This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Set up the classroom for the specific multi-age group. Although early childhood centers may offer programs for kids of all ages, many multi-age programs that refer to themselves as a "preschool" cater to 3- to 5-year-old children. Including clearly separated centers or learning areas for different classroom content or curricular sections is an important part to the room design
“BEAM and TVET in ARMM”
Introduce TechVoc Education and Skills Training in senior secondary school levels
Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems
STRATEGIC INTERVENTIONS AND TARGET OUTPUTS
• Conduct Labor Market Research
• Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship
• Equip 22 secondary school TVET workshop rooms
• Train 300 TVET Trainers
• Train 300 Parents, community members
• Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support)
KEY TRAINING OUTPUTS
• At least 50% of completers from TESDA covered courses acquire corresponding certification
• At least 50% of completers are employed or are engaged in entrepreneurial activities
Implications on the Designing and Programming of TechVoc for OSY
• TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education.
• Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information.
• Scholarship support is necessary in tech-voc service provision
• Interventions should consider their aspirations, relative to their age range.
BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM
A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.
Module 1 Introduction in Differentiated Instruction.pptxAine42
The aim of this module is to introduce learners to Differentiated Instruction as a learner-centric model of education that aids VET educators struggling to respond adequately to varied VET student needs within one classroom or group.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Module2 human resource information systemMaria Theresa
By automating Human Resource practices, HRIS saves time and money, effectively reallocates work processes and thus provides competitive advantage and add strategic value to the organization
To successfully manage human resources, individuals need personal credibility, business knowledge, understanding of the business strategy, technology knowledge, and the ability to deliver HR services.
Human resource management practices should be evidence- based, that is, based on data showing the relationship between the practice and business outcomes related to key company stakeholders (customers, shareholders, employees, community). In addition to contributing to a company’s business strategy, human resource practices are important for helping companies deal with sustainability, globalization, and technology challenges. Global challenges include entering international markets, immigration, and offshoring. Technology challenges include using new technologies to support flexible and virtual work arrangements, high-performance work systems, and developing effective e-HRM practices and human resource information systems.
The Video Film Promotion-Tarpaulin Making contest is a partial requirement for Educational Technology 2 (EdTech2) for Bachelor of Secondary of Education, College of Education, Mindanao State University. The purpose of this activity is to help students develop their creativity, inquiry, research & writing ability, critical thinking, visual and media literacy. This year’s theme would be, “ Educational Technology: A Call for Sustainable Education in a Global Knowledge Society”.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. WHY MULTIGRADE CLASSES EXIST?
Multigrade classes were organized as a matter of necessity for
remote barangays where the number of children enrolled could
not meet the required number to organize a single grade class
and assign the necessary teacher for each class.
Distance of the barrio and small number of students for each
class.
Shortage of funds teachers and school buildings.
4. WHAT ARE THE ADVANTAGES AND CHALLENGES
OF A MULTIGRADE CLASSES?
Learner
Advantages
Maximum social interaction between/among peers.
Cooperative learning is predominant.
Will learn to be independent, self-directed learners
can learn to be more resourceful.
Prepared for real life – situations where there is
constant interaction between people of different
ages, varied skills and abilities.
Can learn to assume leading or supporting role as
needed in different work situations.
5. Stigma associated with failure and
repetition is removed.
Girlswho are often expected to stay
home or at least close to home to take
care younger siblings or the household
will have more chances to go to school
since schools are located within the
community.
6.
7. CHALLENGES
Requires more discipline, greater
concentration and more focus in order to
benefit from effective strategies e.g peer
teaching, group work, self directed learning.
Less reliance on direct supervision by
teacher.
Requires more initiative and resourceful to
function effectively in a multigrade class.
May receive less individual attention from a
less experienced teacher or one who is not
well-trained in multigrade teaching.
8. TEACHERS
Advantages Challenges
Requires more preparation
Can make the most of
inter-age, multi-level of curriculum learning
materials.
situation to facilitate
learning processes.
Requires more careful study
of learner’s developmental
Can get to know characteristics across the
students more and age levels involved in the
carefully asses their class, approaches and
needs and adopt strategies that are effective
appropriate teaching and viable within a
strategies. multigrade class.
9. Can innovate and More investment in
experiment with different organization of the
age groups and deal with
classroom as learning
curriculum content across
subject areas. environment.
Shares responsibility for More meticulous and
facilitating learning with systematic record keeping
pupils, parents, other to keep track of student
community members.
progress, curriculum
development and
More opportunities for
implementation is
activity – centered,
experience – based required.
approaches rather than
whole group,
lecture/drill/rote methods of
teaching.
10. Community and School System
Advantages
1. Efficient means of providing educational services to
thinly populated areas and remote communities.
2. Efficient means of using limited educational resources
such as trained teachers, classrooms, and materials.
3. Maintaining small barrio schools help to build and
sustain the identity of the community and the cultural
life of the people in the community.
11. Challenges
Student achievement may be poor if programs
do not have the required resources and teachers
are not properly trained.
Requires investment in training of teachers,
supervisors and administrative personnel to
prepare them for the demands of multigrade
teaching and administration of multigrade schools.
12. WHAT DOES EFFECTIVE MULTIGRADE
TEACHING INVOLVE?
Systematic, well-organized and planned
instructional delivery and grouping.
A well – managed classroom that is conducive
to learning because the necessary resources are
available and the necessary discipline among the
students has been developed so that they can
focus on learning.
A cooperative learning environment where self-
directed learning is balanced with teacher –
directed activities, peer teaching and group work.
13. A teacher who is well – prepared to actually serve
as a FACILITATOR of learning rather than as the only
source of knowledge in the classroom and who is well –
prepared to apply a variety of instructional strategies
and techniques to suit the varied needs of learners.
A well – designed curriculum that allows for and
encourages integration of subject matter areas and a
variety of activities as learning experiences for the
students.
14. BASIC PRINCIPLES OF MULTIGRADE TEACHING
Children are unique.
Children can learn best from experience.
Children can and do learn well from one another.
The role of teacher in a classroom involves setting
– up and managing a learning environment that will
be conducive to learning and teaching.
The implementation of the school curriculum must
take into consideration the varied abilities, levels
and interests within particular group.
15. The value of any educational program will be
judged according to how well it is able to achieve
the goals of the program – whether the children
actually learn what they are expected to learn and
how well they have learned.
Inter – aging or the combination of children of
different ages is more respectful of individual needs
of learners and reflects real – life.
16. THE COMPONENT OF A MULTIGRADE
CLASSROOM
Teacher
Facilitator
Instruction
Manager
Observer
Evaluator
Planner
17.
18. HOW CHILDREN LEARN BEST AND HOW
TEACHERS TEACH EFFECTIVELY
Methods Teachers Frequently Use
Lecture
Recitation
Discussion
Direct Instruction
Individualized Instruction and independent Study
Grouping as an Instructional Strategy
Self Directed Learner
Peer Teaching
19. CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR
AN EFFECTIVE MULTIGRADE TEACHING
Instructions
Provides different lesson in every subject for the two
grade level.
Plans learning activities to suit pupils’ ability and
interest.
Divide class into small group and individual group within
a day.
Time management is shown by alternating whole group
periods with small group activities and individual work
within a day.
Prepares different sets of test by grade.
20. Provides pupils with necessary materials to work
independently after whole group or small group
instruction.
Allows one grade to work or read independently or
in group while discussing lessons to other grade
level.
Treats two grade level as one in the class with
different activities suited to their level.
21. Pupil Management
Assign seats for individual whole group activity.
Schedules classroom routine such as flag ceremony,
attendance taking, and classroom maintenance activity.
Provides attendance chart to be filled up by pupils as soon as
they arrive in class.
Prepares daily/weekly job chart for the children to accomplish.
Establish clear class routines such as passing of papers,
falling in line and doing individual/group works.
Provide an access to all pupils.
Involve children in classroom maintenance by using the “Job
Chart”.
Allows pupils to sit by grade level facing to their own
blackboard.
Schedules daily routines and activities.
22. Discipline
1. Sets classroom rules and regulations for the
children to follow.
2. Talks privately to the disruptive pupils.
3. Explains classroom rules clearly.
4. Imposes rules in passing or checking papers,
quizzes and assignments.
5. Treats pupils with justice and fairness.
6. Assign pupil secretary to monitor class behavior.
7. Requires pupils to fall in line before entering and
leaving the classroom.
8. Checks then accomplishments for daily routinary
activities.
9. Treats pupil with justice and fairness.
23. CLASSROOM ATMOSPHERE
Blackboards are in opposite walls of the classroom.
Classroom lay out is flexible to cater indoor game.
Desks/chairs are lighter capable to be moved and
can be moved freely for group activities.
Furniture and equipments are in movable type
capable for arranging and rearranging.
Learning materials are properly arranged and
prepared by teachers.
Provides a variety of arrangements throughout the
year.
24. Arranges furniture in such a way it provide for
convenient flow.
Labels the areas of the classrooms and containers
of materials for the children to easily learn its usage
and function.
Classroom is attractively and neatly arranged.
Maintain cleanliness and orderliness inside the
classroom.
All parts of the room are well ventilated
26. “WHAT IS THAT IN YOUR
HAND? “THE LORD ASKS.”
“AN OLD ROD,” MOSES
ANSWERS.
“THEN, TAKE THAT ROD WITH
WHICH YOU SHALL DO SIGNS,
AND GREAT MIRACLES WILL BE
ACCOMPLISHED,” SAYS THE
LORD.
AND MOSES OBEYS THE
LORD, THAT WHAT IS TOLD.
27. THE LORD THIS TIME ASKS A
MULTIGRADE TEACHER. “WHAT IS
IN YOUR HAND?”
“TIME, RESOURCES AND
ABILITIES.”
“ WHAT IS THAT YOU ARE IN?”
“A SCHOOL,” ANSWERS THE
A MULTIGRADE TEACHER
“WHY ARE YOU THERE?” THE
LORD ASKS AGAIN.
“I WAS THERE TO GUIDE
CHILDREN.”
28. “AND WHO ARE THAT CHILDREN?”
“THE CHILDREN ARE THE
FUTURE, AND I AM THE
PRIVILEGED MULTIGRADE
TEACHER WHO IS ALLOWED TO
SPEND DAYS WITH THE FUTURE.
IN THIS PLACE I BUILD LOVE,
TRUTH AND JUSTICE. THIS IS THE
PLACE THAT CREATES A
STRUCTURE THAT LASTS NOT
ONLY FOR A CENTURY BUT
FOREVER.”
29. THE LORD SMILES AND
GIVES THE MULTIGRADE
TEACHER THE SIGN OF
BLESSINGS.
30. FINALLY THE LORD IN HIS TENDER VOICE
SAID:
“GO AND CONTINUE SERVING WITH:
LOVE, UNDERSTANDING, JOY,
HOPE AND OPTIMISM
AREN’T YOU GLAD TO BE
PRIVILEGED MULTIGRADE TEACHER?
31. Thank You , Good Luck!
God bless!!!!!
See you in the workforce in the near future………………