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 Sheet No. 9.2

Topic: COOPERATIVE LEARNING ENVIRONMENT

Name of Student/s:_JOHN LEO A. BONDE : ___________

Learning Outcomes
Let’s Try This
1. Define the meaning of cooperative learning.
2. Identify classroom set-up in multigrade classes that promote cooperative learning.
3. Determine the roles of teacher and students that promote cooperative learning.
4. Plan a cooperative learning environment for multigrade classes

Let’s Try This

Directions: Recall the last time you had experienced group work activity with your
classmates. Describe what you did. How was your experience as you
engaged with the strategy being facilitated by your teacher? Was it worth
it? Why?

Cooking lumpiang gulay with my groupmates. I do the cuttings of vegetables and I take videos
while my groupmates are preparing and cooking. It was a very good experience because I
learned how to cook and what is the procedures in cooking lumpiang gulay. It is worth it
because, without those experience I don’t know how to cook that recipe.
 Let’s Think About It

PLUSES-MINUSES-INTERESTING

Directions: Based on your answers in the activity, determine the PLUSES that happened
during group activity. Next, in the MINUSES, identify what went wrong. And
lastly, what do you think are INTERESTING with group activities, specifically,
involving cooperative learning? Write your answers in the appropriate column.

PLUSES MINUSES INTERESTING

1. EXPERIENCE MISTAKES WE BECAME CLOSE

2. BONDING ARGUE WE LEARNED FROM OUR

MISTAKES

3. COOKING MISTAKES LEARNED FROM OUR

MISTAKES

Let’s Do It

CASE STUDY

One teacher in a multigrade class handling kindergarten to grade 2 had

experienced difficulty in giving group task to her students. According to her, when she
had a group discussion in a whole class, the students were all attentive. Everything was
alright throughout the discussion. However, when she gave instructions to meet their
group mates, the class was in chaos. The students didn’t know exactly what to do. Some
were confused where to get the materials to work with. And others didn’t know where to
work their task. As she observed, only one to two groups were following instructions.
 She concluded that letting her students work in group won’t work because most of them
couldn’t work on their own.

Directions: Based on the scenario being read, make a plan of a classroom set-up that
will help the teacher have a smooth transition from one activity to another.
Please provide at least five descriptions with purposes of the things you
included in your plan.

Instructional materials are essential tools in learning every subject in the school

curriculum. They allow the students to interact with words, symbols and ideas in ways that
develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using
media and technology.
A Guide to Giving Clear Instructions to Students (That They Will Actually Follow)
1. Use Clear and Precise Language. ...
2. Repeat Your Directions. ...
3. Explain the Purpose of the Task. ...
4. Make Sure Your Students Understand. ...
5. Use an Appropriate Tone. ...
6. Describe the Specifics. ...
7. Provide Examples. ...
8. Break Tasks into Manageable Chunks.

Descriptions/ Reasons:
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