pages

    Activity 3 THEORETICAL FOUNDATIONS OF MULTIGRADE TEACHING

    Uploaded by

    Alexa Sofiyah Acorda
    (1) Recognize that students learn at different paces and have individual differences; (2) Allow for self-paced learning so students can work at their own level but also opportunities for cooperative learning so older students can help younger ones; (3) Differentiate instruction for each grade level through varied activities and materials suited to different abilities and skills. The goal is for every student to feel challenged and progress in their learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Republic of the Philippines

    NUEVA VIZCAYA STATE UNIVERSITY


    Bambang, Nueva Vizcaya

    COLLEGE OF TEACHER EDUCATION

    TEACHING MULTI-GRADE CLASSES


    1st Semester SY 2021-2022

    Activity No. 3

    Topic: THEORETICAL FOUNDATIONS OF MULTIGRADE TEACHING

    Name of Student/s:___JOHN LEO A. BONDE

    Learning Outcomes
    Let’s Try This
    1. Give the implications of learning theories to Multigrade classroom instruction.
    2. Illustrate the similarities and differences of the ideas of various theories in teaching
    multigrade classes.

    Let’s Try This

    A. COMPLETE ME!

    Directions: Recall the theories that you have learned in your previous subjects like Child and
    Adolescent Learners and Learning Principles and Facilitating Learning. Accomplish the table
    below.

    Theories Views of Learning


    Behaviorism focuses on the idea that all
    BEHAVIORISM behaviors are learned through interaction
    with the environment. This learning theory
    states that behaviors are learned from the
    environment, and says that innate or inherited
    factors have very little influence on behavior
    Cognitive Learning Theory uses metacognition
    COGNITIVE —“thinking about thinking”—to understand
    how thought processes influence learning. It's
    often contrasted against—or complemented by—
    Behavioral Learning Theory, which focuses on
    the outside environment's influences on learning.
    Constructivism is the theory that says learners
    CONSTRUCTIVISM construct knowledge rather than just
    passively take in information. As people
    experience the world and reflect upon those
    experiences, they build their own representations
    and incorporate new information into their pre-
    existing knowledge
    The humanistic learning theory developed further
    HUMANISM and harnesses the idea that if students are
    upset, sad, or distressed, they're less likely to
    be able to focus on learning. This encourages
    teachers to create a classroom environment that
    helps students feel comfortable and safe so they
    can focus on their learning
    Connectivism is a relatively new learning theory
    CONNECTIVISM that suggests students should combine
    thoughts, theories, and general information in
    a useful manner. It accepts that technology is a
    major part of the learning process and that our
    constant connectedness gives us opportunities to
    make choices about our learning.
    Let’s Think About It

    Answer the following questions:


    1. Based on what you’ve written in the table; which theory/ies do you think contributes to
    Multigrade classroom instruction?
    -All
    2. What are the implications of these learning theories to multi-grade classroom instruction?
    - multigrade classes are seen as a child-centered and active process for the learner.
    These classes focus on the process and include learning by experience, activities which
    allow the children to experience. The classrooms include students of different age, level,
    skill and readiness.
    3. How do you see a multigrade classroom?
    - A multigrade classroom simply means that there is more than one grade in the
    room, working independently or together, with each student working towards their
    individual curriculum goals for their grade level. They are learning simultaneously,
    both together and apart. It sounds trickier than it really is.

    Let’s Do It

    Concept Map

    Directions:
    1. Read about the following:
     Self-Paced Learning
     Cooperative Learning
     Individual differences
     Differentiated instruction
    2. Create a concept map that illustrates the similarities and differences of the ideas of
    various theories in teaching multigrade classes. Discuss its implications by answering the
    question “Using the theories as your reference, what suggestions could you give to a
    teacher who is new to Multigrade teaching?”

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