ERIC Identifier: ED335178 classrooms.
Energized by developmental theories of learning, a large influx in
Publication Date: 1991-05-00
Author: Miller, Bruce
Source: ERIC Clearinghouse on Rural Education and Small Schools
Charleston WV.
Teaching and Learning in the Multigrade
Classroom: Student Performance and
Instructional Routines. ERIC Digest.
The multigrade classroom is an organizational pattern widely used in schools
in the United States. Typically a feature of small-scale schooling, multigrade
classrooms are today getting a closer look. This Digest, written for
practitioners, parents, and policymakers, brings together recent information on
the topic. It considers the history of the multigrade classroom, its effects on
achievement and attitude, and the requirements of teaching and learning in
multigrade classrooms.
HISTORY AND BACKGROUND
In 1918, there were 196,037 one-room schools, representing 70.8 percent of all
public schools in the United States. By 1980, less than 1,000 of these schools
remained (Muse, Smith, & Barker, 1987). But the multigrade classroom
persists. For example, in a study consisting of multigrade classrooms of only
two grades, Rule (1983) used a sample from a suburban district outside
Phoenix, Arizona. Of the 21,000 elementary students in the district,
approximately 17 percent were in classrooms that combined grades. In rural,
small elementary schools the incidence of students served in multigrade
classrooms may well be much higher.
Although rural, small schools may combine grades to save money, in the guise
of the "ungraded classroom," multigrade organization has also been a feature
of urban and suburban districts. In the 1960s and 1970s, "open education" and
individualized instruction became influential curriculum and instructional
models. Such models were commonly implemented with multigrade
federal money, and student-centered models of instruction, open education
became a major educational innovation. As a result, multigrade classrooms
received new attention.
Numerous studies compared the effectiveness of "open" classrooms
(multigrade organization with student-centered ethos and methods) and
"regular" classrooms (single-grade organization with traditional ethos and
methods). We have learned a great deal from these innovative efforts. Working
in an open, multigrade school requires serious, ongoing teacher training and a
commitment to hard work.
Most teachers have been trained to work in single-grade classrooms. Their
knowledge of teaching method is based on whole-class instruction and small-
group instruction (with groups often formed on the basis of ability or
achievement level). When placed in a multigrade setting, teachers of the 60s
and 70s discovered that the time requirements and skills needed to be effective
were simply not part of their prior training and experience. Although the
premises of "open" and "regular" (traditional) education can differ sharply, this
finding still applies to multigrade classrooms in traditional schools.
THE NORM OF THE GRADED SCHOOL
The large-scale innovations of the 60s and 70s have virtually ended. But the
multigrade classroom persists, especially in small, rural schools. Yet, here, as
elsewhere, most people view graded schools as the natural way to organize
education. This norm can be a handicap for anyone (whether out of necessity
or by theoretical design) who wants to--or who must--work with multigrade
classrooms or schools. Teachers of multigraded classrooms who face the
biggest challenge may be those working in school systems in which single-
grade classrooms are the norm.
For many rural educators, multigrade instruction is not an experiment or a new
educational trend, but a necessity imposed, in part, by economic and
geographic conditions. In an environment dominated by graded schools, the
decision to combine grades can be quite difficult--especially if constituents feel
shortchanged by the decision. Nonetheless, recent proposals for school
restructuring reflect renewed interest in multigrade organization (Cohen, 1989)
and in small-scale organization generally. Such work may eventually contest
the norm of the graded school.
EFFECTS ON STUDENT PERFORMANCE
Many teachers, administrators, and parents continue to wonder whether or not
multigrade organization has negative effects on student performance. Research
evidence indicates that being a student in a multigrade classroom does not
negatively affect academic performance, social relationships, or attitudes.
Miller (1990) reviewed 13 experimental studies assessing academic
achievement in single-grade and multigrade classrooms and found there to be
no significant differences between them. The data clearly support the
multigrade classroom as a viable and equally effective organizational
alternative to single-grade instruction. The limited evidence suggests there may
be significant differences depending on subject or grade level. Primarily, these
studies reflect the complex and variable nature of school life. Moreover, there
are not enough such studies to make safe generalizations about which subjects
or grade levels are best for multigrade instruction.
When it comes to student affect, however, the case for multigrade organization
appears much stronger. Of the 21 separate measures used to assess student
affect in the studies reviewed, 81 percent favored the multigrade classroom
(Miller, 1990).
If this is the case, why then do we not have more schools organized into
multigrade classrooms? One response is that history and convention dictate the
prevalence of graded classrooms. However, there is a related, but more
compelling, answer to be found in the classrooms themselves and in
information drawn from classroom practitioners.
INSTRUCTIONAL AND ORGANIZATIONAL ROUTINES
The multigrade classroom can be more of a challenge than the single-grade
classroom. Skills and behavior required of the teacher may be different, and
coordinating activities can be more difficult. In fact, such a realization is one
reason graded schools came into being in the first place (Callahan, 1962).
At first look, the skills needed to teach well in the multigrade and the single-
grade (multilevel) classroom appear to be quite similar. The differences
between the two sorts of classrooms may be more a product of socialization
and expectation than of fact. Clearly, if a teacher in either sort of classroom
fails to address differences among students, the effectiveness of instruction
suffers. Likewise, teachers are harmed when they have not been adequately
prepared to teach students with varying ages and abilities--no matter what sort
of classroom they work in.
But what does the research tell us regarding the skills required of the
multigrade teacher? When student diversity increases, whether it be in a
multigrade or single-grade classroom, greater demand is placed on teacher
resources, both cognitive and emotional.
Six key instructional dimensions affecting successful multigrade teaching have
been identified from multigrade classroom research (Miller, 1991). Note that
each of these points has some bearing on the related issues of independence
and interdependence. It is important to cultivate among students the habits of
responsibility for their own learning, but also their willingness to help one
another learn.
1. Classroom organization: Instructional resources and the physical
environment to facilitate learning.
2. Classroom management and discipline: Classroom schedules and routines
that promote clear, predictable instructional patterns, especially those that
enhance student responsibility for their own learning.
3. Instructional organization and curriculum: Instructional strategies and
routines for a maximum of cooperative and self-directed student learning based
on diagnosed student needs. Also includes the effective use of time.
4. Instructional delivery and grouping: Methods that improve the quality of
instruction, including strategies for organizing group learning activities across
and within grade levels.
5. Self-directed learning: Students' skills and strategies for a high level of
independence and efficiency in learning individually or in combination with
other students.
6. Peer tutoring: Classroom routines and students' skills in serving as
"teachers" to other students within and across differing grade levels.
In the multigrade classroom, more time must be spent in organizing and
planning for instruction. Extra materials and strategies must be developed so
that students will be meaningfully engaged. This additional coordination lets
the teacher meet with small groups or individuals, while other work continues.
Since the teacher cannot be everywhere or with each student simultaneously,
the teacher shares instructional responsibilities with students. A context of
clear rules and routines makes such shared responsibility productive. Students
know what the teacher expects. They know what assignments to work on,
when they are due, how to get them graded, how to get extra help, and where
to turn assignments in.
Students learn how to help one another and themselves. At an early age,
students are expected to develop independence. The effective multigrade
teacher establishes a climate to promote and develop this independence. For
example, when young students enter the classroom for the first time, they
receive help and guidance not only from the teacher, but from older students.
In this way, they also learn that the teacher is not the only source of
knowledge.
Instructional grouping practices also play an important role in a good
multigrade classroom. The teacher emphasizes the similarities among the
different grades and teaches to them, thus conserving valuable teacher time.
For example, whole-class (cross-grade) instruction is often used since the
teacher can have contact with more students. However, whole-class instruction
in the effective multigrade classroom differs from what one generally finds in a
single-grade class.
Multigrade teachers recognize that whole-class instruction must revolve around
open task activities if all students are to be engaged. For example, a teacher can
introduce a writing assignment through topic development where all students
"brainstorm" ideas. In this context, students from all grades can discuss
different perspectives. They can learn to consider and respect the opinions of
others (Miller, 1989).
Cooperation is a necessary condition of life in the multigrade classroom. All
ages become classmates, and this closeness extends beyond the walls of the
school to include the community.
REWARDS AND CHALLENGES
There are many rewards for teaching in the multigrade classroom, but there are
challenges, too. Instruction, classroom organization, and management are
complex and demanding. A teacher cannot ignore developmental differences in
students nor be ill-prepared for a day's instruction. Demands on teacher time
require well-developed organizational skills.
The multigrade classroom is not for the timid, inexperienced, or untrained
teacher. Clearly, the implications for teacher educators, rural school board
members, administrators, and parents are far-reaching.
http://www.ericdigests.org/pre-9221/teaching.htm
Multi-grade Schools and Technology
Laurence Wolff and Norma Garcia
Multi-grade schools are very common in isolated, rural areas throughout the developing
world and are
not likely to disappear. Yet, national curriculum contents, teaching and learning
materials and teacher
training are for the most part geared towards the functioning of a monograde education
system. Thus,
children attending multi-grade schools often spend their most of their time either re- There are now proven models for multi-grade teaching in both the developed and the
learning material or developing world.
sitting idle in classrooms. Technology can serve as a powerful tool to enhance multi- The Escuela Nueva in Colombia is a well-documented, highly successful example of an
grade learning, yet it integrated approach
is surprisingly underutilized. Some cost-effective uses include one-way, two-way, low to learning in a rural multi-grade setting. Escuela Nueva began operating in 1976 and its
power and digital methodology
radio. The Internet can increasingly become a powerful medium as well. is fully followed in over 10,000 schools and partially used in many more schools, and is
The Current Status of Multi-Grade Schools in the Deve loping World also being
Multi-grade schools, defined as schools where one teacher teaches two or more grades replicated in countries as diverse as Guatemala, Dominican Republic and Egypt.
simultaneously, Research has shown that
are common in rural areas throughout the world. In Peru, for example, there are children learn more and drop out less in Escuela Nueva schools than in traditional rural
approximately 21,500 schools.
primary multi-grade schools, 95 percent of which are located in rural areas. Eighty-nine The approach in all successful multi-grade programs, including Escuela Nueva,
percent of the emphasizes the changed
rural schools are multi-grade schools, and 41,000 teachers, or 69 percent of the total rural role of the teacher. Since the teacher has to impart knowledge to a diverse group of
teaching force, students, he/she has to
teach in rural primary schools with multi-grade classrooms. In Sri Lanka, around 1,250 develop a wide variety of teaching learning strategies. The teacher has to find ways of
schools out of the encouraging selflearning
10,120 schools in the country have less than three teachers. Vietnam has 2,162 multi- and of older children helping younger ones. The teacher increasingly becomes someone
grade schools that who
combine 2, 3, 4, or 5 different levels in a single classroom.1 guides and supports students’ learning processes rather than simply imparting knowledge.
The unfortunate reality is that these schools form the most neglected part of the education To make the
system. For the 1 http://www.ioe.ac.uk/multigrade

most part, they are located in isolated, low-income rural areas, and generally have 39
untrained teachers. system work requires strong and focussed training programs and regular follow-up and
The few trained teachers usually understand and use only “monograde” pedagogy. feedback from
National curriculum supervisors and trainers. Detailed, practical, and proven guidebooks are essential. In the
contents, teaching and learning materials and activities taught at schools are frequently Escuela Nueva,
geared for monograde particular attention is paid to the role that the teacher plays in the community. Escuela
classes. The result of untrained and inappropriately trained teachers, as well as lack of Nueva also promotes
appropriate democratic processes within the classroom through active and participatory
teaching learning materials, is that children in multi-grade classrooms spend much of methodologies and
their time relearning community participation.
material they already know or sit idle and boxed. Teachers in multi-grade schools need to get together regularly to discuss, share and
While the world is becoming increasingly urbanized, multi-grade schools will remain a evaluate results,
reality for many problems, success stories, and to plan ways to solve any problems that are commonly
years to come. Adequately meeting the needs of children in multi-grade classrooms will present in multigrade
be essential for classes.
the achievement of quality education for all. In developed countries, strong training and outreach programs, often very costly, have
Proven Models for Multi-Grade Teaching evolved to support
the relatively small number of rural and isolated schools. Interestingly, some progressive learning to take place.
schools in the As costs go down, there are more possibilities for the use of other technologies to
United States and Europe have combined grades one and two and sometimes three and reinforce multi-grade
four as a means of teaching. The two most important ones, described below are “enhanced” radio and the
recognizing children’s different rates of maturity. Internet.
The Potential for Technology and Multi-Grade Teaching Two-Way Radio, Low Power, and Digital Radio
Technology can be a powerful tool to provide access to adequate education to students In the above examples, radio programs are national or regional in scope. Technologies
attending multigrade are now becoming
schools because it is able to provide training to teachers in multi-grade methodologies available to have low power radio stations covering 10 to 40 kilometers as well as to have
and allow two-way radio.
students to engage in innovative, participatory multi-grade learning activities. The Australian Radio School of the Air already uses two-way radio to reach scattered
Surprisingly, with one or indigenous groups
two exceptions, multi-grade programs usually do not use technologies other than of children living in the Australian desert. In this case, the children meet in small groups
workbooks and face-toface at, say, the home
training. Below are the potential uses of technology for multi-grade teaching, some of of a parent and then communicate with their teacher located in a town many kilometers
which are away. A parent
surely cost effective now, others of which could have low enough costs to be feasible acts as the “classroom” monitor. A “school” could consist of 15 to 20 small dispersed
within the next five groups of 5 to 10
to ten years. children making for a total of 120 to 200 students. This approach is not strictly “multi-
One-Way Radio grade” since there
Radio can, and should be, utilized now to support multi-grade teaching. Building on the 2 See the note Interactive Mathematics for Basic Education: The Venezuelan Experience with IRI.
experience of 40
interactive mathematics,2 “multi-grade” radio can strongly reinforce the print and face-to- is one teacher for each grade. Nonetheless it could be appropriate in other highly
face training scattered populations.
approaches used to date. Examples include the following: (a) multi-grade radio teaches Similar to this approach is the possible use of low power radio stations. In these cases,
one group of children teaching can be
while the in-school teacher guides or assists another group; (b) multi-grade radio teaches more closely tailored to local conditions. Finally, digital radio can add an on-line print
hard-toteach element to the
subjects such as a second language (e.g., French or English in Africa); (c) multi-grade multi-grade process.3
radio provides Internet via Phone or Satellite
a set of learning experiences which are appropriate to several or all grades, such as music While the infrastructure is either not yet available, or the costs are still too high,
and art as sometime in the future
well as democratic processes and community awareness; and (d) multi-grade radio Internet, especially via satellite, will be at a low enough cost to become a powerful
directed at teachers teaching medium.
can provide guidelines and methods which bring to life the recommendations of print Satellite-based Internet will be especially important for isolated rural schools without
materials. Multigrade access to telephone
radio can also be directed at parents. In particular, the radio can help to explain to parents lines. The beauty of the Internet for multi-grade teaching is that children could work at
that their own pace.
multi-grades are not something to be ashamed of as second rate but rather are an Through on-line testing, the teacher would have a powerful tool for identifying strengths
opportunity for modern and weaknesses
and deciding when children can proceed to the next grade or graduate. Furthermore, the
Internet approach
would provide all the advantages of radio based instruction described above but with far
more flexibility.
In short,
? Multi-grade schools will not disappear.
? There are proven methodologies for making the multi-grade school a modern
progressive and effective
approach to learning.
? Existing technologies ought to be exploited now to implement these approaches.
? Emerging technologies offer even more powerful tools for effective education in multi-
grade schools.
3 For
a discussion on the use of radio for education, see “Basic Education for All: The Mass Media
Formula” in the
May/June 2000 Issue of TechKnowLogia found at www.techknowlogia.org
http://www.iadb.org/sds/doc/Edu&Tech10.pdf
Multigrade teaching: A testament of teachers’ commitment
It was with great anticipation and excitement that the last two batches of
multigrade Training of Trainers (ToT) for ARMM were finally completed in
March 2009 in Zamboanga and Cotabato Cities. The trainings, which were
supposed to be completed in the last quarter of 2008 were postponed due to the
peace and order issues at that time.
A total of 224 multigrade trainers across Regions XI, XII and ARMM are now
equipped with the knowledge and skills to cascade the multigrade training
using the Training Resource Package (TRP). To date, almost 1,200 multigrade
teachers in Regions XI and XII have been trained with a further 962 teachers
from ARMM completing the same training this summer.
Multigrade teaching is a challenging, multi-dimensional role for teachers. A
multigrade class has two or more grade levels in one classroom, with one
teacher for the entire school year or longer. This is also called a “combination
class” (if there are only two grade levels) in the Philippines. It therefore
requires enthusiasm, creative thinking and special skills to manage multigrade
instruction and learning. Since the 1920s, multigrade education was the only
way to provide education to children in far-flung areas including the islands, in
the most cost effective manner. For school year 2007-2008, the Department of
Education Bureau of Elementary Education reported that there are currently
25,000 multigrade classes in the country. Hence, multigrade teachers need to
be regularly trained and provided with the necessary support to enhance
teaching and learning in the classroom.
An additional reality of multigrade teaching in the ARMM are the challenges
faced by multigrade classes due to the skirmishes in the region as more and
more families are forced to flee their homes for safety, which results in
interruption of the education of many children. Aside from the insufficient
classrooms and teaching and learning materials, language also is a major
barrier for multigrade teachers. For example, most of the students in ARMM
speak different dialects – T’duray, Maguindanaon and Maranao in the
mainland and Tausog or Sama in the islands. In the island divisions, lack of
teachers is still a major concern especially in far-flung areas. Hamsira, a
principal from ARMM explains, “we lack teachers as a result of the pull-out of
Christian multigrade teachers due to kidnappings. We cannot blame them if
they request to be transferred to town schools. Those who were left were locals
teaching there and the number is not enough. These teachers are forced to
handle multigrade classes without proper training. They are left on their own
to experiment and learn by trial and error. Some are successful and some are
not. There is a big clamor then for a training that suits their needs. I know this
because I was once a multigrade teacher myself and I experienced all the
sacrifices and hardships of being one.”
Jocelyn Jaih, one of the trainers from Tawi-Tawi shared her story – she has
been a teacher for five years and married to a Sama. She is a multigrade
teacher from Magsaggaw Elementary School in Panglimasugala District. From
Bonggao, the capital of Tawi-tawi, she has to travel for an hour in a “lantsa”
(small motorized boat) then take a 15-minute ride in a tricycle to get to
Magsaggaw, a poor agricultural community which was considered a critical
area because this used to be one of the bandits’ hiding places. At first her
husband escorts her to school to ensure her safety. “When I started teaching, I
handled grades 3-6 pupils. It was really difficult because 90% of my students
are Tausog and my ability to speak their dialect was next to nil! I have to use
Tausog in explaining concepts to the class because if I use Filipino or English,
not everyone in class will understand the lesson.” When she finds herself
stumped with a word or phrase, she draws it on the board and asks her pupils to
give the word. Her game of charade and her determination to learn to speak
Tausog eventually paid off.
The school then had one concrete, three-classroom building and an enrolment
of 70 pupils when Jocelyn was first appointed and she became the lone teacher
after the provisional teacher was terminated. Without any training on how to
handle a multigrade class, she felt like a spinning top because she had to cater
to three grade levels. “I handled all the subjects. I was worried how to teach the
same topic to three grade levels. When I discussed a lesson with, say for
example, grade 3, I give the higher grades seatwork and vice versa. What I
noticed was that even though I was handling grades 3 to 6, their reading ability
and comprehension was very poor. Aside from that, we lacked books and other
teaching materials. Mahirap talaga. (It was really difficult).” When asked
about why there are plenty of children who were not able to go to school,
Jocelyn explained, “Parents are willing to send their children to school,
according to them they don’t want their children to have less opportunities in
life because they didn’t have education. Some of the parents cannot even write
their own names. But because of the distance of the nearest school before
Magsaggaw was built, the pupils had difficulty going to school. They had to
walk for an hour to get to school. When it rains, they go to class in their soaked
clothes. Some pupils were deported from Malaysia. These are the children of
illegal migrants who worked and had families in that country. When they were
rounded up, they were sent back to Jolo or Tawi-Tawi.”
In 2004, Jocelyn was able to attend the BEAM summer teacher In-service
training in Bonggao. She was particularly excited because the topics were more
on teaching strategies for grade 3. The following school year, she applied these
strategies in her multigrade class and discovered how effective the activities
were. She also approached the Barangay Chairman for assistance to build
another classroom. With the help of other development projects, Magsaggaw
Elementary School had another concrete building for its now 200 pupils. A
teacher-in-charge has also been assigned with four volunteer teachers from the
Local Government Unit. Jocelyn is still handling multigrade class for grades 5
and 6 and still uses the strategies from the BEAM In-service trainings that she
found useful and effective when she was teaching lower grades.
Just recently, Jocelyn attended the multigrade training of trainers in
Zamboanga City. Although she knew of the responsibilities of being a trainer,
she accepted the challenge because she knew the difficulties and realities in the
field. Armed with the knowledge, experience and BEAM multigrade training
resource package, Jocelyn hopes to help other multigrade teachers in Tawi-
Tawi by cascading to them what she learned in the summer training. “I will
definitely encourage my colleagues to use cooperative learning with the
teacher as facilitator. There are a lot of teaching-learning materials they can
make to help them manage their multigrade classes. They also need to be
aware of the provisions of the Multigrade Program in Philippine Education
(MPPE).”
Jocelyn believes that in the five years that she has been a multigrade teacher in
her school, she has seen a lot of improvement. Enrolment has increased and
there is a higher retention rate of students. The community is also becoming
more involved with the school programs and they have a good attendance
every time they call for a PTCA meeting. “I see my pupils are gaining
confidence, especially when we have classroom discussions. They participate,
they speak up and they are interested in our activities. That I think is a very
good indication that there is really development!”
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http://newsletter.beam.org.ph/inservice/multigrade-teaching-a-
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 Didactic Questions - tend to be convergent, factual and often begin with
“what,” “where,” “when,” and “how.” These may also include “why” and “what
if” questions.
INSTRUCTIONAL STRATEGIES
DIRECT INSTRUCTION - Direct instruction is highly Demonstrations - teacher shows and tells how to do something.
teacher-directed and commonly used. It is effective for providing information
or developing step-by-step skills. This strategy also works well for introducing Guides for Reading, Listening, and Viewing - providing leading questions,
other teaching methods or actively involving students in knowledge diagrams, or statements to assist students in focusing on the important ideas
construction. within text, lecture, media, or other presentations. A follow-up discussion may
assist in summarizing the activity.
Structured Overview - organizing concepts and materials in a manner
that is easily understood by students.

Explicit Teaching - explicit teaching involves six teaching functions:

· daily review
· presenting new material
· conducting guided practice INDIRECT INSTRUCTION-
· providing feedback and correctives
· conducting independent practice Indirect instruction is mainly student-centred, although direct and
· weekly and monthly review indirect instruction can complement each other.

Mastery Lecture - a method to deliver significant amounts of information in a
relatively short period of time. The quality of a lecture may be improved by
incorporating audio and visual aids and encouraging interaction between the
teacher and the students.
Drill and Practice - structured, repetitive review of previously learned
concepts in order to increase level of mastery.
Indirect instruction seeks a high level of student involvement in
observing, investigating, drawing inferences from data, or forming
hypotheses. It takes advantage of students' interest and curiosity, often
encouraging them to generate alternatives or solve problems. It is
flexible in that it frees students to explore diverse possibilities and
reduces the fear associated with the possibility of giving incorrect
answers. Indirect instruction also fosters creativity and the development
of interpersonal skills and abilities.

In indirect instruction, the role of the teacher shifts from lecturer/director

Compare and Contrast - students look for similarities and differences. to that of facilitator, supporter, and resource person. The teacher
arranges the learning environment, provides opportunity for student
involvement, and, when appropriate, provides feedback to students
while they conduct the inquiry (Martin, 1983).
The indirect instruction strategy can be used by teachers in almost
every lesson. This strategy is most appropriate when:
• thinking outcomes are desired
• attitudes, values, or interpersonal outcomes are desired
• process is as important as product
• students need to investigate or discover something in order to
benefit from later instruction
• there is more than one appropriate answer
• the focus is personalized understanding and long term retention of
concepts or generalizations
• ego involvement and intrinsic motivation are desirable
• decisions need to be made or problems need to be solved
• life-long learning capability is desired
Problem Solving - students work through a situation or problem in
order to arrive at a solution.
Case Studies - real life scenarios are presented for analyzing,
comparing and contrasting, summarizing, and making
recommendations.
Inquiry - as topics are explored, thinking is emphasized as students
ask relevant questions and develop ways to search for answers and
generate explanations.
Reading for Meaning - information and insight are obtained from
written material.
Reflective Discussion - discussion occurs in order for students to
understand a concept in more depth.
Concept Formation - students are given data about a particular
concept. The data is classified or grouped and descriptive labels are
given to the groupings. By linking their examples to the labels and
explaining their reasoning, students are able to form their own
understanding of the concept.
Concept Mapping - a word or topic is used to generate other related
words. These may be organized in web form.
Concept Attainment - examples and non-examples are given to
develop an understanding of a concept.
Cloze Procedure - students need to supply key words which have
been omitted from a passage.
EXPERIENTIAL LEARNING -
Experiential learning is inductive, learner centred, and activity oriented.
Personalized reflection about an experience and the formulation of
plans to apply learnings to other contexts are critical factors in effective
experiential learning. Experiential learning occurs when learners:
• participate in an activity
• critically look back on the activity to clarify learnings and feelings
• draw useful insights from such analysis
• put learnings to work in new situations (Pfeiffer & Jones, 1979)
Experiential learning can be viewed as a cycle consisting of five phases,
all of which are necessary:
• experiencing (an activity occurs)
• sharing or publishing (reactions and observations are shared)
• analyzing or processing (patterns and dynamics are determined)
 • inferring or generalizing (principles are derived)
• applying (plans are made to use learnings in new situations)
The emphasis in experiential learning is on the process of learning and
not on the product.
Field Trips - students are given an opportunity to learn by taking part in
educational activities that take place outside of the classroom.
Conducting Experiments - students are given a hypothesis to test
under specific conditions.
Simulations - the students are presented with an artificial problem,
situation, or event which has some aspect of reality.
Games - these are structured learning activities which have rules and
methods of establishing who wins or how the activity ends.
Focused Imaging - students visualize an object, event, or situation.
Field Observations - students make observations of naturally
occurring events found outside of the classroom.
Role Playing - students are presented with a real problem situation and
given individual parts or roles to play.
Synectics - analogies are used to help students compare and contrast
topics which appear to be unrelated.
Model Building - students design and construct an object.
Surveys - are research tools that involve asking questions to a specific
group of individuals. The responses are then analyzed.
INDEPENDENT STUDY
Independent study refers to the range of instructional methods which are
purposefully provided to foster the development of individual student initiative,
self-reliance, and self-improvement. While independent study may be initiated
by student or teacher, the focus here will be on planned independent study by
students under the guidance or supervision of a classroom teacher. In
addition, independent study can include learning in partnership with another
individual or as part of a small group.
Independent study encourages students to take responsibility for planning
and pacing their own learning. Independent study can be used in conjunction
with other methods, or it can be used as the single instructional strategy for
an entire unit. The factors of student maturity and independence are
obviously important to the teacher's planning.
Essays - writing that students do that involves some level of research.
Research may be used to support their opinions on a specific topic.
Computer Assisted Instruction - programs which are available to be
used on the computer to assist student learning.
Reports - enable students to express their knowledge or ideas related
to a given topic. These reports may be presented in written or oral form.
Learning Activity Package - a planned series of activities for the
students to complete.
Correspondence Lessons - lessons that are administered through an
outside agency other than the school. Typically this was in print form,
but now may involve audio, video, or computer elements.
Learning Contracts - these allow for instruction to be individualized
and encourages student responsibility. When students are new to this
method, teachers may have to provide a more structured format that
includes the learning objectives, some choice of resources, as well as
time constraints. As students become more familiar with this method
and more independent, increased responsibility can be given to the
students.
omework - assignments and activities that are to be completed away
from the school.
Research Projects - these projects contain some elements of research
and may be conducted individually, with a partner, or in small groups.
Assigned Questions - questions that are given to the students to
complete individually or in small groups.
Learning Centres - stations are set up in the classroom which include
tasks or activities that may need to be completed individually or in a
group.
INTERACTIVE INSTRUCTION
Interactive instruction relies heavily on discussion and sharing among
participants. Students can learn from peers and teachers to develop social
skills and abilities, to organize their thoughts, and to develop rational
arguments.
The interactive instruction strategy allows for a range of groupings and
interactive methods. It is important for the teacher to outline the topic, the
amount of discussion time, the composition and size of the groups, and
reporting or sharing techniques. Interactive instruction requires the refinement
of observation, listening, interpersonal, and intervention skills and abilities by
both teacher and students.
Debates - students are divided into two groups. Each group is assigned
a side of an issue to defend. After developing arguments for their side,
students present new information or introduce rebuttals for information
presented by their opposition.
Role Playing - a topic or theme is chosen and relevant concepts are
identified. A concept is selected which involves a compelling issue and
adequate roles for everyone. A key question from the concept is chosen
and possible viewpoints are discussed. Situations and viewpoints are
chosen and students are assigned roles to play.
Panels - students are divided into small groups. Each student
individually presents information to the rest of the class. The panel is
run by a moderator.
Brainstorming - as many ideas as possible are suggested. All ideas
are recorded with no criticism or evaluation permitted.
Peer Practice - students practice what they have learned with a peer.
Discussion - familiar material is used for discussions. The problem or
issue can be one that does not require a particular answer or one
where it is important for students to discover an answer. Opinions must
be supported. Discussion should conclude with consensus, a solution,
clarification of insights gained, or a summary.
Laboratory Groups - groups of students in a laboratory setting.
Co-operative Learning Groups - small groups of students, usually two
to six members, share the various roles and are interdependent in
achieving the group learning goal.
Problem Solving - real life problems are presented to the students to
solve. The teacher, acting as a facilitator, encourages the students to
use an "If . . ., then . . ., because . . ." method of solving the problem.
Circle of Knowledge - small groups of students sit in a circle to think
and discuss information. The ideas from each small circle are then
shared with the rest of the class.
Tutorial Groups - groups set up to offer remediation. This remediation
may be done by the teacher or a peer.
Interviewing - students familiarize themselves with the topic of the
interview and create questions to ask the interviewee. Interviews
usually take place face-to-face.
CLASSROOM MANAGEMENT
A literature review conducted by Wang, Haertel, and Walberg (1993)
found that classroom management had the largest effect on student
achievement (Marzano, 2003). There seem to be a few sound
classroom management strategies that can be followed to help create
an effectively managed classroom.
Be Prepared
• If you are getting a new class of students, try to learn their names
and a little bit about them before school starts.
• Establish three or four classroom rules with the students. They
are more apt to follow them if they have helped develop them.
• Establish procedures – (example: leaving the room to use the
washroom, sharpening pencils, being dismissed for recess, etc.)
• Be consistent when enforcing rules and procedures.
• Explain to the students what is expected of them.
Be Planned
• When planning your day, provide as much detail as possible. The
following plan provides a detailed look at a middle years English
language arts lesson for a 45 minute period.
9:00 a.m. Greet the students at the door.
Have the students read a variety of news articles.
9:15 a.m. Teach mini-lesson on writing a news article – see student
handouts.
9:20 a.m. Give each student a news article and have him/her circle the
sentences that answer the questions: who, what, where, when, why,
and how.
9:30 a.m. Have the students begin to write a news article. Circulate
around the classroom and offer help to those needed.
The above type of day plan is much more effective than writing:
9:00 a.m. – 9:45 a.m. Talk about news articles and have the students
create one of their own.
• Ensure that you have enough work and activities planned for the
day. Begin teaching at the beginning of the class and stop when
the class is finished. Down time at the beginning and end of class
often adds to discipline problems.
• Vary the activities throughout the lesson. Allow some time for
teacher instruction followed by activity time.
Be Organized
 • Assign each student a number at the beginning of the year to
help keep track of books and assignments.
• Have a large envelope on the bulletin board to place extra copies
of assignments. If any students are absent, missed assignments
can be easily accessed.
• Have a specific spot for students to hand in and get back
assignments. Paper trays or decorated paper box lids work well.
Labeling them as “In Box” and “Out Box” often works well.
• Keep important information and papers in a binder that can be
easily accessed.
• Mark and return student work promptly.
http://www.saskschools.ca/curr_content/hutt/str
ateg/index.html
National search for multigrade teacher achiever
certified by the monitor.
Winners in the division, regional and national levels shall be determined based on
the computation of the overall percentage points in the following areas: Assessment
of Supporting Documents – 60percent; Classroom Observation/Interview –
25percent and Community support – 15percent.
Six national finalists will be selected from the regional level winners by the
National Selection Committee at the Central Office composed of the Assistant
Director of BEE, Chief and Assistant Chief of the Staff Development Division,
BEE, one Senior Education Program Specialist and a Project anchorperson.
The National multigrade teacher achiever shall receive a cash prize of P30,000
plus trophy and plaque of appreciation for the school. The first and second runners
up will be given cash prizes of P20,000, P10,000, trophy and a plaque of recognition
for the school, respectively. While the third to fifth runners up shall be awarded
P3,000 cash, plaque of recognition and a certificate of recognition for the school.
http://www.deped.gov.ph/e_posts.as
p?id=360

To recognize the exemplary performance of multigrade teachers in the

development of children and their contribution to the improvement of the
community, the Department of Education’s Bureau of Elementary Education
(DepED-BEE) conducts the National Search for Multigrade Teacher Achiever this
year.
According to the bureau, the tilt is open to all multigrade teachers who have been
teaching multigrade classes in public elementary schools for at least three years.
Starting this year the biennial search will seek to motivate mentors to teach in
multigrade schools enhance school-community partnership and document best
teaching practices in multigrade classes, community projects and initiatives to
support schools.
To qualify as nominee, the multigrade teacher should be nominated by his or her
school principal or district supervisor; must be a professional Filipino teacher; must
have been actively involved in school-community based activities geared for the
benefit of multigrade school; must have good image in the school and community;
and must have very satisfactory performance for the last two consecutive years as