INTRODUCTION TO MULTIGRADE TEACHING

CHAPTER 1
OVERVIEW ON MULTIGRADE EDUCATION
The Multigrade (MG) Program was formally introduced to the public school system through DECS Order No. 38, s. 1993
entitled, “Improving Access to Elementary Education by Providing Complete Grade Levels in All Public Elementary Schools
through Combination and/or Multigrade Classes.”
The MG Program follows the K to 12 Curriculum Framework. However, it requires flexibility in terms of its delivery in the
multigrade classroom since the curriculum was designed for monograde teaching. The strategy to deliver the curriculum in
multigrade classes therefore differs to be able to meet diverse learning needs of multigrade learners.

Multigrade Class
• Multigrade teaching occurs in primary education when a teacher has to teach two or more primary school student
grades in the same class. More general term and probably more accurate is that multigrade teaching refers to the
teaching of students of different ages, grades and abilities in the same group.
• The multigrade class structure is known by various names in the different countries; these include “composite” or
"combination" classes, "double" classes, "split" classes, "mixed-age" classes, "vertically grouped" classes, "multiple
classes", "family classes" or "multilevel classes".
• In multigrade schools a relatively small number of teachers try to be effective in their educational work while dealing
simultaneously with a number of pupils of different ages, educational levels and needs. It follows that for children to
learn effectively in multigrade environments; teachers need to be well trained, well resourced, and able to meet highly
demanding teaching tasks and to hold positive attitudes to multigrade teaching.
• Multigrade-schools have potential and play important role as educational units in
underserved rural areas.
• The unfortunate reality is though that these schools form the most neglected part of the education system.
• The formation of the school in multigrade classrooms is in most cases considered as a "necessary evil" situation that
is adopted just to fulfil the obligation of the official state for providing education for all.
Multigrade Classrooms
• According to a press release from the Official Gazette (2012), a multi-grade class consists of two or more different
grade levels inside a single-grade classroom handled by one teacher for an entire school year. It is offered in
elementary schools located in distant and sparsely populated localities.
• As stated in an article from Wordpress (n.d.), multi-grade classes are often, sadly, considered a “make-do” situation
where the conditions for both teacher and students can only be second-best.
• In an education module generated by The Southern African Development Community with the partnership with The
Commonwealth of Learning (2000), it has stated that in a multi-grade classroom, 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.
EDUCATIONAL POLICIES IN MULTI-GRADE TEACHING

1. DO 96, S. 1997 – POLICIES AND GUIDELINES IN THE ORGANIZATION AND OPERATION OF MULTIGRADE
(MG) CLASSES
Pursuant to the provisions of the Constitution that the State shall protect and promote the rights of all citizens to quality
education at all levels and take appropriate steps to make education accessible to all, it is a declared policy of the DECS to
build a school in school-less barangays where enrolment and population growth trends warrant the establishment of new
schools and to organize multigrade classes to offer the complete six (6) grade levels to children in the remote barangays.
In support of this program, the following policies and guidelines in the organization and operation of Multigrade Classes in
the country are being issued:
Definition. A multigrade class is defined as a class of 2 or more grades under one teacher in a complete or incomplete
elementary school.

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Organization of Multigrade Classes
Regional Directors and Schools Division Superintendents shall organize Multigrade classes to provide access to schools for
children in far-flung barangays and to complete incomplete schools. The minimum enrolment of 8 pupils and the maximum
of 35 pupils per class shall be observed. Whenever possible and when teachers and other facilities warrant, MG classes
composed of more than three (3) grades per class should be converted to at most 3 grades to a class.
School Plant, Facilities, and Furniture of Multigrade Classes
Regional Directors and Schools Division Superintendents give priority to multigrade classes in allocating 3-room school
building to MG classes without standard building or where the existing building is in need of total rehabilitation. The existing
standards for school buildings shall apply to MG schools.
The classroom layout as well as furniture should facilitate multigrade teaching and learning. It should allow for:
grouping/regrouping of school children according to age, grade level, ability level or interest; the creation of learning center
or comers; and easy circulation of both teachers and students.

Minimum Multigrade Instructional Package (MIP) for teachers which shall consist of:

1) Minimum Learning Competencies for MG Classes (MLC-MG),

2) Budget of Work for MG Classes (BW-MG),
3) Lesson Plan for MG Classes (LP- MG), and
4) Multigrade Teachers Handbook (MG-HB).

Minimum Learning Package (MU) for multigrade pupils consisting of:

• textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as much as possible on a 1:1 ratio,
• the Multilevel Materials (MLMs) on at least 1 set to 3 pupils ratio.
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Allocating teacher items and/or assigning teachers
In assigning teacher items, priority should be given to schools with multigrade classes having an enrolment of more than
35 per class and classes with more than 3 grades to a class.
The Multigrade Curriculum and Program
Multigrade schools/classes shall offer the New Elementary Schools Curriculum (NESC) and adopt any of the suggested class
program. Divisions may use any of the suggested program options found in Enclosure 3 on a tryout basis and report on the
findings of the experiment after one school year. Full implementation or use of a program should be based on results of the
tryout.
Support, Welfare and Incentive Program for Multi Grade Teachers
To attract and retain effective teachers in multigrade schools the following measures should be implemented:
• regular monitoring of MG classes to sustain training gains and to provide them with technical as well as instructional
support. In consideration, of the difficulty in reaching these schools due to distance and poor and/or irregular
transportation facilities, principals or supervisors are authorized to collect actual transportation expenses incurred
during monitoring and/or supervisory visits.
• regular training of MG teachers on multigrade teaching in the district, division and /or regional level should be given
priority share from the 5% INSET funds.
• whenever resources/situations permit, at least one (l) classroom should be designated as lodging place of
teachers/school administrators whose residences are considerably far from the school.
• granting of the Special Hardship Allowance tor MG Teachers (SHA-MG). All MG teachers qualified to avail of the
“Hardship Allowance to Eligible Public-School Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said
incentive under the said scheme. However, MG teachers who shall not meet the requirements stipulated in the same
scheme shall be granted the “Special Hardship Allowance for
MG Teachers” for handling multigrade classes. Criteria for the availment of the Hardship Allowance for multigrade teachers
shall be issued in separate DECS Order on a year-to-year basis.
2. DO 81, s. 2009 Strengthening the Implementation of Multigrade Program in Philippine Education

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The Multigrade Education is one of the Department’s strategies to provide access to quality education for all school-age
children in remote communities where enrolment does not warrant the organization of monograde classes.
To address recurring issues in the implementation of DepED Order No. 96, s. 1997,
“Policies and Guidelines in the Organization and Operation of Multigrade (MG) Classes” the following guidelines are issued:
Strict implementation of Special Hardship Allowance for Multigrade Teachers as contained in Department of Budget and
Management (DBM) National Budget Circular No.
514 dated December 5. 2007, “Guidelines on the Grant of Special Hardship Allowance” shall be observed;
• Teachers assigned shall be trained on multigrade instruction through a continuing standards-based professional
development program managed by a core of division and regional MG trainers;
• The Bureau of Elementary Education (BEE) shall provide the Multigrade Training

Resource Package (MG-TRP) and the Multigrade Teach-Learn Package (MG-TLP). The second contains lesson plans and pupils
learning exercises in the different learning areas;
• A core of trainers (list enclosed) for the division-based training of MG teachers has already been organized and trained
for this purpose. They will continuously provide training with financial assistance from the Bureau of Elementary
Education;
• As much as possible, trained multigrade teachers shall not be transferred to another school within two years. All
divisions are strongly encouraged to provide additional incentives for these teachers;
Regular monitoring and technical assistance on the implementation of MG program shall be conducted at the division level.
Monitoring report on the findings/results shall serve as basis for planning enhancement programs and policy formulation at
all levels.

3. DO 08, S. 2018 – GUIDELINES ON THE UTILIZATION OF THE 2018 FINANCIAL SUPPORT FOR MULTIGRADE
SCHOOLS

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One of the continuing initiatives of the Department of Education (DepEd) along its thrust of increasing access to quality
elementary education is strengthening the implementation of the Multigrade Program in Philippine Education (MPPE).
The MPPE addresses pressing concerns and issues on the provision of customized teaching and learning materials for
multigrade classes and professional development of teachers.
To support the plans to effectively implement the multigrade program, DepEd issues the enclosed Guidelines on the
Utilization of the 2018 Financial Support for Multigrade Schools which stipulate the procedures on fund release, utilization,
reporting, and liquidation.

IMPLICATIONS FOR TEACHING IN MULTI-GRADE CLASSROOM

What is Multi-Grade Classroom?
The Multi-Grade Classroom framework contemplates the various specific conditions in rural education and sets up the
structure so as to offer help to educators to covey classrooms, curriculum, syllabus, etc., seamlessly to individuals.
The Multi-Grade school is the main feasible school arrangement is formulated to center around enhancing the teaching and
learning conditions for student’s mental and physical growth.
EduSys’s Multi-Grade classroom exhibits an amazing instructive tool for advancing autonomous and individualized learning.
This sorts of teaching and learning is an incredible focal point since the education program is acclimated to the explicit needs
of the individuals and consequently adds to better learning results.

Advantages of Multi-Grade Classroom

• A Multi-grade class brings together students and teachers while preparing better stages of development in a learning
environment.
• Students Performance: Students can develop healthier social relationships, positive attitudes and enhance leadership,
organizational, listening, sharing, and many other important skills
• Easy-to-Use: Teachers can create effective syllabus and curriculums plans for students

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 • Improve Learning: Problem-solving, higher-level thinking, and learning methods develop at an earlier point with multi-
grade classrooms; simply because of the immersion experience that brings students together
• Student-Teacher Relationship: A Single teacher, or the group of teachers responsible for the multi-grade classroom,
typically stay with same students until they graduate to the next level. This garners the opportunity for students to
work with the same teachers for several years instead of having to meet new teachers at the beginning of each new
school year.
• Pre-learning and Re-teaching: Students are continuously exposed to re-teaching, as they listen in on, and benefit
from lessons which are being taught. Students are also exposed to pre-teaching. This both prepare and stimulate the
young students thinking.
• Better Classroom Management and Organization
• Teacher can teach two and more grades at same time

Disadvantages of Multi-Grade Classroom

• Multi-Grade system is difficult to implement in large schools with heavy population
• Textbooks in use for teaching only meet the need of mono-grade teaching
• schools practicing multi-grade teaching often suffer from inadequate material resources
• In remote areas, teachers’ passivity, irregularity, ill planning, non-accountability and engagement in non-academic
pursuits create and maintain a low school profile

MULTIGRADE, MULTIAGE & MULTILEVEL/COMPOSITE

What is Multigrade teaching?
• A Multigrade class is made up of students in several (two or three) grade levels with one teacher for an entire school
year.

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 • Multigrade schools are those which have classes that combine students of different ages and different abilities in one
classroom.
• A Multigrade class involves students of different ages and developmental levels, with different skills and learning
abilities learning together with one teacher.
• Multigrade should remain as a class for a minimum of two (2) years but often for three (3) years. They should have
the same classroom teacher for all those years.
What is the difference between Multigrade, Multiage and Multilevel/Composite groups?
Multigrade we have already defined as a class of more than one grade level taught by the same teacher in the same room,
but it is the way that the students are taught and the organization of the teaching program that differs.
Multilevel/Composite classes
Multilevel or Composite classes are two or more classes working in the same room with one teacher, but usually with
separate programs.
For example, the Grade 4 will be following the syllabus for their grade, and the Grade 5 likewise. The curriculum is still
structured and taught strictly in separate grades. This sort of teaching is syllabus driven; the teacher sticking rigidly to the
curriculum for that level.
Multi-age
There can be a wide range of ages in anyone class, varying by quite a number of years sometimes. In the traditional class,
all students in the class will be working on the grade curriculum, despite their age differences. In this sense, the teaching is
also syllabus driven, as there is no special consideration for the differences in age or ability.

Multigrade teaching is different in two main ways:

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The curriculum for the grades being combined is integrated, that is, common elements from the different year programs are
combined into one program for the class. There is not two or three separate programs operating, just one that provides
different levels of challenge to the students
The learning is student centered, not grade level centered, so students have the opportunity to work at their level of ability,
through the different levels of activities provided by the teacher. The needs of the student determine the teaching and
learning; learning is student driven.
What Multigrade is Not?
• Multigrade is not one teacher running between two classrooms to teach two separate grades with separate programs.
• Multigrade is not two classes working in isolation in the same room, seated at each end of the classroom and being
taught separate programs by one teach

INSTRUCTIONAL STRATEGIES OF MULTI-GRADE TEACHING

INSTRUCTIONAL STRATEGIES FOR MULTIGRADE CLASSROOMS

Introduction/Background
Education is the process of transforming a person into a better individual. It develops one’s personality, provides a
physical and mental standard, and transforms people’s living status. Education allows every individual to change into a
better life and a better future. Following the Republic Act 9155 (2001), education is free and compulsory for all Filipino
children. Thus, the education department mandates the establishment of complete elementary schools in every barangay
forming multigrade classes in some remote Barangays. To compensate for teachers’ doubling efforts in the Multigrade

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classes, they are given a special hardship allowance (D.O. 81, s. 2009). The monetary allowance compensates for the
more effort of the multigrade teachers.
Teaching multigrade classes is very challenging. Teachers complained of a lack of sufficient time in handling classes
(Mulryan-Kyne, 2004). In Africa, Turkey and Netherlands, multigrade teachers experience challenges such as
Transportation, illiteracy of parents, poor economic backgrounds, excessive effort of the teacher, lack of time, language
problems and teacher challenges in the actual teaching and learning process (Condy & Blease,Strategies and Activities
2014; Engin, 2018).
The parents’ lack of interest to their children’s education, insufficient fund from the government, insufficient resources,
underqualified teachers, and multigrade teachers are some barriers in effective education (Du Plessis & Mestry, 2019). In
Turkey, teaching English language in multigrade classrooms becomes challenging as teachers perceived that their
proficiency in that subject is low (Doğan, Çapan, & Ciğerci, 2020). As a result, the performance also of students in
Multigrade classes becomes low (Checchi, D. & De Pala, 2018).

Strategies and Activities in the MultiGrade Classroom

Keeping students engaged can be a difficult task for any teacher, but it becomes especially hard to maintain engaging
teaching strategies as learners sees class discussion and instruction boring and less fascinating.
As a teacher, you may get a group of students that you just can’t seem to keep interested. No matter what you do, it
seems like all of the students are bored out of their minds. If students aren’t paying attention, and their minds are
wandering, then they are not absorbing any of the information that you are giving them to pass your class.
One study of student boredom suggested that almost 65% of students find at least half their lectures boring, with about
35% claiming to find most or all of their lectures boring.
Here are some teaching strategies that you can do to keep your class interested and engaged especially in teaching Social
Studies.

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1. Lecture-Discussion
In the study, lecture-discussion method is the teaching method that is designed to help students understanding the
organized body of knowledge, i.e. the topics that relate the facts, concepts, principles, and procedures, and make the
relationship between them explicit and clear (Eggen & Kauchak, 2007; Rosenshine, 1987)
Steps:
The lecture-discussion strategy is done by following these four basic steps:
• Introduction-The teacher begins the lesson by providing a motivation activity, presenting the objectives, and giving
an overview of the topic.
• Presentation of the lesson- The teacher proceeds to the unfolding of the topic through the use of question-and-
answer techniques and visual organizers.
• Comprehension monitoring.-The teacher checks students' understanding through different strategies of formative
assessment.
• Integration and closure- Students summarize the lesson by highlighting the important points, synthesizing old and
new information, and/or sharing evidence-based conclusions.

Advantages:
While there are many educators who warn against the use of direct instruction strategies, lecture-discussion is beneficial if
used in moderation, First, it is easy to implement and can be applied in almost all content areas in social studies. Its
greatest strength lies in its efficiency in imparting information since teachers transfer the same amount of knowledge to all
students in the classroom within a short period of time. Also, the structured content and the allotted time for
comprehension monitoring aids in mastery of learning which in turn, improve student achievement. Lastly, by utilizing a
wide range of questioning, the teacher engages students in different ways of thinking—from concrete to abstract, from
convergent to divergent, and from lower order to critical and creative thinking skills.

Tips:
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 • Plan the lesson in detail and practice your presentation. Vocal delivery is very important in lecturediscussion. It will
be helpful if you plot your questions and plan how to explain concepts that will be easily understood by students,
• Be brief in the presentation of the lesson. Elementary students have short attention spans. If possible, insert
activities that will capture their attention from time to time.
• Use a questioning script to develop your questions. A questioning script is a basic set of questions constructed to
guide students from lower level to higher levels of thinking. You may refer to Bloom's Taxonomy of the Cognitive
Domain or the Taba I and Taba Il approach as a guide in developing this. Also. avoid questions that are ambiguous,
biased, and answerable only by yes or no.
• To increase the effectiveness of delivery, use numerous concrete examples, media, and graphic/visual organizers
(e.g., concept map, semantic web, Venn diagram).
• Pause occasionally after giving questions, Provide ample thinking time and rephrase questions if students do not
provide answers.
• Lecture-discussion works best if used in moderation and it integrated with other strategies. Using this as your
everyday strategy may lead to a boring class.

2. Recitation
What is Recitation?
“Repetition is the mother of learning, the father of action, which makes it the architect of accomplishment” – Zig Ziglar
In its most basic form, recitation is the action of saying something aloud from memory or a formal reading. This
traditionally was a poem or a verse that has then progressed into essays that are presented to a teacher, peers,
instructor/tutor, or even a combination.
The recitation class is designed to serve as a supplement to this format, providing students an opportunity to learn from
each other as a teacher’s assistant (TA) guides the group’s discussions and thought processes in an effort to ensure
deeper learning takes place. A recitation class is a complement class to a lecture.

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It is designed to focus on complex points of the associated lecture that either have complicated material (i.e., math or
science) or a large-sized class where messages can get lost.
It’s important to remember that the lecture aims to teach many students; however, not every student’s academic needs
are adequately addressed, so a recitation class focuses on this and fills in any gaps.

3. Direct instruction
Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a classroom, and
presents the information. The teachers give explicit, guided instructions to the students.
So, isn’t that how everything has always been taught in a classroom? Not entirely. Nowadays, experimenting in education
is “hot”, as teachers find that not all students benefit from listening to a teacher talk all day, and not all lessons are best
taught through direct instruction. Teachers now match the type of instruction to the task. Using direct instruction is
effective when it suits the skill students have to learn.
Here’s an example:
• The order of the planets is best learned via direct instruction.
• Teaching what materials are magnetic is better learned through experimentation. The direct instruction method is
based on two core principles:
• All students can learn when taught correctly, regardless of history and background.
• All teachers can be successful, given effective materials and presentation techniques.

4. Individualized Instruction
Individualized instruction is a method of instruction in which there is one-to-one teaching and selfpaced learning based on
an outline of progressive goals leading to the course/curriculum objectives.
Benefits:
Several benefits, available to schools who elect to use the individualized method of instruction, are shown below.
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 • Individualized instruction allows a student who is above or below "average" to proceed at the student’s own pace
for optimal learning.
• Students do not have to repeat portions of a course that they have already mastered.
• Students learn the self-discipline needed to motivate themselves and to keep their progress on target.
• Students can check their own results on class work and seek help when needed.

5. Independent Study
• Independent study is closely related to individualized instruction but different.
• Students are involved in the selection of the activity or approach to working on a project
• Teacher provides clear instructions as students get engaged in independent work or follow what is in the tasks
cards.
• Students have access to necessary materials and resources
• Students work alone or in groups
• Students are assured that they have access to teacher but should try to work on their own helping each other

6. Differentiated Instruction (D.I.)

It is the provision of varied learning situations to meet the needs of students at different levels of reading competence
(Harris & Hodges (1995) Literacy Dictionary)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process,
products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful
approach to instruction.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the
classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create
the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
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 • Content – what the student needs to learn or how the student will get access to the information;
• Process – activities in which the student engages in order to make sense of or master the content;
• Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a
unit; and
• Learning environment – the way the classroom works and feels.
Why Do We Need to Differentiate?
When a teacher tries to teach something to the whole entire class at the same time, chances are: one third of the kids
already know it; one-third will get it; and the remaining third won’t. -Lillian Katz

7. Cooperative Learning
It involves students working together in small teams or groups on a shared task to achieve a common objective. Each
student may be responsible for specific part of the group task and the group gets to be successful only when everyone
does their share of work.
Cooperative Learning Skills
1. Active listening
2. Taking turns
3. Asking good questions
4. Respecting others
5. Negotiating
6. Sharing
7. Problem solving
8. Decision making
9. Conflict resolution
10.Eye contact
11.Assertive speaking

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Some Cooperative Learning Strategies:
1.Round Robin/ Round Table
What is a round robin technique?
The “Round robin” option is a technique for generating and developing ideas in a group brainstorming setting. It relies on
an iterative process building off consecutive contributions by each participants, conducted in either written or verbal
variations.
Round-Robin Brainstorming is very straightforward:
Step 1 – Gather your team together around a table. Give each person index cards so that they can record their ideas on
individual pieces of card.
Step 2 – Acting as facilitator , explain the problem that you want to solve. Be specific about the objectives of the
brainstorming session. Answer questions, but discourage discussion. The goal in this step is to allow individual people to
think creatively without any influence from others.
Step 3 – Have each team member, in silence, think of one idea and write it down on an index card.
Step 4 – Once everyone has written down an idea, have each person pass their idea to the person next to them. Everyone
should now be holding a new card with their neighbor's idea written down on it.
Step 5 – Have each person use their neighbor's idea as inspiration to create another idea. Then ask each person to hand in
their neighbor's card, and pass their new idea to the person next to them to repeat step 4.
Step 6 – Continue this circular idea swap for as long as is necessary to gather a good amount of ideas. When the time is
up, gather up all the ideas. You can now collate them, eliminate any duplicates and discuss them further as required.
2.Think –Pair-Share

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Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem or answer a
question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a
question; and (2) share ideas with classmates.
3.Mix-N-MatchMix-n-Match
In this structure the teacher creates sets of cards that are matching pairs. Each student is provided one card and must
mingle around the room until they find a student with the matching set.
4. Envoy/Jigsaw
Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic
(for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals).
Students meet with members from other groups who are assigned the same aspect, and after mastering the material,
return to the "home" group and teach the material to their group members. With this strategy, each student in the "home"
group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw
puzzle.
Why use jigsaw?
• It helps build comprehension.
• It encourages cooperative learning among students.
• It helps improve listening,communication, and problem-solving skills.

8. Self-Directed Learning
Self-directed learning (SDL) is an instructional strategy where the students, with guidance from the teacher, decide what
and how they will learn. It can be done individually or with group learning, but the overall concept is that students take
ownership of their learning.
For example, a teacher may give a general learning goal, such as to learn about a geographical area. Students would then
work with the teacher to decide the scope of the project, length of time, and the end result that would demonstrate their

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learning. One student may decide to learn all of South America and create an educational website. Another student may
choose to research the deforestation effects of Borneo and write a report for the government. Another student may choose
a specific city and focus on the historical significance, creating a video vignette from personal interviews. By allowing
students to choose different learning objectives and outcomes, it allows students to choose based on their personal
interests and strengths.

9. Peer teaching
It involves a situation in the classroom where two or more children cooperate with one another and help each other learn.
What is the purpose of peer teaching?
Peer teaching offers some important benefits for learners and instructors alike. Being taught by a peer can break down
barriers that may affect some students and can create a more engaging learning experience. Peer teachers can also
benefit from the process.
Sample Teaching Strategies for Peer Tutors:
1. Show and do
2. Test-teach-test
3. Take turns
4. Do together
5. Look, Say, Trace, Cover, Write,Check

10. Grouping
Meeting the various needs of pupils
1. Planning mixed ability groupwork:

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Think about the group structure of the members to ensure the groups will work well.
2. Whole-Class-Mixed
Ability Groups: give the teacher a chance to observe relationships between and among children of different ages in MG
classroom.

Implications for Instructional Strategies in MG Teaching

Teachers should focus on the learners, get to know them, particularly their ability levels and needs so that expectations
match their capability. Teachers should focus on the learners, get to know them, particularly their ability levels and needs
so that expectations match their capability. The learners will benefit from “instructional support system”.

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