EXAM

• Teach all groups together
• Teach one grade while others work independently
• Teach one subject to all grades and at varying levels of difficulty
• Develop activities for non-taught groups
• Develop peer, cross-age and cross-grade teaching strategies
• Relate learning with daily experience
• Differentiated instruction is the process of tailoring lessons to meet each student's individual interests, needs, and strengths.
• Peer tutoring is a strategy in which students support other students in the learning process
• Activity centers are organized so that each addresses a unique concept, skill, sensory experience, and/or subject area.
• In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.
• A project work is a planned and definitely formulated piece of study involving a task or problem taken up by the learner, either individually or in a group, to supplement and apply classroom and laboratory transactions. It follows the approach of Learning by Doing and Learning by Living
• Role-playing is an opportunity for students to engage with material in simulated real-world environments. It forces students to apply their knowledge, reflect on key issues, and consider alternate view-points.
• As Field/Action Researcher

  • If parents think what the school teaches is irrelevant to their lives, there will be no motivation for sending students to schools
  • There would be greater advantages in involving the students in the economic activity of their parents
  • To meet adequately the needs of the students and the community, the teacher has to know the needs of the community
  • A teacher in a multi-grade class needs to undertake studies on methods and techniques, which improve participation and learning achievement
• As Teacher/Learning Facilitator

  • The main function is the development of students into persons who have some knowledge, skills, and share desirable values and attitudes
  • The teacher should know his/her students, and their experiences, so that he/she can use strategies which will make learning appealing and effective
  • The teacher should also be able to recognize, and cater for, the individual differences which exist among the students
• As Community Liaison/Resource Person

  • Most teachers, because of their training, position and responsibility, assume an important position in the local community
  • The nature of many situations, where a multi-grade school exists, is such that the cooperation and assistance of the local community is needed, to improve the quality of the educational services provided by the multi-grade schools
• As Social Worker/Counsellor

  • The multi-grade teacher is often the most well-educated person in the community (in a formal as distinct from a non-formal sense)
  • He/she plays an important role as an adviser to students and their families, in a wide range of social, and possibly psychological, matters
• As Evaluator

  • One of the roles is to monitor the process of the pupil's learning, so as to ensure a good quality of education
  • This requires teachers to determine the educational levels of pupils when they first enter the class, during the school year, and at the end of it
• As Material Designer

  • Although various curriculum materials are usually prepared by central and/or provincial authorities of education, multi-grade teachers still need to develop their own support materials related to the pupil's environment
• As Para-Professional Trainer

  • Learning is a continuous process, and it happens both at home and at school
  • The teacher has a critical role in the training of parents, and other local community members, to act as facilitators for student's learning
• As Government Extension Worker

  • Many multi-grade classes are situated in isolated and remote regions, and the schools often form centers in such communities
  • Many government policies, concerning family planning and health care, can be put into practice better with the help of teachers
• As Quality Controller


  • A major national concern has been to provide education for as many people as possible
  • The attainment of this objective has been difficult for many countries
  • The teacher in a multi-grade class needs to monitor closely the performance of his/her pupils, and take steps to ensure that they achieve the competence needed for permanent literacy and numeracy
• As Surrogate Parent

  • In remote and isolated communities, particularly where the teacher speaks the local language, and is well accepted by the local community, the multi-grade teacher often forms a closer relationship with his or her pupils than is found in city schools, and age-grade schools
  • The atmosphere in a multi-grade classroom is more like that of a home, since pupils are not separated by age or grade levels
  • In this context, the multi-grade teacher is often seen as a surrogate parent to the students
• As Financial Manager

  • The multi-grade teacher is a manager of the finances of the school in situations where a financial allocation is made to the school
• As Representative of Cultural, Moral and Political Values

  • The multi-grade teacher plays an important role in the life of the community in terms of cultural, moral and political values
  • He/she can utilize the positive values of the community to enhance the participation of the community in the life of the school, and the learning achievement of the pupils
  • The multi-grade teacher needs to avoid conflicts with the community
• Themes to select from for multigrade classroom

  • Literature
  • Science
  • History
  • Mathematics
  • Art
  • Language
  • Social studies
• Developing a flexible timetable

  1. For all the grades throughout the session

  2. On the selected theme
• Developing daily lesson plans

  1. For each unit related to the theme

  2. With the help of textbooks and reference material

  3. As per the curriculum
• Selecting activities


  1. Linked to the curriculum

  2. To be conducted in the class
• Developing relevant worksheets

  For guided or independent practice
• Relating concepts from the curriculum


  To examples from students' daily lives
• Preparing quizzes


  To assess students' mastery of the curriculum content
• Nurturing talent in the school

  1. By organizing related co-curricular activities

  2. Such as music, creative arts, games, and physical education
• Activities before the lesson include developing the lesson plan itself, deciding on the teaching and presentation method, selecting the text, preparing the materials/worksheets to be used during the lesson, and assigning tasks, if any, to peer tutors
• During the lesson you will need to present the material to all students and supervise group work and/or monitor ‘independent practice’ for every student in class.
• After the lesson, you may want to evaluate the lesson plan and think of a remedial teaching strategy for slow learners. Reflecting on how what worked and what didn‛t go so well will help you improve future lessons