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Multi Grade

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Judy Ilustrisimo
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4 views

Multi Grade

Uploaded by

Judy Ilustrisimo
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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EFFECTIVE INSTRUCTIONAL

STRATEGIES IN
MULTIGRADE SCHOOLS
Multigrade classroom is a more complex
environment so that instructional delivery
and classroom management strategies must
be compatible and complimentary. So it is
important to understand how this method of
delivering instructional work affect student
learning and what purposes the best achieve.
There are different types of instructional
strategy that achieves different instructional
purposes and affects student achievement and
attitude and different ways these
includes:TEAM TEACHING, SELF DIRECTED
LEARNING STRATEGIES, PEER TEACHING,
MULTI-GRADE GROUPING STRATEGIES, LASTLY
DIRECT AND INDIRECT STRATEGIES
TEAM TEACHING
What is team teaching?
Team teaching is also known as
collaborative teaching or co-teaching
and is an instructional strategy where
teachers work together regularly.
There are some approaches to team teaching:
•two teachers delivering instruction together
•one teacher delivering instructions while the
other teacher observes and collects data
•one teacher delivering instructions while the
other teacher assists learners
•two teachers teaching in parallel, delivering
instructions simultaneously to two groups
Benefits to learners
•different perspectives
•collaboration on a variety of tasks
•their strengths and interests, sparkling
curiosity and learning
•a respect for differences,
interdependence, and conflict-resolution
skills
SELF DIRECTED
LEARNING
STRATEGIES
The implementation of this strategies
is the most effective and seamless
when the learning experiences follow
the frameworks of particular learning
activities.
4 Self Directed Learning Strategies that Empower
Learners and Promote Agency
1. Project-Based Learning
-Students investigate a topic or driving question,
create an end product to demonstrate learning, and
present the final product to an authentic audience.
They explore real world concepts or problems,
collaborate and communicate with real community
members, organize authentic learning experiences,
develop innovative final products, and share final
products with an authentic and relevant audience.
2. Problem-Based Learning Challenges
- This is an excellent self-directed learning
strategy where students examine complex,
real world problems, explore solutions,
weight pros and cons of the solution, and
develop a comprehensive plan to solve the
problem.
3. Experimental Inquiry
- Is an inquiry based learning. This is more
on experimentation that test questions that
students have about the world around them.
Students observe the world around them , ask
their own questions and design and direct
their own experiments.
4. Service Learning
- Is the act of identifying community needs,
exploring and investigating the nature and
sources of those needs, and serving the
community in a way that meet the needs.
Students can identify problems and needs in
their own communities which is a fantastic
skill-building opportunity in itself.
PEER
TEACHING
It is a method of teaching, where a student
instructs another students, wherein the
former will be an expert and the latter a
novice.
This paves the learner student to learn
without depending upon the teacher, and
the teacher-student to revise the topic again,
on the belief that "To teach is to Learn twice"
(Collins).
Here are some of the main benefits of Peer Teaching:

•It enhances the students level of creativity in expressing ideas as well


as in grabbing new concepts, as the students may not feel hesitant to
clear his queries. This will also uplift his knowledge limit and thus
allow a greater level of his understanding.
•Peer teaching involves direct interaction between the learner
student and the teacher-student, this will help them to promote the
active learning along with interpersonal skills, with which they can
actually bid adieu to the so called boring lectures and classes.
•It will ease the teachers burden of responsibility because she is
sharing her duties with her kids which are beneficial to them.
Disadvantages of Peer Teaching

•Amateur student
•The reluctant of students
•Annoyed Parents
Types of Peer Teaching

1. One way peer teaching


This way of peer teaching provides only the trained tutor to
teach, whereas the child with some kind of disability will
remain passive. This method will be more useful for
teaching students with severe disorders.
2.Duplex or reciprocal peer teaching
- This is a two way or bidirectional teaching process where a
student with a disability is paired with a student without
disability to form a dyad(pair) and both of them will get
chances to teach and learn.
3. Class-wide Peer Tutoring
This methodology of teaching involves grouping
the entire class into pairs, and peers mentoring
each other by giving prompts, error correction and
helping each other.
4. Crisscross or Cross-age peer tutoring
- is a method of tutoring when a children in
different age groups and ability levels are paired
together to work for a task.
MULTI-GRADE
GROUPING
STRATEGIES
In a classroom with good multigrade practice,
there will be lots of small group happening. It
is one of the most useful strategies a
multigrade teacher employ. A multigrade
teacher cannot teach the whole class in one
group all day and meet the needs of
individual students with their different levels
of experiences, maturity and abilities.
Benefits for students working in grouping strategy
Small groups strategy enables the learner to:
1. Talk to each other and clarify their thinking and
learning
2. Think of more ideas than they would individually or
a whole class group
3. Learn from each other and teach each other, explain,
question and remind each other in their own language
in a way in which they are most comfortable
4. Share experiences with each other.
How can students be grouped?
The students can be grouped in a variety of different ways for
different purposes. This will maximize. participation by all of
the group members.
Students may work in the following groupings:

Mixed Ability Groups


With other students of different ability levels. They could
be called by "ANIMALS' names to identify them clearly.
Similar Ability Groups
With other students of same ability levels, who are at a
similar stage of development in English, Filipino or Math.
Instructions can be efficient and effective to pupils with similar
ability levels. They could have color names to identify
themselves
Temporary Groups
With others who have a temporary specific common learning
need and the teacher has formed this group for a specific
purpose for one lesson. For example, a small group of students
may need more instruction about writing a sentence but the
remainder of the class have already mastered this skill.
Gender Groups
For short times to learn specific skills needed.

Friendship Groups
This can be motivating, if the students can
concentrate well with their friends, Sometimes
students. may be encouraged to choose their
group members.
Managing groups in the classroom
The teacher's role in managing groups in the classroom could fit
into three broad categories of activities
TEACHER SUPERVISED (guided and checked) the students work
together in their group with some guidance and monitoring by
teacher
TEACHER'S ROLE TEACHER INTERACTIVE (stirect teaching)- teacher is
directly teaching or assessing a group and the teacher-student
interaction is intensive.
TEACHER INDEPENDENT (peer group support) the group works on a
revision activity (eg. from a learning center) requiring little teacher
assistance. The teacher monitors this group from a distance.
DIRECT AND
INDIRECT
STRATEGIES
What are indirect and direct instruction?
Direct instruction is a traditional, teacher-led
approach in which teachers transmit
information to students.

Indirect instruction is a student-led approach


in which teachers provide students with tools
for them to guide their own learning process.
How is indirect instruction used in the classroom?
Indirect instruction is a student-led approach in
which teachers provide tools and facilitation to
help guide students towards self-directed learning.
Indirect instruction relies on autonomy and
collaboration. Indirect instruction can be used
through problem-solving, concept mapping,
reading for meaning, and case studies.
What is an example of indirect instruction?

Different indirect instruction activities can be


selected to meet different goals or objectives.
Independent projects help strengthen self-
direction and time management while group
projects encourage collaboration and
communication. Discussions help students ask
questions and engage in active listening.
The direct instruction model- is based on the
teacher giving students the information they need
to learn a new skill or concept while scaffolding
information to help students grasp each step or
task. Teachers directly present the information
they want students to learn while providing time
and space to practice the new concept or skill.
Direct instruction can be used in any
subject area but should be modified
based on the skills or concepts being
taught and the background knowledge
of the students.
Thanks
for
listening....

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