Name: Mikyll Brigi Pasilan Yr.

& Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

Sample Questions for Oral Exam on Monday (May 16, 2022)

1. What is multi-grade teaching?

For me multi-grade teaching is a situation in which one teacher has to teach many
grades, all at the same time. It happens in all schools where there are more grades than
teachers, the main purpose of the teacher is to teach students by imparting knowledge not
just follow a curriculum but must be able to develop skills, inculcate desirable values and
attitudes among the students.

2. What are the advantages and disadvantages in multi-grade classes?

Advantages
 Children who remain with the same teacher and primarily the same class for
multiple years enjoy a stable and reliable environment.
 The mix of ages and abilities provide many opportunities with student to
collaborate and learn from each other.
 Older students can take one more mature rules and monitoring the younger
students.
Disadvantages
 Difficult to implement in large school with heavy population
 Textbooks in use for teaching only meet the need for mono-grade teaching
 Schools practicing multi-grade teaching often suffer from inadequate material
resources.

3. What are the different learning styles of children? How should each one be handled?
VARK: Visual, Auditory, Reading/Writing, and Kinesthetic. They are sometimes
inaccurately referred to as “learning styles” which implies that each learner has a “style”
of learning that should be maximized in all learning situations.

Visual - Visual learners are better able to retain information when it’s presented
to them in a graphic depiction, such as arrows, charts, diagrams, symbols, and more.

Auditory - Sometimes referred to as “aural” learners, auditory learners prefer

listening to information that is presented to them vocally. These learners work well in

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

group settings where vocal collaboration is present and may enjoy reading aloud to
themselves, too.

Reading & Writing - Focusing on the written word, reading and writing learners
succeed with written information on worksheets, presentations, and other text-heavy
resources. These learners are note-takers and perform strongly when they can reference
written text.

Kinesthetic - Taking a physically active role, kinesthetic learners are hands-on

and thrive when engaging all of their senses during course work. These learners tend to
work well in scientific studies due to the hands-on lab component of the course.

Every classroom brings together students with distinct abilities and personalities.
Since every student has different capabilities, some learn faster than others. Because of
this difference, it becomes a challenge for teachers to implement methods that help out
the entire class. Teachers need to come up with effective teaching strategies and
implement innovative solutions to meet every student’s individual needs in the class.

Therefore, the best option for a teacher is to test out a combination of strategies
that will help students to learn faster and retain more.

4. What are the different multiple intelligences? How should each one be handled?
What activities should be given to them?
1. Naturalist Intelligence

Naturalist intelligence designates the human ability to discriminate among living

things (plants, animals) as well as sensitivity to other features of the natural world
(clouds, rock configurations). This ability was clearly of value in our evolutionary past as
hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
It is also speculated that much of our consumer society exploits the naturalist
intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds
of makeup, and the like.

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

 Practice conservation
 Have a classroom plant or animals to care of
 Observe nature, go on nature walks
 Use species classification
 Provide hands-on labs of natural materials

2. Musical Intelligence

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This
intelligence enables us to recognize, create, reproduce, and reflect on music, as
demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective connection between music and the emotions; and
mathematical and musical intelligences may share common thinking processes. Young
adults with this kind of intelligence are usually singing or drumming to themselves. They
are usually quite aware of sounds others may miss.
 Use instruments and instrument sounds
 Use environmental sounds to illustrate a concept
 Allow for musical composition and performance
 Allow students to create songs about a topic

3. Logical-Mathematical Intelligence

Logical-mathematical intelligence is the ability to calculate, quantify, consider

propositions and hypotheses, and carry out complete mathematical operations. It enables
us to perceive relationships and connections and to use abstract, symbolic thought;
sequential reasoning skills; and inductive and deductive thinking patterns. Logical
intelligence is usually well developed in mathematicians, scientists, and detectives.
Young adults with lots of logical intelligence are interested in patterns, categories, and
relationships. They are drawn to arithmetic problems, strategy games and experiments.
 Provide opportunities for problem-solving
 Involve calculations

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

 Create activities that involve deciphering a code

 Use pattern or logic games
 Organize new information in an outline format

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the
meaning of life, why we die, and how did we get here.
 Pondering the meaning of life.
 Getting involved with special causes.
 Working with charity groups.
 Volunteering for community service.
 Journal writing.
 Group discussion.

5. Interpersonal Intelligence

Interpersonal intelligence is the ability to understand and interact effectively with

others. It involves effective verbal and nonverbal communication, the ability to note
distinctions among others, sensitivity to the moods and temperaments of others, and the
ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians
all exhibit interpersonal intelligence. Young adults with this kind of intelligence are
leaders among their peers, are good at communicating, and seem to understand others’
feelings and motives.
 Teach collaborative skills
 Provide plenty of group work opportunities
 Use person-person communication
 Use empathy

6. Bodily-Kinesthetic Intelligence

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety
of physical skills. This intelligence also involves a sense of timing and the perfection of
skills through mind–body union. Athletes, dancers, surgeons, and crafts people exhibit
well-developed bodily kinesthetic intelligence.
 Use body sculpture
 Use of role-playing, miming, or charade games
 Allow for physical exercise, dance, or martial arts
 Create opportunities for dramatic arts such as skits
 Use human graphs

7. Linguistic Intelligence

Linguistic intelligence is the ability to think in words and to use language to express
and appreciate complex meanings. Linguistic intelligence allows us to understand the
order and meaning of words and to apply meta-linguistic skills to reflect on our use of
language. Linguistic intelligence is the most widely shared human competence and is
evident in poets, novelists, journalists, and effective public speakers. Young adults with
this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.
 Use creative writing activities such as poetry or scriptwriting
 Set up class debates
 Allow for formal speaking opportunities
 Use humor, such as joke writing or telling
 Make sure there are plenty of reading opportunities

8. Intra-personal Intelligence

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts

and feelings, and to use such knowledge in planning and directioning one’s life. Intra-
personal intelligence involves not only an appreciation of the self, but also of the human
condition. It is evident in psychologist, spiritual leaders, and philosophers. These young
adults may be shy. They are very aware of their own feelings and are self-motivated.

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

 Practice meditation
 Allow for plenty of self-reflection
 Use mindfulness
 Practice reaching altered states of consciousness

9. Spatial Intelligence

Spatial intelligence is the ability to think in three dimensions. Core capacities include
mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an
active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial
intelligence. Young adults with this kind of intelligence may be fascinated with mazes or
jigsaw puzzles, or spend free time drawing or daydreaming.
 Use mind mapping techniques
 Use guided visualizations or verbal imagery
 Provide opportunities for artistic expression using a variety of mediums
(paint, clay, etc.)
 Allow for make-believe or fantasy
 Create collages for visual representations

The teacher’s role is extremely important in making sure students get the most out of
multiple intelligences theory in the classroom. Teachers should work with the students, rather
than for the students, to develop the best activities, projects, and layouts. Teachers should
continuously observe students’ interests and successes in different areas and continually
change the classroom layout and plan accordingly.

5. Why does every child learn differently?

Because we all have different intelligences and different learning styles. We

don't share the same brain and have distinct learning skills.

6. Why does storytelling a good strategy for teaching multi-grade classes?

According to research, storytelling is a tool that helps students better understand the
world around them. It also helps children visualize themselves in similar situations with the

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

storyteller. A common educational standard, that students need to know, is the ability to be
able to recount events in chronological order. Listening to and reading stories, is an important
component in a child’s reading development. Stories make learning more fun while at the
same time helping students better understand relevant information.
Reference: https://files.eric.ed.gov/fulltext/EJ1092135.pdf

7. What are culturally responsive strategies?

1. Activate students’ prior knowledge.

Students are not blank slates, Childers-McKee says; they enter the classroom with
diverse experiences. Teachers should encourage students to draw on their prior knowledge in
order to contribute to group discussions, which provides an anchor to learning. Taking a
different approach to the literature that’s taught in classrooms is one example of this.

2. Make learning contextual.

Tie lessons from the curriculum to the students’ social communities to make it more
contextual and relevant, Childers-McKee advises. “If you’re reading a chapter in history
class, for example, discuss why it matters today, in your school, or in your community,” she
says. “Take the concept you’re learning about and create a project that enables them to draw
parallels.”
3. Encourage students to leverage their cultural capital.
Because not all students come from the same background, it’s important to encourage
those who don’t to have a voice. Say, for example, you teach an English class that contains
ESL students. It’s important to find ways to activate the experiences they do have—their
cultural capital, Childers-McKee says.
The teacher may choose a book for the class to read in which the ESL students could
relate and feel like they could be the expert, for instance. As a teacher, Childers-Mckee’s
once chose a book that told the story of a child of migrant workers because some of her
students came from an agricultural background.

4. Reconsider your classroom setup.

Take inventory of the books in your classroom library: Do they include authors of
diverse races? Is the LGBTQ community represented? Do the books include urban families
or only suburban families? Beyond your classroom library, consider the posters you display
on your walls and your bulletin boards, too. “These are all small changes you can make to
your classroom more culturally responsive,” Childers-McKee says.

5. Build relationships.

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

Not all students want to learn from all teachers because the teachers may not make
them feel like they’re valued, Childers-McKee says. Teachers need to work to build
relationships with their students to ensure they feel respected, valued, and seen for who they
are. Building those relationships helps them build community within the classroom and with
each other, which is extremely important, she says.

8. What are various ways in organizing a classroom for multi-grade classes?

 When you have a wide range of age, ability, maturity and interests among the
class, it is very important that your classroom is highly organized and structured.
 Everyone needs to know where to find things, how to store things, where to sit for
different activities, where to put completed work etc.

9. How should students be arranged/seated in a multi-grade classroom? What are

their seating arrangements?

Classroom organization is a way of arranging seating or sitting positions and

various learning centres in a classroom. Classroom organization in a multi-grade
classroom varies a ccording to circumstances. The circumstances may include
available resources, the learners, the environment, the curriculum, learner ages, the
number of learners, the health of the learners, the training level and experience of
the teacher, and the number of grades in a class. The seating arrangement in a multi-
grade class is very important because it enhances the learning environment.
• Traditional Classroom (large or Small) - Traditional class all the desk are
facing the chalkboard & teachers desk.
• U-shaped Layout - Smaller classes that want more interaction between the
student and educator, a U-Shaped layout is a better option.
• Circle or Half Circle Arrangements - Desks or chairs arranged in a circle or
half circle promote community & encourage all students to participate

10. How do you manage a multi-grade classroom?

Management means organization that leads to an orderly environment. It
includes control and the application of rules. In a multi-grade classroom, the
teacher, who is the head of the class, has to control his or her class and create a good
learning environment for the children. The teacher must also make the learners
understand how they can assist in making their class manageable. The learners also

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

play a role in managing the class. Classroom management can be viewed in three
dimensions. The dimensions are the classroom, the teacher and the learners.

11. What are the teachers’ roles and responsibilities in a multi-grade classroom?
The main function of the multi-grade teacher is to teach students by
imparting knowledge not just following a curriculum. The teacher must be able to
develop skills and inculcate desirable values and attitudes among pupils. The
teacher is expected to be versatile and utilize different strategies to make learning
meaningful and effective for all students in his or her classroom, no matter what
individual differences may exist among the students. In the following section of this
web training content, you will be able to get informed more specifically on teaching
and learning strategies referring to the multi-grade setting.

12. What are the routines that students must follow in a multi-grade classroom?
 Planning and organization
 The classroom structure should be well arranged.
 Schedules must be prepared.
 Visuals should be displayed appropriately.
 Data must be according to the mental level of the students of different grades.
 Work tasks can also be helpful for the students.
 Communication status should be effective and the same for every student
without any favouritism.

13. How does a teacher design a lesson in multi-grade classes?

 Select common themes from one subject suitable for all the grades in your multi
grade classroom
 Develop daily lesson plans for each unit related to this theme with the help of
textbooks and reference material as per the curriculum
 Select activities linked to the curriculum that are to be conducted in the class
 Develop relevant worksheets for individual or group practice
 Relate concepts from the curriculum to examples from your daily lives.

14. What strategies must a teacher implement when teaching multi-grade classes?

 Strategy 1: Teach all groups together

 Strategy 2: Teach one grade while others work independently

MIKYLL BRIGI A. PASILAN

 Name: Mikyll Brigi Pasilan Yr. & Sec: BEED 2A Evening

(63) 966-230- 05/20/22

5879
pasilan.mikyll@gmail.com

South Poblacion San Fernando, Cebu

 Strategy 3: Teaching are subject to all grades and as varying level of difficulty
 Strategy 4: Develop peer, cross-age and cross-grade teaching
 Strategy 5: Relate learning with daily experience or real life experience

15. What are the things must consider in planning his/her lesson in a multi-grade
classroom?

Determine your Requirements. It's imperative that you find out the requirements
under which you must work.
Consider Student Abilities Instead of Grade Level.
Create Activities for Groups Not Being Taught.
Incorporate Everyday Experience into Learning.
Assure Parents with Specific Information.

MIKYLL BRIGI A. PASILAN