what is multi grade teaching
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What is multigrade teaching ?
Multigrade teaching involves the teaching of childrenfrom two or more grade levels in one classroom.Such contexts requires the employment of particular
teaching methodologies and classroom administration.
Since Multigrade classes are smaller and can be
established more cheaply than complete schools, they
can be more numerous, therefore more dispersed and thus
located closer to the settlements where the children
live. This means both that younger children can attend
and that the time children spend travelling betweenschool and home can be reduced to an acceptable level.
This in turn means that there is sufficient time
outside school hours for the children to continue to
contribute to the family's economic activity .
Attending school is therefore likely to be more
acceptable to the families concerned, and thus both
increase the number of children receiving education and
reduce the failure rate.Multigrade schools, being
smaller and more dispersed, would enjoy much closerlinks with the smaller communities that they would be
set up to serve.This would have a very positive effect
on local attitudes and access to education.
The professional teacher is a key resource person in
the Multigrade context. The local content is a
significant part of the curriculum, it is particularly
important to resolve the issue of appointing well-
trained and locally-oriented teachers.
Tips for the multigrade teacherThe main function of the Multigrade teacher is to teach
students by imparting knowledge .
The teacher is expected to be versatile and utilize
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different strategies to make learning meaningful and
effective for all students in his or her classroom, no
matter what individual differences may exist among the
students.
The teacher should be able to understand differences
between pupils, be able to motivate them to learn and
guide them though their learning materials.
The teacher should be able to do this for all grade levels in
the classroom, no matter what curriculum subject is being
studied. The teacher should not only be a provider of
knowledge but should also be a facilitator of learning.
Planning is a critical function for the Multigrade teacher.
Appropriate planning by the teacher will result in classes
which are more productive for the learners and easier for
them to follow.
For each grade level for which the teacher is responsible, he or shemust determine the answers to the questions:
- Whom do I teach ?
- What must I each ?
- How do I teach ?
- When do I teach ?
- Why do I teach this ?
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Once the teacher has determined the answers to thesequestions, he or she must then devise an implementationplan in order to achieve the objectives of the lesson. Suchimplementation strategies include lesson planning,
selection of week activities, time- tabling . All these mustbe carried out before the actual lesson is given.Another role which the MT must carry out is to monitor the
progress of pupil's learning so as to ensure quality of
education.
Therefore, assessment should be consider a continuous
and integral part of the teaching process.
MT still need to develop their own additional materialslike:
*designing and making small boards, flash cards, etc. to
save time in the classroom and to maximize the time
which pupils spend on learning tasks.
*Using local materials to develop instructional materials
and to encourage learners to make their own.
*Designing workbooks which are suitable for student use
within the local context and conditions.
*Including within these locally designed materials andworkbooks activities and knowledge which are relevant to
the local culture.
A MT must also be a researcher, research questions could be:
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*What makes instructional materials and aids useful in
teaching and learning in the local context?
*How can the enrolment rate be increased and the drop-
out rate reduced?
*What types of games and sports should be played in the
school ?
*What useful extra-curricular activities can be arranged
and when?
*Why certain students are not learning as well as might beexpected ?
*How to use local resources, including students and
monitors, efficiently and effectively?
*What classroom strategies and management enhance
learning for different activities?
Steps to undertake to prepare a week plan with the theme
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Grade 3-4
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Steps Subject/Sub
subject
Topic Grade Remarks
Step 1 LanguageSocial Studies The fieldtrip
3-4: visit the
bus station.
The teachers
must do the
concrete
fieldtrip before
the do it with
the children.
Prepare
questions and
new words.
Step 2Subject 1
Languagea.
Vocabulary
b. Reading
c. Writing
d. Spelling
e. Grammar
Reconstruction of
the fieldtrip.
Nummering the
new words and
giving the
explanation.
Answering the
questions.
With the
sentences you
prepared in the
voc. lesson, you
can make a text.
This text can be
used as a
reading text.
The pupils can
write the
- Vocabulary list
and
- The new
sentences.
Dictation of the
learned words or
sentences
depending on
the grade.
Structure.
3-4: 15 words
3-4: 15
sentences
The children
must find
themselves as
much as
possible new
words.
Frequentreading periods
for each child
are necessary,
different times
in the week.
Use the
sentences from
the text.
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Step 3
Subject 2
Mathem at i csa.
Measureme
nt
b. Sets
c. Time
Distance from the
bus station to the
school. You need
to measure
concrete.
The different
colours and marksof busses and
cars.
Number of people,
male, female,
intersection.
3-4 Measure
the distance
from theclassroom to
the house of
the teacher.
Talk about
meter and
meter.
Talk about
meter,
meter and
centimetre.
Measure the
distance from
the classroom
to an
important
building. Talk
about
m, m, cm,
dam, hm.km.
3-4: drawing
the clock,
Let measure the
children.
Let them explain
the way ofmeasuring.
The
demonstration
lesson of thetable of
multiplication
can easy fit in
this topic.
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Step 4
Subject 3
S oc i a l S tud i esa. Science
b. Geography
c. History
The weather in
town, the
province in
Zambia.
The climates.
Early Farmers.
3-4: The
weather in the
district,province.
The seasons,
instruments to
measure, the
climates.
Step 5
Subject 4
Subj
ect 5
Subj
ect 6
Mus i c
Creat iveact iv i t ies
H o m eeconom i cs
Listen to the
sounds of the
town.
The song If you
are happy and
you know it clap
your hands.
The colours of the
cars.
-
Mixingcolours.
-
Making
funny
number
plates.
Types of food,
fruits, vegetables
at the market
place.
-
Making
a fruit
salad.
-
Making
This music
lesson is a
demonstration
lesson.
This is a
demonstration
lesson. Use the
vocabulary on
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Subje
ct 7
Subje
ct 8
Subje
ct 9
P hys i ca lE duca t i on
Rel ig iouseduca t i on
Z am b i anLanguage
a
vegeta
ble
soup.
In town.
Creation
Play roll: a littleshop in town.
3-4: Churches
in town.
town for all the
exercises.
Step 6 Have a look ifyouintegrated thetwelveskills inthe weekplan.
Step 7 Put all thesubjectsin aweeklytimetable.
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A typical Multigrade lesson preparation
Lesson preparation in
Multigrade Teaching
Grade = 3,4,5
Subjects = English/Maths
The story
The story of the mouse with the (7 tails)
A nice little mouse was very unhappy because it had no friends to play with.
Every day other children were laughing with the mouse, do you know why?
Because the mouse had seven tails.
Who can draw me a mouse with seven tails?
The unhappy little mouse complained to her mother, and asked her what to do?(all children
look unhappy)
Mammy told the mouse that she must laugh back when the other pupils are making fun of
her.
The mouse went to school with a big smile (all children a big smile), but all the children startlaughing again and shout, hahahaha a mouse with seven tails.
The mouse came back home and was crying
The mother must think about another solution.
That same day the mother cut three tails (a pupil erases the tails from the BB).
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But still the children kept on laughing.
Now the mother cut all the tails.
The day after when the mouse came at school she started immediately playing with the
other children. But the children couldnt laugh anymore because the tails were gone.
So from that day all the children played with the mouse.
Since then the mouse comes home with a big smile.
Content/met
hod
Teach
er
activit
ies
Childr
en
activit
ies
Exercises/ga
mes
games
individ
ual
work
Introduction
The story
Grade 3,4,5
The
teacher
tells the
story of
the little
mouse
with the
seven
tails.
The
children
sit in front
of the
class on
the
ground.
They will
be active
during the
One of the children will
come and draw a
mouse with seven tails
on the BB.
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story
They will
be crying,
looking
happy,
andlooking
sad.
Development
Situation 1
Grade 3Key-word list
Mouse, happy, school,
to laugh, tail, smile, to
walk, and more words
found by the children.
Grade 4
Grade 5
Situation 2
Grade 3
How many
tails the
mouse
have? How
many werecut the
first time,
how many
the second
times?
Can you
tell me the
story
again? Can
you play
the story?
The key
words are
written
down on
the BB.
All the
children
will be
saying one
sentenceof the
story.
The
children
will play
the story.
The
children
read a lot
of times
all the
words.
Table of multiplication
games:
1. One child in
front of the
class and will
say a table, theother students
will answer.
2. Two children
in line, every
time they give
a good answer
they make a
step forward.
The one who
will be the first
in front or back
of the class
wins.
3. One child
claps the table
in her hands
the others have
to answer.
4. Two children
will stand in
front of the
class reciting
the table. If
they make a
mistake the
other pupils can
put their finger
Write the
tables of
multiplication
of 2, 3,4,5,6.
Write down
the story in 5
to 10
sentences.
Write all the
new words in
your book.
After writing
you will
dictate the
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Grade 4
1 x 7 = 7
2 x 7 = 14
3 x 7 = 21
4 x 7 = 28
5 x 7 = 35
6 x 7 = 42
7 x 7 = 49
8 x 7 = 56
9 x 7 = 63
10 x 7 = 70
Grade 5
Situation 3
Grade 3
Teaching
the table
ofmultiplicat
ion.
How many
tails the
mouse
has?
Seven
childrenstand in a
circle.
Teacher
will teach,
by the
same
method till
3 x 7.
The
children
read thetables of
multiplicat
ion.
Children
answer
individuall
y.
A child willdraw a set
with seven
elements.
Another
child will
write
1 x 7 = 7
And so on
till 3 x 7
in the air.
5. All the
children stand
up and the
teacher is
asking thetable. When a
pupil gives a
good answer he
or she can sit
down.
6. All the
children sit
down. The
teacher is
asking the
table. When a
child gives a
good answer he
or she can
stand up.
1.
Concrete
children in
a circle.
2. Semi
concrete is
the story.
3. Semi
abstract
sets on the
BB.
Abstract 3 x 7.
words to
your friend.
Correct the
words and
then start
over.
The pupils
finish their
writing
exercises.
Write all the
new words in
your book.
After writing
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Grade 4
Grade 5
Verbs/nouns/adjective
s like to laugh, towalk, to cry, sad, bad,
and happy.
Situation 4
Grade 3
Grade 4
Grade 5
The
teacher
will write
down five
sentences.
We will
analyse
the
sentences
and put
the words
in verbs,nouns and
adjectives
columns.
All the
pupils will
read their
story or a
part of the
story.
you will
dictate the
words to
your friend.
Correct the
words and
then start
over.
Complete the
table of
seven.
Write also
the table of
six and learn
by heart the
both tables.
Complete the
table of
multiplication
and learn by
heart.
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Situation 5
Grade 3
Grade 4
Grade 5
Situation 5
Grade4/5/6
The
dictation
of tenwords.
Reading
and
learning
the table
of seven
by games.
Thechildren
write
down the
words
individuall
y.
Complete the
list of 20
words in
each column.
Learn the
words.
Make adrawing of
the story.
Complete the
list, correct
with your
friends and
prepare yourdictation.
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All thechildren
sing the
table of
multiplicat
ion, but
grade of 3
can keep
on
drawing.