jagomart
digital resources
picture1_Multigrade Teaching Pdf 156944 | Unit 9


 137x       Filetype PDF       File size 0.09 MB       Source: egyankosh.ac.in


File: Multigrade Teaching Pdf 156944 | Unit 9
planning teaching unit 9 multigrade teaching and learning activities teaching in other contexts structure 9 1 introduction 9 2 objectives 9 3 multigrade teaching 9 4 teaching learning strategies multigrade ...

icon picture PDF Filetype PDF | Posted on 18 Jan 2023 | 2 years ago
Partial capture of text on file.
                                                                                                   Planning Teaching –
              UNIT 9 MULTIGRADE TEACHING AND                                                        Learning Activities
                            TEACHING IN OTHER CONTEXTS
              Structure
              9.1  Introduction
              9.2  Objectives
              9.3  Multigrade Teaching
              9.4  Teaching Learning Strategies (Multigrade Situation)
                   9.4.1  Direct Teaching
                   9.4.2  Monitorial Assistance
                   9.4.3  Peer Tutoring: Students as Resources
                   9.4.4  Peer Group Work
                   9.4.5  Self Study
                   9.4.6  Whole Class Teaching
                   9.4.7  Small Group Work
                   9.4.8  Field Trips (Out of Classroom Activities)
                   9.4.9  Community Support
              9.5  Teaching-Learning Strategies (Large Group)
                   9.5.1  Direct Teaching
                   9.5.2  Monitorial Assistance
                   9.5.3  Group Leaning
                   9.5.4  Self Study
                   9.5.5  Team Teaching and Sharing Responsibilities
                   9.5.6  Peer Tutoring
                   9.5.7  Use of Cues
                   9.5.8  Pupils Self-help Strategies/Self Learning
                   9.5.9  Evaluation and Feedback Strategies
                   9.5.10 Management of Space and Time
                   9.5.11 Seating Arrangement
              9.6  Teaching in Diverse Situations
                   9.6.1  Locomotor Disability
                   9.6.2  Visual Impairment
                   9.6.3  Hearing Impairment
                   9.6.4  Intellectual Disability
                   9.6.5  Learning Disability
                   9.6.6  Specific Teaching-learning Strategies
                   9.6.7  Adaptation in Curriculum/ Instructional Material and Methodology
                   9.6.8  Supportive Aids
              9.7  Space and Time Management
                   9.7.1  Space Management
                   9.7.2  Time Management
              9.8  Let Us Sum Up
                We acknowledge that Unit 9 Multigrade Teaching and Teaching in other Contexts
                has been adapted from Unit-4 Teaching in a Variety of Contexts of Block-1 Teaching
                and Learning, ES-211 Teaching Learning at Primary Level of Diploma in Primary
                Education, School of Education, IGNOU, New Delhi, 2008.
                                                                                                               115
            Pedagogic Practices at          9.9     Unit End Activity
            Elementary Level
                                            9.10 Suggested Readings and References
                                            9.11 Answers to Check Your Progress
                                            9.1       INTRODUCATION
                                            A glance at the primary schools in our country reveals large variation in the
                                            school and class size index. Some primary schools are large-sized, while some
                                            of them are medium-sized and others are very small-sized. In the large and medium
                                            sized schools, the teacher-pupil ratio is 1:40 or more. Teachers teach grade-wise
                                            or even section-wise. In sparsely populated areas, very often several grades
                                            comprising 10-15 children make a normal class-size. In this context, the teacher
                                            has to combine several grades and practice multigrade teaching. Also, expanding
                                            the educational facilities for disabled and integrating them into the normal
                                            classroom set-up, presents a different context for teaching. All these situations
                                            often create a differential or a variety of contexts for teaching.
                                            In this unit, you will understand and learn about various contexts and also suitable
                                            methodologies/ teaching strategies for organizing multigrade teaching, handling
                                            large-sized class and teaching in integrated class. The instructional strategies
                                            can differ from one context to another, depending on the class size, its objectives,
                                            composition, subject content etc.
                                            9.2       OBJECTIVES
                                            After going through this unit, you should be able to:
                                            ·     explain the concept and need for teaching in a variety of contexts i.e. classes
                                                  of mulitgrade, large-sized and having students with diverse needs;
                                            ·     discuss various strategies of teaching-learning in different contexts;
                                            ·     describe the various patterns of space and time management in multigrade,
                                                  large-sized classes and an inclusive teaching situation;
                                            ·     use these instructional strategies in a variety of contexts.
                                            9.3       MULTIGRADE TEACHING
                                            As you know that a large number of schools are single teacher, two or three
                                            teachers schools, where a teacher may have to teach more than one class. The
                                            situation where one or more grades are combined and made to sit together in the
                                            same classroom and are taught by a single teacher is called a multigrade class.
                                            This situation of combining more than one class of teaching is called multi-
                                            grade teaching.
                                            A multigrade class consists of children of different grades/levels, age groups and
                                            ability levels. You may also be familiar with some of the problems of a multigrade
                                            teaching situation. The multigrade-teaching situation differs from one school to
                                            another depending on the number of teachers and pupils enrolled and the
                                            methodology to be adopted. The traditional approach of teaching cannot be
                                            adopted in a multi-grade setup, which may disrupt and disorganize the learning
                                            process and discipline of different grades.
            116
                                                                                             Multigrade Teaching and
               Check Your Progress                                                          Teaching in other Contexts
               Notes: a)   Write your answers in the space given below
                       b) Compare your answers with those given at the end of this unit.
               1) List the problems faced by teachers while teaching multigrade classes.
                   ...............................................................................................................
                   ...............................................................................................................
                   ...............................................................................................................
                   ...............................................................................................................
                   ...............................................................................................................
             9.4    TEACHING LEARNING STRATEGIES
                    (MULTIGRADE SITUATIONS)
             For your convenience some of the instructional strategies have been explained
             in this unit. You can use them effectively, efficiently, appropriately and
             successfully and utilize them in multigrade situations. Following are some of
             the instructional strategies that you can adopt in multi-grade situations.
             9.4.1    Direct Teaching
             In a multigrade teaching situation, time for direct teaching is of great significance.
             In this situation it may not be impossible for you to devote full-time to a single
             grade. In this context, direct teaching can be adopted by you to present an
             overview/ summary of the lesson/ topic, while starting a new topic/ lesson, to
             explain difficult concepts and different activities, to arouse learners’ curiosity, to
             explain the role of monitors and peers, to assign self-study exercises, for
             reinforcement, evaluation and remedial measures, etc.
             At the same time, you should also make sure that the direct teaching is followed
             and proceeded by monitorial assistance, peer-group work and self-study by pupils.
             9.4.2    Monitorial Assistance
             Very frequently you may be taking assistance from monitors to facilitate and
             share your teaching work while you are engaged with some other grades/levels
             or in some academic/non-academic work. You might have realized the
             significance of monitors who have a dynamic role to play in multigrade context.
             You should be quite careful in selecting monitors. Different monitors should be
             selected for different subjects/ activities. The monitors selected should be
             generally of the same grade rather than of the senior grade. You can seek monitorial
             assistance to facilitate miscellaneous activities – to organize peer group and
             individual learning activities, or to demonstrate the materials. You may also take
             the help of monitors to conduct drills, to supervise self-study and to monitor the
             assigned activities and to maintain discipline of the classes.
                                                                                                             117
            Pedagogic Practices at          While selecting monitors the following points need to be considered:
            Elementary Level
                                            1)    Ability to understand the topic;
                                            2)    Readiness for concept clarification, and to carry out different activities;
                                            3)    Ability to manage the group learning, and peer tutoring;
                                            4)    Qualities of understanding, sympathy, co-operation leadership, etc.
                                            9.4.3      Peer Tutoring: Students as Resources
                                            Peer tutoring involves students teaching students. The typical peer-tutoring
                                            consists of a more capable student assisting less capable ones. Peer tutoring can
                                            be both one-to-one and one-to-several pupils i.e. small group. In a multigrade
                                            set-up peer tutors assist in reducing the workload of the teachers and also facilitate
                                            the individual learning. This strategy can be used successfully in developing the
                                            essence of co-operation amongst learners. It can be extended to:
                                            −     Explaining school routines;
                                            −     Giving drill exercise to reinforce the concept;
                                            −     Demonstrating for effective learning;
                                            −     Activating the learner’s participation.
                                            Peer tutoring is of several types. In a multigrade context cross age peer tutoring
                                            is quite useful where older students help the younger ones. The students who are
                                            good in a particular subject are selected as peer tutors to assist other pupils of
                                            his/ her group of the same class or of other classes. Sometimes a peer tutor may
                                            be appointed by a teacher or by the pupils. The peer tutors some orientation by
                                            you to provide positive feedback to other students and to assist the smaller children
                                            in a democratic approach.
                                            Your role in this context is quite different. For example while teaching class V students,
                                            you can engage other classes IV and III to accomplish a task on mathematics, or
                                            Language with the help of peer tutors of the same class or of higher classes. You need
                                            to constantly keep a watch and monitor the progress of work.
                                            Peer tutoring provides an opportunity for self-evaluation to students, to act as a
                                            tutor and develop a sense of responsibility and accountability among students.
                                            9.4.4      Peer Group Work
                                            The multigrade classroom can be organized by you in cohesive peer group i.e.
                                            grouping bright, average and weak students together. The pupils in a peer group
                                            of the same grade or of different grades teach one another and the more able
                                            among them in a particular subject/ activity act as teachers for those who are less
                                            able in that subject/ activity. The peer group leader should be the member of peer
                                            group and leadership should be assigned on rotation. The peer group work helps
                                            to provide immediate feedback and individual attention to the learner. It also
                                            helps the learner to progress at their own pace and seek immediate guidance,
                                            whenever, required.
                                            9.4.5      Self Study
                                            You can realize the difficulty, a teacher of a multigrade situation has to face, to
                                            keep pupils of different grade(s), level(s) engaged all the time. Textbook alone
            118
The words contained in this file might help you see if this file matches what you are looking for:

...Planning teaching unit multigrade and learning activities in other contexts structure introduction objectives strategies situation direct monitorial assistance peer tutoring students as resources group work self study whole class small field trips out of classroom community support large leaning team sharing responsibilities use cues pupils help evaluation feedback management space time seating arrangement diverse situations locomotor disability visual impairment hearing intellectual specific adaptation curriculum instructional material methodology supportive aids let us sum up we acknowledge that has been adapted from a variety block es at primary level diploma education school ignou new delhi pedagogic practices end activity elementary suggested readings references answers to check your progress introducation glance the schools our country reveals variation size index some are sized while them medium others very teacher pupil ratio is or more teachers teach grade wise even section sp...

no reviews yet
Please Login to review.