Le

them the
the °th,e,ra-i-
nd coki
: c o re (1 .

teachers.

levels of the
actior
LET'S
1.

Every
day,
the
multig
rade
teache
r
interac
ts with
the
studen
ts and
notices
that
each
child is
similar
to but
distinct
from
the
others
. Each
child
has a
divers
e set
of
intere
sts
and
distin
ct
styles
of
thinki
ng,
acting,
and
creatin
g. A
multig
rade
teache
r is
freque
ntl y
tasked
with
meetin
g the
variou
s needs
of the
student
s and
determ
ining
how to
correct
ly
organi
ze
studen
ts in
order
for
them to
reach
their
full
potenti
al.
These
activiti
es, are
profess
ionally
deman
ding,
but
when
comple
ted
success
fully,
they
are
persona
lly
rewardi
ng for
the
teacher
.

1.
A
s
a
m
ul
ti
gr
ad
e
te
ac
he
r,
h
o
w
w
ill
y
o
u
or
ga
ni
ze
st
u
de
nt
s
in
or
de
r
fo
r
th
e
m
to
re
ac
h
th
ei
r
m
ax
i
m
u
m
p
ot
en
tia
l?
2.
W
ha
t
ar
e
th
e
va
ri
o
us
m
et
h
 o
ds
of
gr
o
u
p
te
ac
hi
n
g?
Frequent
and
adaptabl
e
grouping
is seen
as an
importan
t
compon
ent of
good
mixed-
grade
teaching
(Thole,
2017). It
is
anticipat
ed that if
students
are
categori
zed

based on
more or
less the
same
skills or a
mix of
talents,
they will
interact
more
With
students
with
various
abilities,
making
more
progress
and
learning
more
quickly, It
is
considered
that the
interaction
and
cooperati
on of
learners
with
varying
intellectu
al
levels,
social
behavior
s,
experien
ce, and
talents
might
have
educatio
nal
benefits
Worth
highlight
ing
(Gouws,
2007).
Learners who are intellectually

the opportunity to develop leaders

hip dskills and so boost their self-esteem. On
 t; chu receollaboration
( T osool ec, iabilities
2a0l1l 7y) in an
. 2m environment
a 0ab t1 u r e l e where
a r n ethey a i nsupe
r s areg well t rvised
e a m and
w o feel
rk
ability grouping is thou
t e a c h e s b
g t to be a useful strategy for multigrade
or
It can provide solutions f multigrade teachers while also ensuring high
levels of quality in multigrade education. This strategy allows the teacher to monitor
the actions of all students and give extra time and attention to those who require it.

1. Same-Grade Level Group q

This type of grouping is based on the children's chronological age or

grade level. This is based on the premise that children in the same age group
progress at roughly the same rate. This category is known as "Teaching by
Different Concepts," or more colloquially as the "Jump-jump Approach."
Because the pupils in the Multigrade class are grouped by the same
grade level, the instructor must prepare varied themes, materials, and
ide
evaluations based on their grade levels. This necessitates extensive planning
teacher on the side of the teacher, as well as time and classroom management skills,
and notices as the teacher teaches multiple topics in a single setting.
but Instructional Characteristics
distinct The teacher instructs one grade level while the other two grade levels
hild has work on group or individual projects.
a nd ch the various ideas, the teacher "jumps" or moves to the other
T o t e a
distinct
grade levels.
id
creating. Chapter 3: Teaching in the Multigrade
Lesson 3: Group Teaching
frequently

)r them

of
good
tegoriz
ed tore
with
kly. It
  This type of group instruction necessitates much planning on
the side of the teacher and strict discipline on the part of the pupils.
 Discipline issues are reduced by appointing a pupil-leader to
monitor
and support other kids in each grade level.
 For the smooth delivery of various tasks, instructional materials
such
as activity sheets or workbooks must be available.
 Encourage students to take ownership of the learning by
rewarding
them for a job well done.

2. Ability Group
Ability grouping is a prominent educational method that groups
pupils in the same grade based on actual or perceived ability into distinct
instructional groups with varying degrees of aptitude or achievement
(Ainsworth 2013). This is based on the premise that students learn more
effectively when they are grouped with other students who have similar
academic skills or prior levels of competence.
2.1. Type 1
In this arrangement, the teacher introduces the topic or skill to the
entire class before administering a diagnostic test. Based on their results in the
diagnostic test, the students are divided into three groups: fast, average, and
slow. Each group receives a different type of levelled instructional materials.
However, before levelled educational materials are offered to the slow group,
corrective instruction must be provided.
One advantage of this grouping is that learners can study at nearly
their own pace due to their similar level of competence. As the teacher shifts
learners from one group to another, he/she takes on the function of a
learning facilitator.
Presentation of the Skill

Diagnostic Test

I
Average

Corrective
instruction 40 •
Activi
ty Activity Sheets

Type1Ability

Presentation
Cm*
E ?

Fast Group

(II41°
Activity
Sheets

1; I 1..1•:-__
on the sick
Guidelines of its Effective Use
to morlitck
 Thediagnostictestmustbeablefast,average,andslow.
Trials
a e to categorize students into three groups:
such
To minimize incorrect labelling of Pupils, the teacher should avoid

rewarduit
labelling
or sluggish. To identify each group, the teacher may use
es. Country names
other names are all w 'NBA teams, universities, animals, and
lt gr o u p s  onderful ideas for group names.
o distinct Provide enough learning resources, such as modules and activityty sheets ,
IleVeni e n t for
arn
more  each ability level in order to achieve good task delivery and
e si m il ar performance.
Corrective Instruction is given to the pupils who have not grasped the concept
or skill. More examples of the topic or skill must be provided in order to
bridge the gaps that pupils do not understand.
ill to  While the students are working in groups on their activities,
the -
the teacher must go around, watch and support the pupils.
esults  Each student is responsible for his or her own learning.
in
averag 2.2. Type 2
The second type of ability grouping is Pre based on
pupils' prior level of comprehension r
Lt or success. Certain concepts or skills have Slow '-
nearly previously been learned by the students, i/ st

er and the teacher's role is to determine who Prevent the Skill

has mastered, just grasped, or has not fully Actliv•

understood the concept or skill. ►tstivityes qtr
ty
Sheets

In this type of grouping, a pre-test on the desired ability is given to the

motivat entire class, and the students are then classified as low, average, or fast
depending on their performance on the pre-test. As enrichment, the fast group
will be handed modules or activity sheets, while the teacher teaches the skill
to both the slow and average groups. Both groups will then be given their
V Group:
Corre0 levelled educational materials.
The benefit of this form of grouping is that the teacher has more time
to devote to the slow learners as he thoroughly explains the subject or skill
kverise
to them.
Guidelines for effective use
and
 The teacher should give enough learning
oodtaskdeliveryresources,suchasmodulesand
activity sheets, for each ability level in order to have g
performance.

 Each student is responsible for his or her own

learning.
Chapter 3; Teaching In the Multigrade Classroom
Lesson 3: Group Teaching
 • Ensure that each group knows the objectives, procedure, and
responsibilities 2, GI'
assigned to them. the
rn
`

2.3. Mixed Ability Group

This type of grouping provides for a
diverse range of abilities. This entails bringing G
together learners in the form of skills and on'
abilities in diverse areas as needed for a
En
specific learning activity or project. Such a
group is frequently formed to plan an activity or g;
project that will keep all kids engaged.
Ex
2.4. Mutual Compatibility group / Social Group /
PI
Friendship Group
Exp
This type of grouping is based on the compatibility of students who
l
attend school together or are grouped together with a strong friendship tie.

This
technique instils a
sense of harmony in children and minimizes the harmful effects of severe
competition.
I. Individual Activity

Watch the video of a teaching

demonstration in a Multigrade class in
this Link:
https://wvvw.youtube.com/watch?
v=yPASmtzQSKQ
With the use of an observation tool,

note your observations and

reflections.
 1. Did the activities promote learner's diversity? Cite evidence.

2. Did the activities promote collab-

oration and cooperative learning? How?
3. What is the most important thing you learned from the teaching
demonstration? Discuss.

Val