MATERIAL RESOURCES IN

MULTIGRADE CLASSES

*Instructional Materials
*Learning Centers
Session 4
Objectives:
1.Identify the material resources in a
Multigrade environment that contribute
to effective teaching-learning.

2.Identify appropriate support instructional

materials through a walk through of lessons
activities in different learning areas
Objectives:
3. Identify appropriate teaching and
learning facilities and materials suitable
for multigrade

4. Follow the basic principles and

guidelines in preparing and using support
instructional materials
 Think and Tell…

 What materials do you use in your

classroom to assist student’s learning?
Looking Through:
1.Individually Walk Through available lesson plans in
the different learning areas.
- English
- Filipino
- Mathematics
- Science and Health
- Araling Panlipunan/Makabayan
 Looking Through:

2. Identify the type of support instructional material

or teaching aids used in at least three lessons in
one particular learning area.
Looking Through:

3. Explain how each of the instructional materials

aids in teaching the learning area effectively. Write
your data on a chart such as the one below. An
example has been given to help you.
Support Instructional Materials

Grade: III Grade: IV

Subject: English Subject: English
Devices
Lesson: Lesson:
Comprehension Strategies Story Events
1. Print Small books, pictures Small books, diagram

2. Manipulatives

3.Multimedia
Equipment and
Materials
4. Evaluate the support instructional material/s used in each lesson plan.
Use the following criteria for evaluating.
Lesson 1 _________________________________ Grade Level _________________
(lesson title/learning area
Criteria for Evaluating instructional Material Yes No
1. Is the support instructional material related to the objective and the subject
matter?
2. Does the support instructional material reflect the purpose and content?

3. Does the form reflect the experience and age level of the user?

4. Do the materials attract attention, spark the learners’ reactions, and promote
critical thinking?
5. Does the color, symbolism, and overall form contribute a lasting impression on
the learners?
6. Is the central idea simplified, direct and accurate?

7. Is it legible in terms of layout, size, contrast, and color?

8. Do the activities engage the pupils directly in using the instructional materials
to construct and convey knowledge?
9. Are there enough instructional materials available to learners for maximum
participation?
1. Are support instructional materials necessary
for effective teaching? Why?
2. How do you know whether or not support
instructional material is effective in teaching?
3. In the lesson plans you walked through, do you
think the support instructional material or
materials used in the lessons are appropriate and
effective? Why?
4. Which support instructional material needs
improvement?
5. What other support instructional material
would be appropriate for the lesson? Why?
Support Instructional Equipment and Materials

Devices Sample Materials

Print Flipchart, poster, diagrams, maps,
illustrations, photographs,
flashcards, pictures and graphs
Manipulatives Models, objects, indigenous
materials; ready to use materials…
Multimedia Equipment Projectors, television, compact disc
(CD), video compact disc (VCD),
digital video or versatile disc (DVD),
video cassette recorder (VCR),
computer system
Multimedia Materials Film slides, filmstrips, audio
materials (cassette tapes, CD, VCD,
DVD); video materials (VCD, DVD);
computer software
Using Support Instructional Materials Effectively
Print Materials
Picture, Diagrams and the like
1. Familiarize yourself with the print materials before distributing them.
2. Use highlighter to mark key points you want to impart to the learners
3. Provide copies if needed
4. Distribute at appropriate time.
Print Materials
Flipcharts
1. Write legibly
2. Talk as you write. Face the learners as much as possible.
3. Use color, pencil, or pen as pointer to retain learners attention
4. Tear off sheets and post them around the room when necessary
5. Use symbols, circles and underline to separate ideas and key concept
Multimedia Materials
Video Tapes
1. Preview the videotape before using it
2. “Cue” videotapes to avoid learners from viewing blank or unnecessary screen
3. Provide appropriate lightings so that learners can take note if needed
4. Play the video with the right volume
5. Pause the videotape at some point to encourage discussion with learners
Multimedia Materials
Overhead Projectors
1. Check the bulb of the overhead projector if it is working. Always
check if you have an extra bulb to replace it and see to it that
you know how to replace it
2. Use sheet of paper to reveal portion of transparency while
temporarily blocking the rest
3. Overlay one sheet on another to show diagram developed in
sequence or an evolving flowchart
4. Use pencil or pen as a pointer
5. Avoid becoming part of the transparency such as having a part of
the overhead projector appear on you.
Guidelines in Preparing Support Instructional Materials

1. Identify and analyze your learners. Find their specific characteristics and
KSA about the topics
2. Consider the objectives. Find out developmentally appropriate Instructional
materials
3. Utilize low-cost indigenous materials. A survey/inventory of of raw
materials available in the place will challenge one’s ingenuity in developing
support instructional materials.
4. Identify or isolate necessary teaching materials which the teacher alone or
teacher and learners can produce out of the available instructional
materials
5. Consider cost effectiveness in terms of time, effort and money in producing
Instructional materials
Guidelines in Preparing Support Instructional Materials

6. Do research, read, observe, listen, and be expose to new ideas,

information and types of teaching of teaching materials to
generate new ideas and produce new materials
7. Improvise old teaching materials and utilized discarded
materials
8. Consider your own capability to design support instructional by
starting with simple and easy techniques procedures
9. Be versatile
10. Make support instructional materials durable. Cover them with
plastics to withstands long usage and several handlings.
Learning Centers

An important teaching and learning tool in a multigrade class because

students can work with different materials independently and in groups
with minimal supervision from the teacher. A carefully prepared learning
center encourages students to work in self-directed and independent ways
and allows the teacher more freedom to work with small groups and
individuals.

Task card shall be color coded to show different levels of difficulty

Some task cards could have open-ended activities for all students to
complete at their own level, example, one problem with different
solutions
Learning Centers
Learning Centers

An important teaching and learning tool in a multigrade

class because students can work with different
materials independently and in groups with minimal
supervision from the teacher. A carefully prepared
learning center encourages students to work in self-
directed and independent ways and allows the teacher
more freedom to work with small groups and
individuals.
Learning Centers

Task card shall be color coded to show different levels

of difficulty
Some task cards could have open-ended activities for all
students to complete at their own level, example, one
problem with different solutions
Ideas for Learning Center Activities and Tasks

- Learning Guides, Teacher’s Manual

- Your own learning plan activities – write the activities
on tasks cards for the students to read and practice
what they did last week
- Materials Development Center may be available in
your school
- They could also be developed by:
* Talking teachers to share ideas
* Asking students to design task cards, activities or
games related to a topic for others to complete
Managing Learning Centers in Multigrade Classroom

A Group Task Board

Is a useful management tool that shows the students which

group they are working in and which activities they can
choose from. Teachers can rotate or change the activities
in the group task board and change the grouping of the
students when necessary. This can be useful when doing
activities
T from Learning Centers, but can also be used for
grouping students for other English or Mathematics
Lessons.
Managing Learning Centers in Multigrade Classroom

To make a group task board you will need:

- A display board which could be made from cardboard

material, grass mat, or plastic pockets
- A task label for each type of activity that is available
- Small individual name labels for each student made from
cardboard or local materials such as bamboo or bark
- Two cards, the first letter of the word Teacher,
T
which will indicate “Teacher time” for whichever group
Group Task Board
How to do it?
1. Divide the Group Task board into four sections
(horizontally) or if the class numbers are over 28,
then five or six sections may be necessary for 5 or 6
working groups

2. Divide the board into 2 sections (vertically) – a

smaller column on the left for the students’ names
and a wider column on the right for the tasks
A learning Center
A learning Center

An area of a classroom where students go to learn

new knowledge and practice skills independently. It
needs to be in an area where students can work
without disturbing others.
A learning Center

It can include a range of self instructional materials, books,

posters, pictures and resource materials such as paper,
pencils, crayons, cardboard and other consumable
materials that the students may need when they work on
self directed tasks. Importantly they will include self
instructional materials, like;

- List of things to do (or choose from)

- Activity cards or task cards
- Self-checking work cards
- Games, and
- Special activities related to a class theme or topic
Different levels of Performance Tasks/Works

Task cards are required on the different levels of

thinking/ability of the students

1. Easier level task Cards

2. Second Level of Thinking

3.Third Level of Thinking

Materials in learning centers
 APPLICATION

Cooperative Learning Group

(one input, many activities, shared output)

1.Form a mixed groups, as indicated on the Group Task

Board.
2.Use the sheet – Planning a Learning Center to make a
plan for a multigrade class
3.Choose a subject area and a topic or theme for the
whole group to research and to make a plan together
 Cooperative Learning Group
(one input, many activities, shared output)

4. Divide the tasks between each member of the group:

a. two group members – read the curriculum to find learning outcomes
related to the theme that could be integrated together for the
learning center
b. One group member – write the types of books, posters, real life
objects, teaching devices that could be found or created
c. two members – design some task cards about the topic (remember to
make tasks for 2 or 3 different levels of thinking)
d. one group member – write some ideas about the physical storage and
display areas needed and if any community resource people could be
asked to help (for information or resources)

Present and share this plan with the whole group…

 PLANNING A LEARNING CENTER
Step 1 Subject Area:
Step 2 Theme/Topics:
Step 3 Resources:
Books:
Pictures/Posters:
Labels/Instructions:
Real Objects:
Activities/Task cards:
Other local Resources:
Step 4 Storage:
(what,where)
Display Area
Step 5 Resource People/helpers:
Dios
Mabalos