Professional Documents
Culture Documents
MODULE 3 WEEK 5
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TIME FRAME
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Lesson 23: The Use of Multimedia
Materials
17 Assessing Learning and Lesson 24: Monitoring, Record
Teaching Performance in Keeping and Evaluation
Multi-grade classes
18 FINAL EXAM
MODULE 3: Week 5
What are Multi-Grade
Classes?
Content
Case 1.1: Reaching
And Teaching in Two Multi-Grade School
Grading Multi-Grade
Objectives:
After learning about this module the learners will be able to:
1. Understand the nature of Multigrade School
2. Identify factors how MG exist.
Case 1.1
Reaching and Teaching in Two Multi-Grade School
From 2010 to 2011, I had the chance to reach and teach two
multigrade School in the District of Iba, The first school was
the Lupang Pangako Resettlement School, where the
displaced Aeta from the eruption of Mt. Pinatubo now
resides. I left home early in the morning using my single
mountain motorcycle bike; I have to travel at least two
hours of rugged path. When I descend from my motorbike, I
can see the school on the mountain-side, but I still have to
go a long distance. The village can be reached by crossing
farm lands, lots of farmlands. Last year some people died
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with emergency cases due to transportation problem in
reaching the hospital on time. Inside the village, climbing
from the river, I follow a track along a mountain ridge
surrounded by cattle-posts and small fields. On the side of
the mountains, I see small homesteads of a few huts and
trees. It is around 8 o’clock, and children are coming now to
school. Some children have to walk more than one hour from
school to their homes, where chores, such as milking the
cows and fetching water, await them. I finally reach the old
school building, which consists of three rooms. The teachers
welcome me, and offer me some coffee and biscuits from
the school kitchen. As a new Teacher I have the option to
stay the night in the classroom, because there is no room for
the head teacher’s in the village. During the day, we discuss
the problems of teaching the curriculum in a way which is
relevant to the pupils. The teachers complain about the lack
of materials and other resources. The next day I have to
bring some food for the children so they can have something
in their stomach before the start of the class. After a year, I
was transferred to another Multigrade School, The Dona
Luisa Obieta Elementary School, which is about 18
Kilometres from the national highway. They have the same
set up. The school was situated at the top most part of the
Village called Olpoy. R.E.D.
Grading, as a means of
separating groups of
students, was probably
introduced in the 1800s.
The grade, then,
quickly became the unit
of organization in the school, or any educational institution.
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Multigrade Classes
1. Age
2. Ability
3. Developmental level
4. Background
5. Experience
6. Motivation
7. Interest
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Where are they found?
Multi-grade classes tend to be associated with the
“developing countries”, but they are also found in other
countries across the world. Some places in which they are
found are Peru, Sri Lanka, Norway, Vietnam, England,
France, the Caribbean, India, the United States,
NewZealand, Columbia and Samoa. These classes exist for a
wide variety of reasons.
Why do they exist?
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Possible Response
Geographical factors
It is for nomadic people, who are on the move all the time, so that
one teacher may stay with the group.
There are rivers, roads and mountains, which are dangerous for
children to cross, and so it is necessary for them to attend school in
the village.
Social factors
Cultural factors
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Students are obliged to perform certain domestic chores before they
can go to school.
Possible Response
Summary
Multi-grade classes refer to one class of students, in which there are two or
more groups, each performing at different competence, or grade levels.
Multi-grade classes are found worldwide for various reasons.
The prime reasons for multi-grade classes may be placed into four major
categories:
Low (or reduced) community population, possibly due to migration,
or an increased death rate;
Poor economic conditions, resulting in inadequate teaching
resources;
The persistence of cultural practices which would impede the
attendance of students at school;
Geographical location of the school, which may be in a remote,
inaccessible village;
Some students may be mentally challenged, and there are no
provisions for special education nearby.
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