Multi-Grade Teaching - Definition & Concepts PDF

**FACTS ABOUT MULTI GRADE TEACHING** **DEFINITION AND CONCEPT OF MULTI -- GRADE TEACHING** Multi -- grade teaching shall be best understood if being defined by term. **Multiple** means having or involving more than one part, and grade[, in education], refers to a group of pupils or students of sim...

**FACTS ABOUT MULTI GRADE TEACHING** **DEFINITION AND CONCEPT OF MULTI -- GRADE TEACHING** Multi -- grade teaching shall be best understood if being defined by term. **Multiple** means having or involving more than one part, and grade[, in education], refers to a group of pupils or students of similar age or ability taught together at school so multigrade simply means many grades. Moreover, **teaching**, from the traditionalists' point of view, **is imparting knowledge or skill, or helping some individuals learn thru giving instruction or lessons.** **[Multi -- grade teaching]**, therefore, refers to the practice in primary education of teaching children from a **number of grades in one class**. It is a situation in which [one teacher has to teach many grades], all the same time and it occurs within a graded system of education when a [single class contains two or more student grade levels.] It is contrasted with the usual pattern of classroom organization in graded systems where a single classroom contains students of only one grade level. In many graded systems, age and grade are congruent, so a grade level is also equivalent to a particular age group of students. However, this may not be the case in systems where grade level repetition and acceleration are common. - A class consisting of 2 or more grades handled by one teacher - Is generally opened in primary schools located in [distant and sparsely populated areas] - Is usually opened in areas where the number of enrolees for each grade level does not warrant the opening of single grade class This can be called a "combination class" (if there are only two grades) in the Philippines. In other countries, multigrade classes can also be called: - Vertically grouped, or - Family grouped or - Multi -- aged class or - An ungraded class (when there are three or more grade levels) **TERMS RELEVANT TO MULTI GRADE CLASS AND TEACHING** **Multilevel Teaching.** This pertains to teaching of students or groups having different level of achievements in a classroom by a teacher at the same time. **Small or Multigrade school.** This is defined as a primary school in which there are fewer teachers than grads and consequently the majority of classes must of necessity contain more than one grade level. **Mono -- grade school.** This is defined as a primary school in which the majority of the classes are organized along [monograde lines.] **Multi -- grade class.** This term is used to describe any class in which students of different grade levels are placed together for administrative reasons. **Mono- grade class**. A class that contains students of a single grade level, but usually of mixed abilities. **Multiage class**. A class that has been organized across grade levels and ages by choice and for pedagogical reasons. Such classes may occur in either graded or ungraded school contexts. **OBJECTIVES OF MULTI -- GRADE TEACHING** - Creation of access to education for all children. - To bring school closer to communities. - Overcome a shortage of teachers. - Modernize teaching methods. - Reduced drop -- outs and repeater rates. - Increase the participation and literacy rates. **HISTORY AND DEFINITION OF MPPE** **MPPE** is an [education delivery system to democratize access to and improve the quality] of elementary education through the completion of incomplete school and the organization of multi -- grade classes. In an answer to the problem of access to quality education, the Department of Education through the Bureau of Elementary Education undertakes the MPPE. **Objectives of MPPE** - To provide a complete education cycle or expand access in sparsely populated, remote, isolated areas. - To maintain education services in barangays with decreasing enrolment; and - To maximize the use of thin resources and teachers. **POLICIES AND GUIDELINES OF MPPE** **DECS Order No. 96, 1997** a. definition. A multi -- grade class is defined as a class of 2 or more grades under one teacher in a complete or incomplete elementary school. b. Organization of Multi -- grade Classes Regional directors and Schools Division Superintendents shall organize multi -- grade classes to provide access to schools for children in far -- flung barangays and to complete incomplete schools. c. School Plant, facilities and furniture of MG classes Regional directors and School Superintendents give priority to MG classes in: - Allocating 3 room building to MG classes without standard building or where the existing building is in need of total rehabilitation. - The provision of textbooks and other support instructional materials - Allocating teacher items and/or assigning teachers in assigning teacher items, priority should be given to schools with mg classes having an enrolment of more than 35 /class and classes with more than 3 grades to a class. 2\. Provisions of **DECS Order 38, s 1993** not superseded in this order are deemed still in effect. 3\. This order shall take effect immediately 4\. Immediate dissemination of and compliance with this order is directed **Enclosure 2 DECS Order No.96 s. 1997** **FEATURE OF MG CLASSROOM ENVIRONMENT** - Learning Corners/Centers/Areas - Blackboards - Classroom furniture - Display boards/shelves - Ventilation and lightning - Outdoor space MG teaching forces teachers to rely the least on rote methods of teaching and use varied delivery methods. However, choice of method will depend on the nature of the subject being taught, and the teacher and class personality. While flexibility in class programs is encouraged, the number of contact time per week or per month must be maintained. Some program options are *[subject staggering, subject integration, common time table, integrated day, and subject grouping.]* **Supporting programs for MPPE** **Multigrade Demonstration Schools Projects (MDSP).** The MDSP was organized in selected divisions of the country with financial assistance from UNICEF. The project aimed to improve the quality of instruction and thus improve the overall achievement levels of pupils in MG schools. **DepEd -- CCFPI Little Red Schoolhouse Project.** The DepEd-BEE and Coca -- Cola Foundation Philippines, Inc, organized ***the Little Red Schoolhouse Project in 1997***. The project components included the construction of 50 3-room school buildings with toilet facility in each room, water system and furnishings, 3 phrases training for Mg teachers, coordinators and school heads on MG instruction and the capacity building program for the community. 3**. Search for MG Teacher Achiever.** This was started in is a biennial quest for the most outstanding Filipino teacher assigned in MG schools in the country. 4\. **Pupil Learning Enhancement Program (PLEP)** -- is a support program [(1996-2000)] for the universalization of quality primary education through the strengthening of the Multigrade Program in Philippine Education (MPPE) with assistance from the United Nations Development Program (UNDP). 5\. **Congress on Multigrade Education.** The first Multigrade Congress was [conducted in 2004]. This activity is in consonance with the Department of Education's policy on improving access and quality in elementary education. 6\. **The Multigrade School Training Video**. This Project is a documentary video on multigrade teaching practices. It shows effective teaching strategies and other important information about the multigrade school. **Crucial Elements in a MG classroom** a. Modified Curriculum and Instruction b. Modified Curriculum and Instruction c. Teacher's Role d. Classroom Physical Arrangement e. Community Participation f. Subject Staggering Option g. Subject Integration Option h. Common Time Table i. Integrated Day Option j. Subject Grouping **Teacher's Role** (Facilitator, manager, observer, instructor, planner and evaluator) **Classroom Physical Arrangement** - Elements that contribute to a successful mg classroom - [Learning centers] - [Learning materials] - [Furniture and Equipment] **Community Participation** -- in a MG classroom, parents and other adults can share the responsibilities of facilitating learning in a class with a wide range of abilities and needs. They can become good helpers and share their knowledge and skills with the children. The children will need to guide the helpers when they are working with students. Parents are partners in the education of their own children. Parents can be involved in the MG classrooms as volunteers. **Benefits and Challenges/Issues of MG Teaching and Learning** **Benefits for the children** - A MG class brings together children of different ages and stages of development in a learning environment, which [prepares them for real -- life situations]/ a MG classroom is a more natural learning situation: for example, older children helping younger ones. - The children often develop healthier social relationships and more positive attitudes. They get on better with others, both children and adults. - The children will learn to be resourceful and more independent, self -- directed learners and gain the skills and attitudes of learning how to learn - The children can learn social skills when working together in small groups -- for example, [leadership skills, organizational skills, listening, sharing, taking turns, mentoring, negotiating skills.] - The children can progress at their own pace of learning with the opportunities to join a faster paced or slower paced group. Children in the lower grade levels can benefit from the positive models of the children in higher grade levels in the same classroom. **Benefits for MG teachers** - Good MG teachers do not use just the "chalk and talk" style of teaching. - Teachers can make the most of the inter -- age multi -- level situation to facilitate the learning processes, the older children can be responsible and given opportunities to use their expertise with the younger children. - The teacher gets to know the children better as individuals when teaching them for 2 or 3 years and is thus able to give them the right kind of help and guidance to suit the children's individual needs. - Teachers learn to work with different age groups and deal with curriculum content across subject areas in an integrated approach. - Teachers can share the responsibility of teaching and learning with the students, parents and other community members **Benefits for Community and School System** Multi -- grade program can also be beneficial to both community and school institutions. Multi -- grade program can be an efficient means of providing educational services to thinly populated areas and remote communities and of using limited educational resources such as trained teachers, classrooms, and materials. MG program can also maintain small barrio schools help to build and sustain the identity of the community and the cultural life of the people in the community. On the other hand, both the community and the school would face challenges in implementing MG program and these will include poor student achievement if programs do not have the required resources and teachers are not properly trained and the program would also require investment in training of teachers, supervisors and administrative personnel to prepare them for the demands of multi -- grade teaching and administration of MG schools. **Challenges and Issues of MG Teaching** School plans, instructional materials and methodological guidelines are often difficult to apply to MG teaching situations. Textbooks in use for teaching only meet the need of mono -- grade teaching. There is a need for more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would best assist MG teaching. The primary school teacher is ill equipped to handle a MG classroom situation. Isolation due to geographical location can lead to teacher's frustration. The educational system as a whole pays inadequate attention to the proper functioning of MG schools through, for ex. Not filling vacant teaching positions in rural areas, the absence of systems of teacher accountability, a lack of basic physical facilities in these school and the like. Lesson 1 -- **Principles and Conditions of Learning** **Quality Principles of Learning** Supportive Learning Environment We feel valued and challenged. We are able to take risks and safely and work cooperatively with others. We learn when our emotions are positive. Opportunity to Learn We are actively engaged with our learning with opportunities to observe, practice, develop, and apply new knowledge, skills, and attitudes. Connection and Challenges Learning links to our existing knowledge and skills and challenges us to construct new knowledge beyond what we know and can do. We build on what we know and construct our knowledge. Action and Reflection We experience learning as an active process and use language as a tool for learning. We get opportunities to reflect on and make sense of the action. Motivation and Purpose Learning experience focuses on achieving clear relevant outcomes that make sense to us. We learn when we want to or need to. Inclusivity and Difference We engage with experiences that reflect and respect differences between other learners. Independence and Collaboration We work together and also individually to gain personal and collective understanding of ideas. Lesson 2? **What are the Different Learning Styles** Visual (Spatial) Learner- Those who prefer learning by observing things. Aural (Auditory) Learner- They are those good listeners who normally learn best through verbal presentations like lectures and speeches. Verbal (Linguistic) Learner- Those prefer using words, both in speech and writing. Physical ( Kinesthetic) Learner- All learners are all about the sense of touch Logical ( Mathematical ) Learner- These students function and solve complex problems by employing strategies and their scientific way of thinking. Social ( Interpersonal ) Learner- These learners love being around people, working in groups, teams and overall thrives through social interactions. Solitary ( Intrapersonal ) Learner- These learners prefer being away from the crowds and learn best in a quiet place where they can focus on the task at hand. Lesson 3 **Academic Learning among 6--13-Year-Old Children** Academic Learning of 6 -- 7 Year Olds Advancing in learning at this age means discovering how to map signs and symbols (letters and numbers) onto concepts ( to know that + means to add, or that --th is pronounced /th/). Somewhere between -- and 8, children transform into true readers. They can give and follow directions for moving around a room or on a map. They begin to discern shades of meaning and therefore can more easily discern fact from opinion. Academic Learning of 8-10 Year Olds Understanding the cognitive accomplishments of 8 -- 10-year-olds can help parents support academic learning at home. Children's increased memory ability across this age is universal, but the forms of remembering are not. 8--10-year-old also better understand that there are conditions that are more conducive to learning, such as quiet, organized environments. At this point in development, children are capable and eager to become more active participants in exploring and understanding areas of interest across disciplines. **Managing a Multi - grade Classroom** **3 Dimensional of Classroom Mangement** A. Teacher - planning - classroom control - use of time - delegation of responsibility B. Classroom - physical condition - materials - activities - routines C. Students - time on task - behaviour - relationships - responsibilities **As a multi - grade teacher** \*Planning the use of the classroom"space" especially flexible seating arrangements for both you and your students. \*Planning and carrying out multiple lessons at the same time \*Designing activities for students to keep them involved \*Creating, designing, and using teahing and learning materials. \*Establishing norms of behavior expected of students to keep them learning. **Principles on Classroom Management** 1\. Consistent, proactive behavior management is crucial for effective classroom management 2\. Establish routins for all daily tasks and need 3\. implement smooth transitions and continuity of momentum throughtout the day 4\. Strike a balance between variety and challenge in students' activities 5\. As a classroom manager, be aware of all actions and activities in the classroom. 6\. Resolve minor inattention and disruption befor it becomes a major disruption 7\. reinforce positive behavior. Be generous with genuine praise, incentives and rewards. 8\. Treat minor disturbances calmly 9\. work out a physical arrangement of desks and hairs that facilitate an interactive teaching - learning process. understanding the current context and creating future vision how to understand the current context of the MG classroom? **understanding the current context and creating future vision** **how to understand the current context of the MG classroom?** 1. Where is your school located? 2. How far do your students travel to get to school? 3. What grades are you teaching? 4. What age and ability range is in your classroom? 5. How might you best work with and take advanatge of a wide range of ages and abilities? 6. What kind of family background do your students come from? 7. What is their economic status? 8. What language do your students speak at home? 9. How well do they understand and speak the national language? 10. What might you do to ensure they learn what they need to learn in the language you use in the classroom? 11. How many have had some kind of pre - school experience? 12. What can you do to help those who have not had this experience? 13. Do any of your students have special education needs in regard to physical or cognitive disabilities? 14. 14\. What can you do to respond to these needs? 15. 15\. What resources do you have to make the classroom and schoolwork better? 16. 16\. According to the national curriculum, what should be taught to each grade and how well have your students learned the curriculum so far? 17. 17\. To what extent do your head teacher/principal and th other teachers in your school understand and practice MG teaching? 18. 18\. If their understanding is limited, what can you do to increase support for your work? 19. 19\. Do the parents of your children understand and support MG teaching? 20. 20\. Again, if not, what can you do to help them understand the need for such teaching? A welcoming inclusive, healthy, protective, and child - friendly environment which helps your students - most of whom have probably not had any pre - school experience - feel comfortable in the school and ensures that they do not drop out before completion of the primary school cycle. A rich mixture of grade - appropriate and mixed - grade teaching, peer learning through group work, personalized teaching, independent learning through tutoring, and teacher and student interactions to make sure that all children learn and that no child is exluded from learning because of gender, language, poverty, disability, or any other reason. A disciplined classroom with a harmonious learning environment which mixes structured learning. 1. understanding the current context and creating future vision 2. understanding the current context and creating future vision 3. understanding the current context and creating future vision 4. understanding the current context and creating future vision 5. understanding the current context and creating future vision