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Multi Grade Grouping Strategy

In a multi-grade classroom, using small group strategies is effective for meeting the varied needs of students. Students can be grouped in different ways, including by ability, gender, or friendship. The teacher supervises and interacts with groups to varying degrees. One input, many activities is a strategy where the teacher provides a shared learning experience and students work in groups on different tasks related to it, then share their work. This allows students to work at their own level and pace.

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Maricel Viloria
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8K views4 pages

Multi Grade Grouping Strategy

In a multi-grade classroom, using small group strategies is effective for meeting the varied needs of students. Students can be grouped in different ways, including by ability, gender, or friendship. The teacher supervises and interacts with groups to varying degrees. One input, many activities is a strategy where the teacher provides a shared learning experience and students work in groups on different tasks related to it, then share their work. This allows students to work at their own level and pace.

Uploaded by

Maricel Viloria
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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TEACHING MULTI-GRADE CLASSES

Topic 15. Multi-Grade Grouping Strategy

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 can 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 in 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 (direct 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 (e.g. from a
learning center) requiring little teacher assistance. The teacher monitors this group from a distance.
One input, many activities, shared output

This is a strategy that teachers can use in a multigrade setting. Teachers plan for a shared experience
with the whole class, for example, the experience could be shared reading with a Big book or an excursion to
an interesting venue. The experience is used as a springboard to develop different learning activities. The
activities are designed to meet the learning objectives identified by the teacher for the multigrade; ie they
will cover more than one grade.

Students work in groups on different tasks, which meet different outcomes. Representatives from
each of the groups come together and share their completed work. Each representative talks about the work
that has been done and how it was completed. The unit may be completed by bringing all groups together
for a shared output, where students create a ‘class’ piece of work representative of all groups in the
classroom.

A simple example of this strategy could be when a teacher reads a story to the 3/4 class; group one
draws a picture from the story, group two writes the story in vernacular, or in their own words, group three
creates a different ending for the story. The level of difficulty and outcomes expected are varied for each
group.

Language activity: Grades 3/4

This example uses a shared reading of the story “Hornbill Feathers” found in the PNG School Journal 1, 1998,
written by Neville Unduka.
Step 1: Teacher
reads the story to the
whole class,
discussing features of
the language.

Step 2: Students
work in mixed groups
assigned by the
teacher on a number
of different activities.
The activities cover a
range of objectives in
Language which the
teacher wishes to
cover.

PEEL OFF GROUPING STRATEGY

It is used when the teacher needs to teach new skills in their ability level group. This allows for slower or
faster students to work outside of their grade level with children of the same ability and progress at their
own pace of learning.

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