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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
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