Lesson 3: Implications For Teaching in Multigrade Classroom

LESSON 3: IMPLICATIONS FOR
TEACHING IN MULTIGRADE
CLASSROOM
TEACHING AND LEARNING IN THE MULTIGRADE
CLASSROOM: STUDENT PERFORMANCE AND
INSTRUCTIONAL ROUTINES
 The multigrade classroom is an organizational pattern widely
used in schools in the United States. Typically, a feature of
small-scale schooling, multigrade classrooms are today getting
closer look. This Digest written for practitioners, parents, and
policy makers, brings together recent information on the
topic. It considers the history of multigrade classroom, it’s
effects on achievement and attitude and the requirements of
teaching and learning in multigrade classrooms.
THE NORM OF THE GRADED SCHOOL
 The large-scale innovations of the 60’s and 70’s have
virtually ended. But the multigrade classrooms persists,
especially in small, rural schools. Yet, here, as elsewhere,
most people view graded schools as the natural way to
organize education. This norm can be handicap, for anyone (
wether out of necessity or by theoretical design) who wants
to-or-who-must- work within the multigrade classrooms or
schools. Teachers of multigrade classrooms who face the
biggest challenge maybe those working in school systems in
which single grdae classrooms are the norm.
 MILLER ( 1990) reviewed 13 experimental studies assessing
academic achievement in single-grade and multigrade
classrooms and found there to be no significant differences
between them. The data clearly support the multigrade
classroom as a viable and equally effective organizational
alternative to single-grade instruction. The limited evidence
suggests there may be significant differences depending on
subject or grade level. Primarily these studies reflect the
complex and variable nature of school life . Moreover, there
are not enough studies to make safe generalizations about
which subjects or grade levels are best for multigrade
instruction.
INSTRUCTIONAL AND ORGANIZATIONAL ROUTINES
 The multigrade classroom can be more of a challenge than single-grade

classroom. Skills and behavior required of the teacher may be different
and coordinating activities can be more difficult. In fact, such a realization
is one reason graded schools came into being the first place ( Callahan,
1962).
 At first look, the skills needed to teach well in the multigrade and the
single-grade (multi-level) classroom appear to be quite similar. The
difference between two sorts of classrooms may be a more product of
socialization and expectation than of fact. Clearly, if a teacher in either
sort of classroom fails to address differences among students, the
effectiveness of instruction suffers. Likewise, teachers are harmed when
they have not being adequately prepared to teach students with varying
ages and abilities-no matter what sort of classroom they work in.
SIX KEY INSTRUCTIONAL DIMENSIONS AFFECTING
SUCCESSFUL MULTIGRADE IDENTIFIED FROM
MULTIGRADE CLASSROOM RESEARCH ( MILLER, 1991)
NOTE: Each of these points has some bearing on the related issues of independence and
interdependence. It is important to cultivate among students the habits of responsibility for their
own learning, but also their willingness to help one another learn.
1.CLASSROOM ORGANIZATION: Instructional resources and the physical environment to facilitate

learning.
2. CLASSROOM MANAGEMENT AND DISCIPLINE: Classroom schedules and routines that promote
clear, preditable instructional patterns, especially those that enhance student responsibility for
their own learning.
3. INSTRUCTIONAL ORGANIZATION AND CURRICULUM: Instructional strategies and routines for a
maximum of cooperative and self-directed student learning based on diagnosed student needs.
Also includes the effective use of time.
4. INSTRUCTIONAL DELIVERY AND GROUPING: Methods that improve the
quality of instruction, including strategies for organizing group learning
activities across and within grade levels.
5. SELF-DIRECTED LEARNING: Student,s skills and strategies for a high level of
independence and efficiency in learning individually or in combination with
other students.
6. PEER TUTORING: Classroom routines and student’s skils in serving as
“teachers” to other students within across differing grade levels.
 In the multigrade classroom, more time must be spent in
organizing and planning for instruction. Extra materials and
strategies must be developed so that students will be meaningfully
engaged. This additional coordination lets the teacher meet with
small groups or individuals, while other work continues.
 Since the teacher cannot be everywhere or with each student

simultaneously, the teacher shares instructional responsibilities
with students. A context of clear rules and routines makes such
shared responsibility productive. Students know what the teacher
expects. They know what assignments to work on, when they are
due, how to get them graded, how to get extra help, and where to
turn assignments in.
 Students learn how to help one another and themselves. At an early age,
students are expected to develop independence. The effective multigrade
teacher establishes a climate to promote and develop this independence.
For example, when young students enter the classroom for the first time,
they receive help and guidance not only from the teacher, but from older
students, In this way, they also learn that the teacher is not the only source
of knowledge.
 Instructional grouping practices also play an important role in a good

multigrade classroom. The teacher emphasizes the similarities among the
different grades and teaches to them, thus conserving valuable teacher
time. For example, whole-class (cross-grade) instruction is often used since
the teacher can have contact with more students. However, whole-class
instruction in the effective multigrade classroom differs from what one
generally finds in a single-grade class.
REWARDS AND CHALLENGES
 They are many rewards for teaching in the multigrade classroom, but
there are challenges, too. Instruction, classroom organization, and
management are complex and demanding. A teacher cannot ignore
developmental differences ins students nor be ill-prepared for a day’s
instruction. Demands on teacher time require well0-developed
organizational skills.
 The multigrade classroom is not for the timid, inexperienced, or

untrained teacher. Clearly, the implications for teacher educators, rural
school board members, administrators, and parents are far-reaching.
THANK YOU!

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LESSON 3: IMPLICATIONS FOR

 The multigrade classroom can be more of a challenge than single-grade

1.CLASSROOM ORGANIZATION: Instructional resources and the physical environment to facilitate

 Since the teacher cannot be everywhere or with each student

 Instructional grouping practices also play an important role in a good

 The multigrade classroom is not for the timid, inexperienced, or

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