Related Articles (Summarize in 5 sentence-

Activity 2: paragraph; state references) Reflection

Teaching Multi-
Grade Classes
State their The study sought to determine whether teaching and In my reflection,
philosophy which learning is sustainable in multi-graded classrooms multi-graded classes
illustrates their specifically, this study was designed to identify the are quite hard nor
beliefs on learning experiences, beliefs and perspectives regarding the challenging for the
within multi- difficulties faced while teaching and learning in multi- teachers but by the
graded classrooms graded classrooms in North Cyprus’ schools. Multi- help, cooperation
graded classes exist both in poor and developing and determination
countries as well as in rich countries. Various teaching of every student to
approaches and teaching methods should be applied to learn a lesson it will
keep attention higher and increase learning level of the result good things.
student. Indeed, the teacher needs to balance the By that, students
attention given to fast learners who may be responsible and teachers can
as student tutors since slow learners may need more share different
attention. Teaching and learning materials should be experiences that
innovatively developed and reproduced. sought to their
everyday lives that
https://files.eric.ed.gov/fulltext/EJ1245296.pdf makes the learning
process more
effectively.

Relate their The research presented the literary debate to gain Quality education
personal experience insight into scholarly views about experiences of for learners is very
with multi- grade teachers of multi-grade classes and the challenges they crucial and,
teaching to new encounter in their day- to- day encounter with learners, therefore,
learning from colleagues, school managers, parents and communities. challenges
research; In order to achieve this purpose, and also point out experienced by
there the motivations for multi-grade teaching; the teachers should not
practice of multi-grade teaching; multi-grade reforms; be ignored. I,
challenges of multi-grade teaching; teaching strategies therefore conclude
for successful multigrade teaching; and minimum that the institutions
conditions for ensuring that multi-grade teaching is should focus more
beneficial to learners. It was observed that, while the on the performance
educator is busy with one group, the other group would of learners in multi-
be busy with a task to complete. Multi-grade teaching grade classes.
has a potential to improve the quality of teaching and it
is essential in ensuring basic education for all, however
multi-grade teachers experience a number of
challenges. Some of the challenges identified through
this study are curriculum organization, work overload,
classroom management, learner performance and lack
of support. The success of multi-grade teaching
depends on the determination and support by different
stake holders, rather than solely on the teacher.
 https://files.eric.ed.gov/fulltext/EJ1155851.pdf

Promote awareness Some schools use multiage classrooms as an In my reflection, in

and understanding alternative learning environment for students, while order to implement
of how children of others choose to use multiage classrooms school wide. multiage classrooms
different ages learn Although the multiage education philosophy is efficiently and
in multi- graded supported to some extent by research. Multiage effectively, parent
classroom programs face difficulties when being implemented into education and
schools and classrooms. Multiage education may be teacher preparation
flourishing all over the world, but it is critical to keep in are essential.
mind that this method is not deliberately used for Students may not
educational purposes in all instances. In order to enjoy the optimal
achieve the full benefits of multiage education, a benefits from
careful examination of best practices and the research multiage classrooms
base, professional development, and perhaps some if teachers cannot
regulations are needed to help schools implement the implement
program correctly. differentiated
instructional
https://files.eric.ed.gov/fulltext/EJ1245296.pdf strategies,
environments, and
assessments. And
by offering
workshops on
multiage education
where students can
develop their
learning capacity
and ability.
Demonstrate In order to implement successful social-constructivist Teaching
knowledge and principles, a multi-grade teacher must be able to match approaches and
understanding of learning needs and learning strategies to the learners in strategies are very
philosophy and the class. In other words, the teacher must important for the
goals of multi- grade demonstrate Shulman’s different types of knowledge: learning process
teaching content knowledge, general pedagogical knowledge, become effective.
curriculum knowledge, pedagogical content knowledge, Wherein teachers
knowledge of learners and their characteristics, can use to teach a
knowledge of educational contexts, and knowledge of lesson to the
educational ends, purposes and values. Differences in students and also
their approach to teaching a multi-grade class varied the understanding
because of the individual context of their school, such and goals of every
as the number of children in each grade, as well as their learner are being
experience and personal beliefs about teaching and achieve. And by that
learning. All teachers in this study used these strategies strategies or
in some way, and many identified strong links between approaches,
the strategies; for example, relevant group learning teachers can teach
might mean identifying similarities in the curriculum of easily and they can
the different grades so students in different grades can
 work together on a common activity (learner grouping). use for the learning
Although the activity is common the teacher’s process.
assessment of it might be different, with different
expectations for different students (multi-level
assessment). When routines are established, classroom
organization is more efficient and time pressures are
reduced. Implementing all these strategies requires
careful planning, and planning was seen by all teachers
as the ‘glue’ that holds the other strategies together.

http://tojned.net/journals/tojned/articles/v07i04/v07i04-
05.pdf

Assess and evaluate One of the roles which a teacher must carry out is to In giving assessment
elementary school monitor the progress of pupils learning so as to ensure to the multi graded
students learning at quality education. Usually, this requires teachers to classes, teachers
formative and determine the educational levels of pupils when they can determine how
summative levels first enter the schooling, during the school year and at much is the learning
the end of the school year. Therefore, assessment capacity or learning
should be considered a continuous and integral part of capability of a
teaching. By creating feedback loops during teaching learner wherein he
and learning, formative assessment conducted in a or she can do so
short cycle has the potential to guide midstream, just- much effort for the
in-time adjustments to help students learn. This early lesson that students
recognition of learner needs is critical to prevent got low or having
elementary school students whose academic difficulties with. And
development has slowed from falling further behind. teachers can give so
much time on that
https://files.eric.ed.gov/fulltext/ED572929.pdf hard lesson for the
students so that the
learning process is
effective.