Group

Teaching
 As a multigrade
teacher, how will you What are the various
organize students in methods of group
order for them to reach teaching?
their maximum
potentials?
• Frequent and adaptable grouping is seen as an important component
of good mixed-grade teaching (Taole 2017).

• It anticipated that if students are categorized based on more or less the

same skills or a mix of talents, they will interact more with students
with various abilities, making more progress and learning more quickly.

• It is considered that the interaction and cooperation of learners with

varying intellectual levels, social behaviors, experience, and talents
might have educational benefits worth highlighting (Gouws, 2007).
• Learners who are intellectually and socially mature become
mentors, giving them the opportunity to develop
leadership skills and so boost their self-esteem. On the
other hand, younger, less cognitively and socially mature
learners gain teamwork and collaboration abilities in an
environment where they are well supervised and feel
secure (Taole, 2017).
• Mixed ability grouping is thought to be a useful
strategy for multigrade teachers. It can provide
solutions for multigrade teachers while also ensuring
high levels of quality in multigrade education. This
strategy allows the teacher to monitor the actions of
all students and give extra time and attention to
those who require it.
1. Same-Grade Level Group
• This type of grouping is based on the children's chronological age
or grade level.
• This is based on the premise that children in the same age group
progress at roughly the same rate. This category is known as “Teaching by
Different Concepts," or more colloquially as the Jump-jump Approach.
• Because the pupils in the Multigrade class are grouped by the same
grade level, the instructor must prepare varied themes, materials,
and
evaluations based on their grade levels. This necessitates extensive
planning on the side of the teacher, as well as time and classroom
management skills, as the teacher teaches multiple topics in a single
setting.
Instructional Characteristics
• The teacher instruct one grade level while the other two grade levels work on group or individual
projects.
• To teach the various ideas, the teacher “jumps” or moves to the other grade levels.
• This type of group instruction necessitates much planning on the
side teacher and strict discipline on the part of the pupils.
• Discipline issues are reduced by appointing a pupil-leader to
monitor and support other kids in each grade level.
• For the smooth delivery of various tasks, instructional materials
such as activity sheets or workbooks must be available.
• Encourage students to take ownership of the learning by
rewarding them for a job well done.
 • Ability grouping is a prominent
educational method that groups pupils in
the same grade based on actual or
perceived ability into distinct instructional
groups with varying degrees of aptitude
2. or achievement (Ainsworth 2013).
Abilit
y • This is based on the premise that
students learn more effectively when
Group they are grouped with other students
who
have similar academic skills or prior levels
of competence.
2.1. Type 1
• In this arrangement, the teacher introduces the. topic or skill to
the entire class before administering a diagnostic test.
• Based on their results in the diagnostic test, the students are divided
into three groups: fast, average, and slow.
• Each group receives a different type of levelled instructional
materials. However, before levelled educational materials are offered
to the slow group, corrective instruction must be provided.
• One advantage of this grouping is that learners can study at nearly
their own pace due to their similar level of competence. As the
teacher
shifts learners from one group to another, he/she takes on the function
of a learning facilitator.
 • The diagnostic test must be able
to categorize students into three
groups: fast, average, and slow.

Guidelines • To minimize incorrect labelling of

of its pupils, the teacher should avoid
Effective labelling groups as moderate, or
Use sluggish. To identify each group,
the teacher may use distinctive
names. Country names, NBA teams,
universities, animals, and other
names are all wonderful ideas for
group names
 • Provide enough learning resources, such
as modules and activity sheets, for each
ability level in order to achieve good
Guidelines delivery and performance.
of its task
Effective
Use • Corrective Instruction is given to the
pupils who have not grasped the concept
or skill. More examples of the topic or
skill must be provided in order to bridge
the gaps that pupils do not understand.
 • While the students are working in
Guidelines groups on their activities, the
of its teacher must go around, watch
Effective and support the pupils.
Use
• Each student is responsible for his
or her own learning.
2.2. Type 2
• The second type of ability grouping is based on pupils’ prior level of
comprehension or success.
• Certain concepts or skills have been previously learned by the students,
and the teacher’s role is to determine who has mastered, just grasped,
has not fully understood the concept or skill.
• In this type of grouping, a pre-test on the desired ability is given to the
entire class, and the students are then classified as low, average, or
fast depending on their performance on the pre-test.
• As enrichment the fast group will be handed modules or activity
sheets, while the teacher teaches the skill to both the slow and average
groups. Both groups will then be given their leveled educational
materials.
• Benefit – teacher has more time to devote to the slow learners as
he thoroughly explains the subject or skill to them.
Guidelines for effective use
• The teacher should give enough
learning resources, such as modules and
activity sheets, for each ability level in
order to have good task delivery and
performance.
• Each student is responsible for his or
her own learning.
• Ensure that each group knows
the objectives, procedure, and
responsibilities assigned to them.
 2.3. Mixed Ability Group
• This type of grouping provides for a
diverse range of abilities.
• This entails bringing together learners
in the form of skills and abilities in
diverse areas as needed for specific
learning activity or project.
• Such group is frequently formed to plan
an activity or project that will keep all kids
engaged.
 2.4. Mutual Compatibility
group/Social group/ Friendship
Group

• This type of grouping is based on the

compatibility of students who
attend school together or are
grouped together with a strong
friendship tie.
• This technique instils a sense of
harmony in children and minimizes
harmful effects of severe
competition.
Let’s Practice.
• Watch the video of a teaching demonstration in Multigrade class
in this link: https//www.youtube.com/watch?v=y PASmtzQSKO

• With the use of observation tool, note your observations

an reflections.
QUESTIONS DESCRIPTION
1. Did the activities promote learner’s
diversity? Cite evidence.
2. Did the activities promote
collaboration and cooperative learning?
How?
3.What is the most important thing you
learned from the teaching
demonstration? Discuss.