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Multi Grade Instructional Delivery and Grouping Jaugan

This document discusses instructional delivery and grouping in multi-grade classrooms. Instructional delivery refers to the interaction between students, teachers, content, and skills needed for learning. Grouping organizes students in different ways when working, such as by ability, age, or interests. In multi-grade classrooms, grouping allows students to work on appropriately leveled tasks and focuses teaching on individual student needs rather than the teacher. Cooperative learning involves structuring groups to foster positive interdependence, shared goals, mixed abilities, shared leadership, and changing group membership to improve cooperation. The document provides tips for effectively forming and managing instructional groups.

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Marlon Jaugan
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37 views16 pages

Multi Grade Instructional Delivery and Grouping Jaugan

This document discusses instructional delivery and grouping in multi-grade classrooms. Instructional delivery refers to the interaction between students, teachers, content, and skills needed for learning. Grouping organizes students in different ways when working, such as by ability, age, or interests. In multi-grade classrooms, grouping allows students to work on appropriately leveled tasks and focuses teaching on individual student needs rather than the teacher. Cooperative learning involves structuring groups to foster positive interdependence, shared goals, mixed abilities, shared leadership, and changing group membership to improve cooperation. The document provides tips for effectively forming and managing instructional groups.

Uploaded by

Marlon Jaugan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Instructional delivery and

Grouping

BY: MARLON P. JAUGAN JR


What is the definition of instructional delivery and
grouping?

Instructional delivery – The whole Definition of this


term applies to both multi grade and single grade
classes. It refers to the interaction among the
student, the teacher, the content, and the
knowledge/skills/dispositions students will need for
learning and collaborating with others.
Grouping – In a classroom setting , it means the use
of diverse ways to organise students when they are
working in the classroom.
Grouping students in the multi - grade classroom

In the multi grade classroom (and also the


traditional classroom), there will be students of
different ages, abilities, needs and interests. If we are
catering for the needs of students in the class, we
can’t give everyone the same work to do all the time.
A variety of activities, requiring different outcomes
can better cater for the individual student. Working
in groups is one way to enable students to engage in
different activities at the same time.
Grouping students in the multi grade classroom

Grouping students enables students to work on tasks


suitable to their needs, and the teaching and learning
are focused on the student, not so much the teacher.
The aim is to transform students from passive
recipients to active constructors of knowledge. The
teacher creates the conditions under which students
agree to take charge of their own learning, both
individually and collectively.
Co-operative learning in the multigrade classroom

Co-operative learning involves more than just working in groups together. Co-
operative learning skills and structures are based on several important co-
operative learning principles:

 Positive interdependence.
This occurs when learning activities are structured so that everyone has a role to play. Positive
interdependence also occurs when the activity cannot take place unless everyone is engaged. A
play is a good example of this: all group members have acting or production roles and all are
essential. In partner work, dividing roles into listener and speaker makes positive
interdependence because both are needed.

 Common group goals.


When academic and co-operative goals are clear and agreed upon, groups work
more effectively. Often the best we can do is to have broad, general goals that are
close or similar. For example, in a class, play at the end of the year the class may have
one broad goal of putting on a great performance, but individual members may have
goals varying from pleasing the teacher to impressing parents or being a valued
member of a team.
Mixed ability groups
Mixed ability groups encourage members to use cooperative
skills when working together. Friendship groups can mean that
sometimes students don’t work as productively as possible. If
groups are always comprise students of the same ability, the
less proficient students do not have academic and social role
models, which can be beneficial.

Shared leadership
By breaking down the leadership roles into different areas, eg;
timekeeper, recorder, reporter, etc, more people have the
opportunity to practice leadership skills.
 Frequently changing group membership.
Because co-operative skills are called on more when working with
others we do not know well, frequently changing group
membership is essential. Changing groups within the classroom
promotes co-operation and class cohesion, and strengthens the
idea that we are all working together.

 Group and individual responsibility.


When a group works on a task, everyone in the group is
responsible for contributing and not relying on other people’s
efforts. Group members can support each other’s contributions
and provide feedback on how they worked as individuals and as a
group.
Making group work a
success

Sometimes beginning teachers experience problems


in establishing group work and making it work
effectively. Students can spend much of the time
unproductively, and can become disruptive and
bored. The problem arises because students have not
been taught how to work in groups and teachers
don’t know how to structure and manage group
work.
Forming Groups.

There are many different ways to form groups, and


your choice should be related to the
objectives you are trying to achieve.
· Random groups
· Ability groups
· Grade groups
· Cross age tutoring groups
· Mixed age groups
· Friendship groups
Random groups

Random groups are desirable in the multi - grade


classroom to enable students of differing ability
levels and ages to work together. These groupings
are good for discussing, sharing information, and
completing tasks that are suitable for the whole
group, eg a thematic health activity. In these random
groups you should have a mix of ability, gender,
cultural groups, etc. You need a system to randomly
assign students to groups.
Ability groups

Grouping students according to ability must be done


by the teacher, who has a clear understanding of the
individual student’s capabilities in a particular area.
The teacher needs to collect information on the
student’s abilities in the area in order to make an
informed decision. Observation, the results of
previous tests, and analysis of work samples would
help the teacher to place the student in the correct
group.
Grade groups

At times in the multigrade class, your grouping


might be based on the grade levels you are teaching,
eg . you may have a 4/5/6 multigrade, and if using an
activity where students are working in their grade
levels, you would have three groups. These could be
uneven due to the numbers in each grade. If you
have specific objectives for each grade in a particular
activity, you could use this method of grouping.
Cross age tutoring groups

In the multi grade classroom, you can take


advantage of the range of abilities to assist you with
your teaching. Using older students to assist younger
students provides benefits to both. The older
students reinforce their learning by having to explain
to the younger student. The younger student is
supported in their learning by the older class
member.
Mixed age groups

In the multigrade class, this will probably occur in all


grouping structures. If you have a wide range of
classes, or combinations such as a 3/5/6, then mixed
age groups will be a natural part of your program. As
with the cross age tutoring, there are advantages in
having a range of ages in the group.
Friendship groups

Asking students to form their own groups will not


result in mixed racial, cultural background or ability
groups. It tends to separate the boys and girls. It can
also be damaging to some students’ self –confidence.
Some students are shown to be unwanted and some
are self conscious about approaching others.
Friendship groups have been shown to not perform
as well as other group combinations. They are not as
task oriented. Once students realise that they will be
changing groups often, their desire to work with
their friends will not create a problem.
That’s all For Today !

GOD BLESS AND HAVE A


GOOD DAY 

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