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THE CHALLENGES OF
MULTIGRADE
TEACHING
 By:
 Richlyn F. Vicente, BEEd – GenSci
 MAED – GenEd,   Ph. D. Ed.
WHY MULTIGRADE CLASSES EXIST?
    Multigrade classes were organized as a matter of necessity 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 for each class.

    Distance of the barrio and small number of students for each
     class.

    Shortage of funds teachers and school buildings.
HOW COULD I
  DEAL MY
  PUPILS
  TODAY?
WHAT ARE THE ADVANTAGES AND CHALLENGES
OF A               MULTIGRADE CLASSES?



                      Learner
    Advantages
    Maximum social interaction between/among peers.
   Cooperative learning is predominant.
   Will learn to be independent, self-directed learners
    can learn to be more resourceful.
   Prepared for real life – situations where there is
    constant interaction between people of different
    ages, varied skills and abilities.
   Can learn to assume leading or supporting role as
    needed in different work situations.
 Stigma  associated with failure and
 repetition is removed.

 Girlswho are often expected to stay
 home or at least close to home to take
 care younger siblings or the household
 will have more chances to go to school
 since schools are located within the
 community.
Pp multigrade
CHALLENGES
Requires more discipline, greater
concentration and more focus in order to
benefit from effective strategies e.g peer
teaching, group work, self directed learning.
Less reliance on direct supervision by
teacher.
Requires more initiative and resourceful to
function effectively in a multigrade class.
May receive less individual attention from a
less experienced teacher or one who is not
well-trained in multigrade teaching.
TEACHERS

Advantages                    Challenges
                               Requires more preparation
   Can  make the most of
    inter-age, multi-level      of curriculum learning
                                materials.
    situation to facilitate
    learning processes.
                                 Requires more careful study
                                  of learner’s developmental
   Can  get to know              characteristics across the
    students more and             age levels involved in the
    carefully asses their         class, approaches and
    needs and adopt               strategies that are effective
    appropriate teaching          and viable within a
    strategies.                   multigrade class.
   Can innovate and                   More investment in
    experiment with different           organization of the
    age groups and deal with
                                        classroom as learning
    curriculum content across
    subject areas.                      environment.

   Shares responsibility for          More meticulous and
    facilitating learning with          systematic record keeping
    pupils, parents, other              to keep track of student
    community members.
                                        progress, curriculum
                                        development and
   More opportunities for
                                        implementation is
    activity – centered,
    experience – based                  required.
    approaches rather than
    whole group,
    lecture/drill/rote methods of
    teaching.
Community and School System
Advantages

1.   Efficient means of providing educational services to
     thinly populated areas and remote communities.

2. Efficient means of using limited educational resources
  such as trained teachers, classrooms, and materials.

3. Maintaining small barrio schools help to build and
  sustain the identity of the community and the cultural
  life of the people in the community.
Challenges

     Student achievement may be poor if programs
do not have the required resources and teachers
are not properly trained.

    Requires investment in training of teachers,
supervisors and administrative personnel to
prepare them for the demands of multigrade
teaching and administration of multigrade schools.
WHAT DOES EFFECTIVE MULTIGRADE
            TEACHING INVOLVE?



     Systematic, well-organized and planned
instructional delivery and grouping.

     A well – managed classroom that is conducive
to learning because the necessary resources are
available and the necessary discipline among the
students has been developed so that they can
focus on learning.

     A cooperative learning environment where self-
directed learning is balanced with teacher –
directed activities, peer teaching and group work.
A teacher who is well – prepared to actually serve
as a FACILITATOR of learning rather than as the only
source of knowledge in the classroom and who is well –
prepared to apply a variety of instructional strategies
and techniques to suit the varied needs of learners.

     A well – designed curriculum that allows for and
encourages integration of subject matter areas and a
variety of activities as learning experiences for the
students.
BASIC PRINCIPLES OF MULTIGRADE TEACHING

 Children are unique.
 Children can learn best from experience.

 Children can and do learn well from one another.

 The role of teacher in a classroom involves setting
  – up and managing a learning environment that will
  be conducive to learning and teaching.
 The implementation of the school curriculum must
  take into consideration the varied abilities, levels
  and interests within particular group.
   The value of any educational program will be
    judged according to how well it is able to achieve
    the goals of the program – whether the children
    actually learn what they are expected to learn and
    how well they have learned.

   Inter – aging or the combination of children of
    different ages is more respectful of individual needs
    of learners and reflects real – life.
THE COMPONENT OF A MULTIGRADE
                CLASSROOM

Teacher
                              Facilitator


  Instruction

                                            Manager

Observer

                                            Evaluator

Planner
Pp multigrade
HOW CHILDREN LEARN BEST AND HOW
          TEACHERS TEACH EFFECTIVELY

             Methods Teachers Frequently Use

   Lecture
   Recitation
   Discussion
   Direct Instruction
   Individualized Instruction and independent Study
   Grouping as an Instructional Strategy
   Self Directed Learner
   Peer Teaching
CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR
          AN EFFECTIVE MULTIGRADE TEACHING



Instructions
 Provides different lesson in every subject for the two
  grade level.

   Plans learning activities to suit pupils’ ability and
    interest.

   Divide class into small group and individual group within
    a day.

   Time management is shown by alternating whole group
    periods with small group activities and individual work
    within a day.

   Prepares different sets of test by grade.
   Provides pupils with necessary materials to work
    independently after whole group or small group
    instruction.

   Allows one grade to work or read independently or
    in group while discussing lessons to other grade
    level.

   Treats two grade level as one in the class with
    different activities suited to their level.
Pupil Management
   Assign seats for individual whole group activity.
   Schedules classroom routine such as flag ceremony,
    attendance taking, and classroom maintenance activity.
   Provides attendance chart to be filled up by pupils as soon as
    they arrive in class.
   Prepares daily/weekly job chart for the children to accomplish.
   Establish clear class routines such as passing of papers,
    falling in line and doing individual/group works.
   Provide an access to all pupils.
   Involve children in classroom maintenance by using the “Job
    Chart”.
   Allows pupils to sit by grade level facing to their own
    blackboard.
   Schedules daily routines and activities.
Discipline
      1. Sets classroom rules and regulations for the
children to follow.
      2. Talks privately to the disruptive pupils.
      3. Explains classroom rules clearly.
      4. Imposes rules in passing or checking papers,
quizzes and assignments.
      5. Treats pupils with justice and fairness.
      6. Assign pupil secretary to monitor class behavior.
      7. Requires pupils to fall in line before entering and
leaving the classroom.
      8. Checks then accomplishments for daily routinary
activities.
      9. Treats pupil with justice and fairness.
CLASSROOM ATMOSPHERE

 Blackboards are in opposite walls of the classroom.
 Classroom lay out is flexible to cater indoor game.

 Desks/chairs are lighter capable to be moved and
  can be moved freely for group activities.
 Furniture and equipments are in movable type
  capable for arranging and rearranging.
 Learning materials are properly arranged and
  prepared by teachers.
 Provides a variety of arrangements throughout the
  year.
   Arranges furniture in such a way it provide for
    convenient flow.

   Labels the areas of the classrooms and containers
    of materials for the children to easily learn its usage
    and function.

   Classroom is attractively and neatly arranged.

   Maintain cleanliness and orderliness inside the
    classroom.

   All parts of the room are well ventilated
A DIALOGUE
WITH THE LORD
“WHAT IS THAT IN YOUR
HAND? “THE LORD ASKS.”
 “AN OLD ROD,” MOSES
ANSWERS.
 “THEN, TAKE THAT ROD WITH
WHICH YOU SHALL DO SIGNS,
AND GREAT MIRACLES WILL BE
ACCOMPLISHED,” SAYS THE
LORD.

AND MOSES OBEYS THE
LORD, THAT WHAT IS TOLD.
THE LORD THIS TIME ASKS A
MULTIGRADE TEACHER. “WHAT IS
IN YOUR HAND?”
“TIME, RESOURCES AND
ABILITIES.”
“ WHAT IS THAT YOU ARE IN?”
“A SCHOOL,” ANSWERS THE
A MULTIGRADE TEACHER
“WHY ARE YOU THERE?” THE
LORD ASKS AGAIN.
“I WAS THERE TO GUIDE
CHILDREN.”
“AND WHO ARE THAT CHILDREN?”
“THE CHILDREN ARE THE
FUTURE, AND I AM THE
PRIVILEGED MULTIGRADE
TEACHER WHO IS ALLOWED TO
SPEND DAYS WITH THE FUTURE.
IN THIS PLACE I BUILD LOVE,
TRUTH AND JUSTICE. THIS IS THE
PLACE THAT CREATES A
STRUCTURE THAT LASTS NOT
ONLY FOR A CENTURY BUT
FOREVER.”
THE LORD SMILES AND
GIVES THE MULTIGRADE
TEACHER THE SIGN OF
     BLESSINGS.
FINALLY THE LORD IN HIS TENDER VOICE
SAID:
“GO AND CONTINUE SERVING WITH:
       LOVE, UNDERSTANDING, JOY,
HOPE AND OPTIMISM




AREN’T YOU GLAD TO BE
PRIVILEGED MULTIGRADE TEACHER?
Thank You , Good Luck!

                  God bless!!!!!




See you in the workforce in the near future………………

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Pp multigrade

  • 1. THE CHALLENGES OF MULTIGRADE TEACHING By: Richlyn F. Vicente, BEEd – GenSci MAED – GenEd, Ph. D. Ed.
  • 2. WHY MULTIGRADE CLASSES EXIST?  Multigrade classes were organized as a matter of necessity 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 for each class.  Distance of the barrio and small number of students for each class.  Shortage of funds teachers and school buildings.
  • 3. HOW COULD I DEAL MY PUPILS TODAY?
  • 4. WHAT ARE THE ADVANTAGES AND CHALLENGES OF A MULTIGRADE CLASSES? Learner Advantages  Maximum social interaction between/among peers.  Cooperative learning is predominant.  Will learn to be independent, self-directed learners can learn to be more resourceful.  Prepared for real life – situations where there is constant interaction between people of different ages, varied skills and abilities.  Can learn to assume leading or supporting role as needed in different work situations.
  • 5.  Stigma associated with failure and repetition is removed.  Girlswho are often expected to stay home or at least close to home to take care younger siblings or the household will have more chances to go to school since schools are located within the community.
  • 7. CHALLENGES Requires more discipline, greater concentration and more focus in order to benefit from effective strategies e.g peer teaching, group work, self directed learning. Less reliance on direct supervision by teacher. Requires more initiative and resourceful to function effectively in a multigrade class. May receive less individual attention from a less experienced teacher or one who is not well-trained in multigrade teaching.
  • 8. TEACHERS Advantages Challenges  Requires more preparation  Can make the most of inter-age, multi-level of curriculum learning materials. situation to facilitate learning processes.  Requires more careful study of learner’s developmental  Can get to know characteristics across the students more and age levels involved in the carefully asses their class, approaches and needs and adopt strategies that are effective appropriate teaching and viable within a strategies. multigrade class.
  • 9. Can innovate and  More investment in experiment with different organization of the age groups and deal with classroom as learning curriculum content across subject areas. environment.  Shares responsibility for  More meticulous and facilitating learning with systematic record keeping pupils, parents, other to keep track of student community members. progress, curriculum development and  More opportunities for implementation is activity – centered, experience – based required. approaches rather than whole group, lecture/drill/rote methods of teaching.
  • 10. Community and School System Advantages 1. Efficient means of providing educational services to thinly populated areas and remote communities. 2. Efficient means of using limited educational resources such as trained teachers, classrooms, and materials. 3. Maintaining small barrio schools help to build and sustain the identity of the community and the cultural life of the people in the community.
  • 11. Challenges Student achievement may be poor if programs do not have the required resources and teachers are not properly trained. Requires investment in training of teachers, supervisors and administrative personnel to prepare them for the demands of multigrade teaching and administration of multigrade schools.
  • 12. WHAT DOES EFFECTIVE MULTIGRADE TEACHING INVOLVE? Systematic, well-organized and planned instructional delivery and grouping. A well – managed classroom that is conducive to learning because the necessary resources are available and the necessary discipline among the students has been developed so that they can focus on learning. A cooperative learning environment where self- directed learning is balanced with teacher – directed activities, peer teaching and group work.
  • 13. A teacher who is well – prepared to actually serve as a FACILITATOR of learning rather than as the only source of knowledge in the classroom and who is well – prepared to apply a variety of instructional strategies and techniques to suit the varied needs of learners. A well – designed curriculum that allows for and encourages integration of subject matter areas and a variety of activities as learning experiences for the students.
  • 14. BASIC PRINCIPLES OF MULTIGRADE TEACHING  Children are unique.  Children can learn best from experience.  Children can and do learn well from one another.  The role of teacher in a classroom involves setting – up and managing a learning environment that will be conducive to learning and teaching.  The implementation of the school curriculum must take into consideration the varied abilities, levels and interests within particular group.
  • 15. The value of any educational program will be judged according to how well it is able to achieve the goals of the program – whether the children actually learn what they are expected to learn and how well they have learned.  Inter – aging or the combination of children of different ages is more respectful of individual needs of learners and reflects real – life.
  • 16. THE COMPONENT OF A MULTIGRADE CLASSROOM Teacher Facilitator Instruction Manager Observer Evaluator Planner
  • 18. HOW CHILDREN LEARN BEST AND HOW TEACHERS TEACH EFFECTIVELY  Methods Teachers Frequently Use  Lecture  Recitation  Discussion  Direct Instruction  Individualized Instruction and independent Study  Grouping as an Instructional Strategy  Self Directed Learner  Peer Teaching
  • 19. CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR AN EFFECTIVE MULTIGRADE TEACHING Instructions  Provides different lesson in every subject for the two grade level.  Plans learning activities to suit pupils’ ability and interest.  Divide class into small group and individual group within a day.  Time management is shown by alternating whole group periods with small group activities and individual work within a day.  Prepares different sets of test by grade.
  • 20. Provides pupils with necessary materials to work independently after whole group or small group instruction.  Allows one grade to work or read independently or in group while discussing lessons to other grade level.  Treats two grade level as one in the class with different activities suited to their level.
  • 21. Pupil Management  Assign seats for individual whole group activity.  Schedules classroom routine such as flag ceremony, attendance taking, and classroom maintenance activity.  Provides attendance chart to be filled up by pupils as soon as they arrive in class.  Prepares daily/weekly job chart for the children to accomplish.  Establish clear class routines such as passing of papers, falling in line and doing individual/group works.  Provide an access to all pupils.  Involve children in classroom maintenance by using the “Job Chart”.  Allows pupils to sit by grade level facing to their own blackboard.  Schedules daily routines and activities.
  • 22. Discipline 1. Sets classroom rules and regulations for the children to follow. 2. Talks privately to the disruptive pupils. 3. Explains classroom rules clearly. 4. Imposes rules in passing or checking papers, quizzes and assignments. 5. Treats pupils with justice and fairness. 6. Assign pupil secretary to monitor class behavior. 7. Requires pupils to fall in line before entering and leaving the classroom. 8. Checks then accomplishments for daily routinary activities. 9. Treats pupil with justice and fairness.
  • 23. CLASSROOM ATMOSPHERE  Blackboards are in opposite walls of the classroom.  Classroom lay out is flexible to cater indoor game.  Desks/chairs are lighter capable to be moved and can be moved freely for group activities.  Furniture and equipments are in movable type capable for arranging and rearranging.  Learning materials are properly arranged and prepared by teachers.  Provides a variety of arrangements throughout the year.
  • 24. Arranges furniture in such a way it provide for convenient flow.  Labels the areas of the classrooms and containers of materials for the children to easily learn its usage and function.  Classroom is attractively and neatly arranged.  Maintain cleanliness and orderliness inside the classroom.  All parts of the room are well ventilated
  • 26. “WHAT IS THAT IN YOUR HAND? “THE LORD ASKS.” “AN OLD ROD,” MOSES ANSWERS. “THEN, TAKE THAT ROD WITH WHICH YOU SHALL DO SIGNS, AND GREAT MIRACLES WILL BE ACCOMPLISHED,” SAYS THE LORD. AND MOSES OBEYS THE LORD, THAT WHAT IS TOLD.
  • 27. THE LORD THIS TIME ASKS A MULTIGRADE TEACHER. “WHAT IS IN YOUR HAND?” “TIME, RESOURCES AND ABILITIES.” “ WHAT IS THAT YOU ARE IN?” “A SCHOOL,” ANSWERS THE A MULTIGRADE TEACHER “WHY ARE YOU THERE?” THE LORD ASKS AGAIN. “I WAS THERE TO GUIDE CHILDREN.”
  • 28. “AND WHO ARE THAT CHILDREN?” “THE CHILDREN ARE THE FUTURE, AND I AM THE PRIVILEGED MULTIGRADE TEACHER WHO IS ALLOWED TO SPEND DAYS WITH THE FUTURE. IN THIS PLACE I BUILD LOVE, TRUTH AND JUSTICE. THIS IS THE PLACE THAT CREATES A STRUCTURE THAT LASTS NOT ONLY FOR A CENTURY BUT FOREVER.”
  • 29. THE LORD SMILES AND GIVES THE MULTIGRADE TEACHER THE SIGN OF BLESSINGS.
  • 30. FINALLY THE LORD IN HIS TENDER VOICE SAID: “GO AND CONTINUE SERVING WITH: LOVE, UNDERSTANDING, JOY, HOPE AND OPTIMISM AREN’T YOU GLAD TO BE PRIVILEGED MULTIGRADE TEACHER?
  • 31. Thank You , Good Luck! God bless!!!!! See you in the workforce in the near future………………