WELCOME TO

OUR CLASS!
Annie Tallo
Jesamie Hillacone
'4 Pics 1 Word'

A set of people acting

together with a common
interest or purpose,
especially within a larger
organization.

__ __ __ __ __
__ __ __
REVIEW
OBSERVE!
 ORGANIZING AND MANAGING
GROUPS

LEARNING OBJECTIVE
a. Identify the different types of groupings
and structuring group work in teaching
multigrade classes.
ACTIVITY
Direction: Given the scenario provided, enact a
brief play or role-play depicting how to manage
such situations, and then the following guide
question below. You can utilize any available
materials or props at your discretion. Ensure
that your presentation adheres to the specified
rubrics.
GROUP 1
You are a teacher in a multigrade elementary
classroom, and you have assigned a group project on
creating a mini-garden in the school courtyard. The
project involves planning, designing, and planting
different types of flowers and vegetables. However,
the students are from different grade levels and have
varying levels of knowledge about gardening.
GROUP 2
In a multigrade classroom, you have assigned a
group activity to create a storybook with
illustrations. The task requires collaboration among
students from different grade levels to brainstorm
ideas, write the story, and create the artwork.
However, some students are struggling with literacy
skills, while others excel in artistic abilities.
GROUP 3
You are a teacher in a multigrade elementary
classroom, and you have assigned a group research
project on different habitats and ecosystems. Each
group is responsible for researching a specific habitat
and presenting their findings to the class. However,
scheduling group meetings and coordinating research
efforts prove challenging due to the varying academic
levels and extracurricular commitments of the
students across grade levels.
Rubrics to be followed
Rubrics to be followed
ORGANIZING AND
MANAGING
GROUP
 Part of organizing and managing The Multigrade
classroom is to set up the classroom for activities that
encourage learners to work together with minimal
disruptions and with adequate guidance and
supervision. As mentioned earlier, a multigrade
classroom consist of learners with different grade
levels. To manage this learners and their variety of
abilities, grouping strategies have been commonly
utilized. Thus, teachers must be able to organize
students into groups that are appropriate for their
activities and promote optional learning.
 Types of Grouping
1. RANDOM GROUPING. Students of varying ability levels and
ages can work together through random grouping. This
grouping method is good for sharing ideas and accomplishing
tasks that are appropriate for the whole group.

2. INTEREST GROUPING. When groups have to work on

different topics within a theme, students can be given the
opportunity to choose the one of most interest to them. In this
case, interest-based grouping techniques can be utilized. If
many of the students have chosen the same topic, you may
ask them to make a second choice.
 3. ABILITY GROUPING. Students with the same achievement
level or abilities are placed in the same group. This allows them
to focus on tasks best suited to their learning needs. Grouping
them according to their abilities should be done by the teacher
who has a good understanding of their abilities in a particular
area.

4. GRADE GROUPING. In this grouping situation, students are

grouped according to their grade levels. For example, if the class
consists of grades 1, 2 and 3, there could be three groups. This
method can be used when there are specific objectives for each
grade.
 5. CROSS-AGE GROUPING. In the multigrade classroom, the
varying age of students can serve as an advantage. Older
students can assist or tutor the younger ones in accomplishing a
task. However, the teachers should set guidelines so that the
tutors won't just be doing all the work or give all the answers to
their tutees.
6. FRIENDSHIP GROUPING. At times, students are asked to form
their own groups Friendship groupings can help students
develop the skills they need to interact appropriately with their
peer group and to practice the skills in forming healthy
friendships.
STRUCTURING
GROUP WORK
 Structure distinguishes productive
group work from unproductive group
work. To structure group work, there
are two essential components to
consider:
 1. Structuring the group process
a. WORK ROLES
A group must differentiate its members' work activities in
order to complete the task successfully. Role
differentiation is the term used to describe this
specialization of activities. Work roles can be divided into
three categories based on the tasks that they perform.

• Task-oriented roles. These roles are responsible for task-

related activities that contribute to the achievement of a
group's goal.
 1. Structuring the group process
• Relations-oriented roles. These roles emphasize the
development of interpersonal relationships and the
maintenance of harmony within the group.

• Self-oriented roles. These roles prioritize the

individual needs and, frequently at the expense of the
group.
b. WORK GROUP SIZE
Group size dynamics is a key aspect of group work. For
most activities, it is preferred that groups of three or four
people be used (Burke, 2011). This ensures a diverse
spectrum of viewpoints and experiences, as well as ample
time for everyone to participate. If the class has plenty of
students, this may need to be divided into smaller groups
with a larger number of members. But, if there is a limited
amount of time available for the activity, the group should
be smaller.
c. WORK GROUP NORMS
The accepted standards of behavior within a group
that are shared by the members are known as norms.
Every group has its own set of practices, values, and
expectations about how things should be done. These
patterns and expectations, often known as group norms,
guide the way team members interact with one another.
Norms can aid or hinder a group's achievement of its
objectives.
 2. Structuring the Task

Task structuring refers to how well the

activity is explained to the pupils who will be
performing it. The group needs shared
knowledge, a challenging task, and a clear
idea of the final output required.
• As a future educator, how do you ensure clear
communication channels within a group and what
strategies will you employ?
• How do you handle conflicts and disagreements
among group members?
• What measures do you take to maintain
accountability and track progress within the group?
Direction: Read the given activities and determine which type of
groupings would be most appropriate. Write a brief and concise
explanation about your choice.
EVALUATION
ASSIGNMENT
Direction: Give at least 3 teaching
strategies/methods in teaching
multigrade classes, 3 for each types
of grouping. Write in on a 1 whole
sheet of paper.
THANK YOU
SO MUCH