Teaching in the
Multigrade Clasroom
Lesson 6
Teaching in the Multigrade
Clasroom
OVERVIEW:
In order to succeed in a Multigrade classroom, beginning
teachers need to understand and acquire applicable instructional skills
to overcome the problems and uniqueness of multigrade education.
The use of specific strategies and techniques that focus on academic
diversity supports the educational work of Multigrade teachers as well
as the varied learning needs of the pupils.
In order to succeed in a Multigrade classroom, beginning teachers
need to understand and acquire applicable instructional skills to overcome
the problems and uniqueness of multigrade education. The use of specific
strategies and techniques that focus on academic diversity supports the
educational work of Multigrade teachers as well as the varied learning
needs of the pupils.
Teaching in the Multigrade
Classroom
Intended Learning Outcomes
At the end of this lesson, you should be able
to:
A. discuss the different strategies applied in
Multigrade teaching and,
B. use appropriate strategies in Multigrade
teaching.
DIFFERENTIATED INSTRUCTION
LET'S BEGIN
Read and analyze the case study below.
Case Study:
Ms. Ramos is a new teacher who has been assigned
to a multigrade class in Asuncion's mountainous area.
When she arrives at her school, she is met by her 25
cheerful and eager students. She has noted that while the
majority of the ten (10) grade one pupils can remember the
names and sounds of the alphabet and count things up to
ten, just a few of them can read three-letter sight words.
They are shy and rely on her for frequent assistance. Many
of her fifteen (15) grade 2 pupils can read sight words and
short sentences in Filipino, but they struggle with spelling
DIFFERENTIATED INSTRUCTION
LET'S BEGIN
Read and analyze the case study below.
Case Study:
and they haven't mastered the subtraction skill. These grade 2
students work well together and can follow basic directions on their
own. Grade 3 students, on the other hand, can read and write
sentences in both English and Filipino. They understand addition and
subtraction and can complete activities on their own with minimal
support from her. Furthermore, she noticed that there is one student
who is always willing to erase the markings on the board and help her
classmates in her own small way. All of her students like to color, sing
action songs, and play. Ms. Ramos has a lot of questions about her
multigrade class after interacting with the students for a week.
DIFFERENTIATED INSTRUCTION
Case Analysis:
1. Based on the case given above, describe the
characteristics of the pupils.
2. What do you think are the challenges of the
teacher?
3. What important concepts do teachers need to
understand in order to cater the varying needs of
her pupils?
4. What specific multigrade teaching strategies
should the teacher use to effect learning among
the pupils:
DIFFERENTIATED INSTRUCTION
Academic diversity characterizes a multigrade class
(UNESCO 2001). The Integration of multiple learners with
varying skills, readiness, desires, preferences, and learning
styles is a characteristic structure in a multigrade
class( Tomlinso, 1999). A multigrade classroom's diversity
is the norm, and it is viewed as an asset that enriches the
learning environment Cohen, 2014), Vygotsky's learning
concept have a profound influence on multigrade teaching
and learning. The entire learning process is founded on a
socially constructivist foundation in which learners interact,
explore, and learn in a social setting (Cornish, 2006).
DIFFERENTIATED INSTRUCTION
As a facilitator of learning, the teacher must organize
varied activities for various groups of learners. It is unlikely
that one-size-fits-all training can adjust to the learning
needs of varied learners (Tomlinson and Moon, 2013). In
other words, teaching in a multigrade class entails
categorizing students based on their experiences,
preparation, learning patterns, preferences, and reactivity
in various circumstances, differentiated instruction is at the
heart of education in a multigrade class. Tomlinson (2001)
defined differentiation of instruction as learner-centered,
which involves learners in tasks that require them to
participate and cooperate with one another while also
providing them with a learning experience that maximizes
DIFFERENTIATED INSTRUCTION
Differentiating instruction means doing what is fair for
students while allowing for flexibility. This entails providing a variety of
opportunities for students with varying skills, interests, or learning
requirements to engage in equally appropriate modes of learning
(Nordlund, 2003).
There are three approaches to differentiate instruction (Tomlinson &
Moon.
DIFFERENTIATED INSTRUCTION
Differentiating content defines the
essential principles that all students must
understand and adjust the complexity of the
information as needed. The following are a few
examples:
- Using reading materials/books appropriate for the
learners' various reading level
- Using spelling or vocabulary lists based on the learners'
skill level
- Presentation of ideas through audiovisual means
- Having a reading buddy, a peer mentor, or an adult
mentor
DIFFERENTIATED INSTRUCTION
The Differentiating Process
- refers to the activities that students
engage in order to understand or master the
topic. This means that the teacher must
change the operations and strategies used
to explain each concept. A more challenged
student would require more direct coaching,
whereas a more capable learner would be
able to participate in more independent
study. The following are some methods for
DIFFERENTIATED INSTRUCTION
- Using tiered activities for those who do not comprehend
the concept, those who have some understanding of the
subject, and those who understand the concept)
- Providing interest centers
- Making use of manipulatives and materials
- Applying flexible grouping by utilizing the ebb and flow of
experiences (Whole Group-Small Group-Individual).
- Varying the amount of time that it takes a student to
perform assignments.
DIFFERENTIATED INSTRUCTION
Differentiating product can take the form
of exams, activities, projects, written work, or oral
presentations, and it allows teachers to construct lessons
that are relevant and customized to any learner by
modifying the depth, amount, or independence of the
product (Nordlund, 2003). These outputs are best achieved
by
- Assigning assignments according to the learner's level;
- Employing rubrics that match the learners' varying ability
levels.
- Allowing students to work on their projects alone or in
small groups.
DIFFERENTIATED INSTRUCTION
The ultimate purpose of
differentiation is to ensure that
students have the best learning
experiences possible based on their
readiness ability to learn; interest
desire to learn; and learning profile
ways of learning.
DIFFERENTIATED INSTRUCTION
Let’s Practice!
Matrix completion
Identify any topic and outline strategies to
differentiate by content, process, and product for the
subject specialization that you will teach.
DIFFERENTIATED INSTRUCTION
Let’s Practice!
Matrix completion
Identify any topic and outline strategies to
differentiate by content, process, and product for the
subject specialization that you will teach.
THANK YOU!
