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Multigrade Pedagogy and Assessment Angela W Little Delhi, Oct 24-26 2007. www.ioe.ac.uk/multigrade. Maheswari’s multigrade school. What is multigrade teaching?. The teaching of pupils from different curriculum grades within the same timetabled period. Multi-grade is also referred to as:

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Multigrade pedagogy and assessment angela w little delhi oct 24 26 2007 l.jpg

Multigrade Pedagogy and AssessmentAngela W LittleDelhi, Oct 24-26 2007

www.ioe.ac.uk/multigrade



What is multigrade teaching l.jpg
What is multigrade teaching?

The teaching of pupils from different curriculum grades within the same timetabled period. Multi-grade is also referred to as:

  • Multiple class

  • Composite class

  • Vertical group

  • Mixed year class

  • Family class

  • Double class

  • Combined class

  • Unitary schools (one-teacher schools)


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Making the invisible visible

  • India:In 2005-6 76% of all primary (grade 1-5) schools had 3 or less teachers

  • Peru In 1998 78% of all public primary schools were multigraded

  • Burkina Faso In 2000 36% of primary schools and 20% of classes were multigraded. 18% of students were in multigraded classes

  • England In 2000 25% of primary classes were ‘mixed year’.

  • 192 million (of 647 million enrolled in primary) worldwide in de facto MG classes. A further 104 million children remain out of school


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Teaching and curriculum strategies

AVOIDANCE

  • Neglect

  • Deferred entry of one grade – combine with next year’s entry

    QUASI MONOGRADE

  • One teacher, multiple spaces/chalkboards

  • Multi-year curriculum spans. Learners ‘enter’ the span at different points

    DIFFERENTIATION

  • Teacher centred: Differentiated curricula: input, task, outcome

  • Learner centred: Differentiated materials



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Quasi-monograde: Darfur, SudanGrade 1+2 morning, teacher moves between 2 classrooms, Grade 3+4 afternoon, same teacher moves between same 2 classrooms


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Quasi-monogradeVietnam: one teacher, five grades


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Quasi-monograde Multi-year curriculum span for Grades 5 and 6(except Maths), Grade 2 separateRhodes, Greece


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Differentiation: Teacher-centredCommon language lesson, differentiated tasks, differentiated outcomes


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Differentiation: Learner-centred guided by quality materials

Escuela Nueva

Self-organised learning

3-way relationship between T, S and M


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Action research with teachers materialsCurriculum restructuring

  • Survey of teachers of multi-grade classes (38 schools in Sri Lanka, 23 in Vietnam)

  • Desk study of the national curriculum by researchers and experts

    • Sri Lanka, mathematics

    • Vietnam, health education

  • Small group of ‘intervention’ teachers (18 in Sri Lanka, 5 in Vietnam)

  • Teachers develop the curriculum intervention with action researcher guided by desk study of current curriculum

  • Intervention and Control groups, pre-and post test



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Achievement impact materials

  • Learning gains on knowledge tests were greater in the intervention groups than in the control groups


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Curriculum Development at National level materials

Vietnam

  • G 1-3 Natural and Social Sciences; G 4-5 Science G4-5

    Nepal

  • G 2-3 Environment, Health, Sanitation and Social Studies

  • G 4-5 (i) Social Studies (ii) Science, Environment and Health Education

    Sri Lanka

  • G 3-4 Maths


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Assessment for Learning materials

  • Examples: Escuela Nueva (Colombia), Rishi Valley (India), Vietnam

  • Assessment at end of short units/lessons to assess mastery prior to progression

  • Learners are guided to the assessments by text not by the teacher

  • Learners take the initiative to present themselves to the teacher for assessment

  • Learner repeats the unit with remedial support


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Assessment for: materials

  • Selection of individuals: summative

  • System performance: summative

  • Learning: formative

    This type of assessment assists the teacher and the learner in the diagnosis of learning difficulties


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Multigrade lessons for all materials

  • Awareness of extent and of current teaching and learning strategies

  • Curriculum re-organisation, supported by formative assessment and quality learning materials in quantity

  • Teacher training


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Education for All and Multigrade Teaching : materials

Springer, 2006 (ed. A W Little )

www.ioe.ac.uk/multigrade


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