PD MT 2 Managing Multigrade Classroom Student

Professional Development Strand
Unit: Multigrade Teaching (College Option)
Module MG.2 Managing the

Multigrade Classroom
Student Support Material

ii Module MG.2 Managing the Multigrade Classroom
Acknowledgements
Materials written and compiled by Lynne Hill.
In consultation with:
Kautil Mileng
Joe Lipu
Incorporating suggestions from staff of:

Madang Primary Teachers College
Holy Trinity Primary Teachers College
Kabaleo Primary Teachers College
St. Benedicts Primary Teachers College
Balob Primary Teachers College
Dauli Primary Teachers College
Gaulim Primary Teachers College
Papua New Guinea Education Institute
and
Participants at PASTEP 3rd National Workshop, October 2000.
Layout and diagrams supported by Nick Lauer
Date: 11 November 2002
PASTEP
Primary and Secondary Teacher Education Project

Australian Agency for International Development (AusAID)
GRM International
Papua New Guinea-Australia Development Cooperation Program

Module MG.2 Managing the Multigrade Classroom iii
Unit outline
Unit # Modules
MG.1 Introduction to Multigrade

Unit MG
(Core)
Multigrade MG.2 Managing the Multigrade Classroom

Teaching (Core)
MG.3 Teaching in the Multigrade Classroom

(Core)
Icons
& Read or research
@ Write or summarise
F Activity or discussion

iv Module MG.2 Managing the Multigrade Classroom
Table of contents
Managing the Multigrade Classroom Module........................................................1

Rationale....................................................................................................................1
Objectives..................................................................................................................1
How to use this material ............................................................................................1
Assessment ..............................................................................................................1
References ...................................................................................................................2
Organising the Multigrade Classroom ....................................................................3
General guidelines for classroom organisation........................................................3
Display areas.............................................................................................................3
Making good use of display boards ..........................................................................4
Other ways to display materials ................................................................................5
Room to move...........................................................................................................7
Storage ......................................................................................................................8
But I have no room or resources …..........................................................................9
How can I increase the amount of resources in my classroom?.............................9
Managing the teaching in a Multigrade classroom ............................................... 10
Grouping students in the Multigrade classroom .................................................... 12
Principles of co-operative learning ......................................................................... 13
Positive interdependence........................................................................................13
Common group goals ..............................................................................................13
Mixed ability groups.................................................................................................13
Shared leadership....................................................................................................13
Frequently changing group membership ................................................................13
Group and individual responsibility..........................................................................13
What is different about co-operative groups?.........................................................15
Advantages of co-operative group work ................................................................ 15
…but working in groups never works for me… .......................................................16
Forming groups......................................................................................................... 17
Size of groups ..........................................................................................................17
Forming groups .......................................................................................................17
Random groups .......................................................................................................18
Interest based groups..............................................................................................18
Ability groups ...........................................................................................................19
Grade groups...........................................................................................................19
Cross age tutoring groups .......................................................................................19
Mixed age groups ....................................................................................................20
Friendship groups ....................................................................................................20
Forming/reforming and expanding techniques........................................................20
How do you get the attention of the groups once they are working?.......................21
Distributing and collecting materials and work ........................................................21
Working in groups: structuring the group................................................................ 21
Structuring the group process: roles in groups .......................................................21
Making groups aware of their roles .........................................................................22
Structuring the group: taking turns to talk ...............................................................24
Structuring the task .................................................................................................24
Team presentations.................................................................................................25
Concluding activities................................................................................................25

Module MG.2 Managing the Multigrade Classroom v
Classroom routines...................................................................................................26
Teacher’s routines................................................................................................... 26
The students’ routines ............................................................................................. 26
Learning centres: managing individual learning ....................................................28
What is a learning centre? ...................................................................................... 28
What is in a learning centre?....................................................................................30
Directions for the use of the centre......................................................................... 30
Progress and evaluation materials ......................................................................... 30
Display of students’ work ........................................................................................ 31
A teacher checklist ................................................................................................. 31
Designing activities for the learning centre ............................................................31
Designing activities using Bloom’s taxonomy ........................................................ 31
Example: Learning centre for Upper Primary (Grades 6 –8)................................ 35
Summary ......................................................................................................................38
Self evaluation ...........................................................................................................38
Glossary........................................................................................................................39

vi Module MG.2 Managing the Multigrade Classroom
[Notes]

Module MG.2 Managing the Multigrade Classroom 1
Managing the Multigrade Classroom Module
Rationale
This module is the second of three in the three-credit point college option. Unit MG:
Multigrade Teaching. The recommended time allocation for this module is approximately 16
hours of lectures, which could be completed in five and a half weeks of the semester. The
actual break-up of topics and time allocation is flexible, and to be decided upon by the
individual lecturer.
The first module in this unit is MG.1 Introduction to Multigrade
The third module in this unit is MG.3 Teaching in the Multigrade Classroom
Objectives
By the end of this module you will be able to:
• Design a plan which shows efficient use of space in a Multigrade classroom
• Describe ways of organising resources in the Multigrade classroom
• Plan for effective group work
• Discuss different types of groups, and when and how to use groups
• Organise groups according to the outcomes of the teaching session.
• Define, describe and plan for co-operative learning in groups
• Discuss effective use of routines in the Multigrade class.
• Construct a learning centre which could be used in a Multigrade classroom.
How to use this material

This module is written as a series of topics, identified in the table of contents, and by their large
subheadings. Each topic includes some readings and activities to complete.
The material is written to support your learning in this area. Your lecturer will guide you
through the materials during the lecture program. Sometimes, you may work directly from the
book during the lectures. Sometimes, your lecturer may ask you to complete an activity or
reading for homework. Your lecturer may include additional information and topics, or may
not require you to complete all activities or sections.
Assessment
Your lecturer will provide details of assessment requirements during the first week of lectures.
These assessment tasks will provide the opportunity for you to show your understanding and
apply your knowledge of the theory to practical situations.

2 Module MG.2 Managing the Multigrade Classroom
References
The student support materials contain all the readings necessary to complete the unit. These
readings have been adapted from the following texts:
Collingwood, I. (1991). Multiclass Teaching in the Primary School. UNESCO.

Lauer, S. (2000). Learning Centres. Materials and sessions presented at the PASTEP 3rd
National Workshop, October, 2000.
Mannison, M. (1998). Interactive Teaching Strategies. NB Publications: Australia.
McClay, J. (1996). The Multi-Age Classroom. Hawker Brownlow: Australia.
Slavin, R. (1995), Co-operative Learning. Allyn and Bacon: Sydney.
The Journal of the Multiage Association of Queensland Free to Learn.

Organising the Multigrade Classroom

&
When you have a wide range of age, ability, maturity and interests among the class, it is very
important that your classroom is highly organised and structured. Everyone needs to know
where to find things, how to store things, where to sit for different activities, where to put
completed work etc.
The Multigrade classroom may look quite different to a traditional classroom. Instead of desks
in lines, all facing the chalkboard, you may see:
• Desks organised into small groupings
• A space in the centre of the room, or perhaps some marked spaces around the room
where groups can sit on the floor and work
• Workstations or learning centres, where individuals and groups may go to complete
activities. These will be made by the teacher and could include maths, writing,
language centres, or focus on the theme being taught.
• Resources kept on shelves around the outside of the room, in boxes which are
labelled to help the group identify what they need.
• Boxes or folders for student’s work to be kept in.
• Plenty of examples of individual and group work on display.
Whatever the physical arrangement, Multigrade teachers need to be flexible in their approach
and their classroom space may be reorganised often.
General guidelines for classroom organisation
Display areas
Decide which parts of the classroom are appropriate for display of the students’ work, charts,
etc. Make the best use of the space available. It is not a good idea to block the light by
covering the windows with posters and paintings. Display boards, soft boards painted white
are very useful. You can pin or staple work on them and change displays easily.
Some points to consider:
• The classroom environment should be interesting for the whole range of students in it.
All students should feel it is their classroom
• Students’ work should be shown carefully and thoughtfully so they can see you value
their efforts.
• Students can learn something from discussing with the teacher which work should be
chosen for display.
• Ensure a balance of work is displayed, not just the best students’ work.

• Students like to see their name on their work. It makes them feel proud.
• Use displays to reinforce thematic work that you are working on in the classroom.
• Try to change displays regularly. It allows all students to have a chance at showing
some of their work and increases motivation.
Making good use of display boards

Display boards should be
INTERESTING,
COLOURFUL and EYE-
Information Display CATCHING.
The Display board should
be a TEACHING AID.
Use it to give
INFORMATION
REINFORCE LESSONS
TAUGHT
MATERIALS: Map of the Pacific, coloured strings, drawing

pins and information on cards surrounding the map. Join
information to points on the map with pins and coloured
string.
Art and Craft Display
Materials: Two pieces of paper for

each student, scissors and glue
Draw a picture on one piece of
paper. Use another piece to make a
window. Stick it around the edges.
Cut it so it will open

Getting to know Grade 3/4
Back your board with large

pieces of paper.
Each student draws and
colours a large portrait of
themselves. Cut them out
and stick them together to
make a class group.
Add some greetings, use
the different vernacular
languages spoken in the
room.
Art and Craft
Prepare your board first.

Pin up paper to cover
the whole area. Paint or
colour the background.
Paint the blue sea,
rocks, green seaweed.
Students draw and
colour fish. Stick on the
background. Label if
you wish
Other ways to display materials

Students written work, drawings or paintings can be hung on strings above their heads. This is
also a good way of displaying a large print story for the whole class to read together.

String can be bought from the local store, or fishing line works well too. You could make your
own string from coconut fibre.
Mobiles are an interesting way to
display students’ craft work, like
wood carvings or small models.
Words displayed in English on one
side, and vernacular on the other can
also be displayed on mobiles.
Using mats made locally of pandanus or coconut leaves are a good

way to create display space. The displays can be attached to the
mat, hung on a nail, and later stored away if necessary.
Attaching a mat to a wooden frame also provides more display

space. Work can be attached with pins, tape or staples.
Where the wall space is unsuitable for display, attach a mat to the wall to create more display
space. You could make a portable display stand using a wooden frame of soft wood or
bamboo with a thick pandanus mat nailed permanently to it. This can be used as a divider in
your room and is useful when small groups are working on different activities.

Multigrade teachers may find it useful to have several blackboards in the classroom. They can
be fixed to the wall, (maybe at a low level for smaller children) or mobile, so they can be
moved around the room.
You can make a blackboard

from a sheet or two of
hardboard or Masonite and
painting it matt black.
Special blackboard paint is
the best if you can get it. Ask
your Provincial Education
office.
F MG.2 Activity 1
Choose one way of displaying student’s work, and make it. It will be a useful
teaching aid when you are posted to a school.
Room to move
In the Multigrade classroom, grouping students in different ways will require different seating
arrangements.
In the traditional classroom, all desks are lined up facing the blackboard and the teacher
works from the front of the room.
In a Multigrade classroom, it is difficult for the teacher to organise group work if the classroom
is set up like this. There are many different ways to arrange your classroom, but you should
consider the following:
• You will need a floor space where the whole class can gather for activities led by
teacher.
• Desks can be grouped together, (2 or 3) facing each other for group work. The
students are facing each other to encourage them to talk together and work co-
operatively.

• Divide your classroom up into areas, e.g., whole class area, library corner, learning
centres, small group work and individual work areas. Every classroom will be different
and the space you have will be dependent on the number of students in your class, so
there is no one way to go about this task. If you’re not sure, try it out and see.
• The use of a low cupboard, or bookshelf, or a partition (perhaps one made of
bamboo) can help divide the room into different sections. Be sure that you can see all
the students if you do this.
• Be prepared to change your room arrangement when necessary.
F MG.2 Activity 2
In your group, draw two classroom plans. The first one should show a traditional
classroom that you are familiar with. Show how the room is organised and where
resources are kept. On your second plan, design a Multigrade classroom. Show
how you might organise things differently.
Storage
Try to make the best available use of cupboards and shelves by

placing them where they will suit your needs. Students need easy
access to books and materials. Facilities for storage will vary.
Many classrooms will be short of space and won’t have purpose
built storage units. Here are some hints:
• Store similar things together
• Collect similar sized containers. For example, margarine,
ice cream containers, plastic boxes or strong cartons of all
shapes and sizes
• Label clearly all storage areas. The students could
complete this task as a language activity.
• Let the students share in the storage activities. They
should know where and how things are stored. Students
should be given the job of maintaining the storage areas.
• Check storage areas regularly and throw out things
you don’t need.
• Useful storage. If you have some things you wish to keep,
but are not using at the moment, put them into a storeroom
if the school has one. Don’t clutter up your classroom with
them.
• Personal space. Make sure every student has personal
storage space for their own things. This could be a
container, properly labelled and stored on a shelf.

• Cleaning. Make sure personal storage units are cleaned out regularly. If not, their
space will end up piled with all sorts of rubbish taking up valuable space. Make time
for a clean up every few weeks.
But I have no room or resources …

Multigrade classes need resources to operate efficiently, but in PNG schools, these are often
limited. It is important that teachers be creative in thinking of ways to make and collect
resources. During your time as student teachers, you will be making and collecting many
resources that will assist you when you finally take up your teaching position.
F MG.2 Activity 3
In groups brainstorm what locally available items could be used to make
resources for a Multigrade classroom. Write these on a sheet of butchers paper
and share with the group. Your lecturer may organise to have these lists
compiled and printed for you. Some examples are given to get you started:
• Language:
o stories made by the teacher and class pasted on to
cardboard to make reading cards, spelling/word
games/vernacular/English cards. Pictures from
magazines for story writing/vocab work, newspapers, etc
• Maths
o Bottle tops, stones, sticks, etc for counting Number grids
on cardboard, empty bottles, containers for measurement
activities, collections of shells, feathers, etc.
• Other subject areas
• Materials for storage and organization.
How can I increase the amount of resources in my classroom?

• Ask the students to bring along anything discarded from home that might be of use.
Ask the parents if they can get access to scrap materials from their work, or perhaps
ask their friends. Many businesses are willing to help local schools.(Old business cards
make perfect word bank cards)
• You may have to provide some necessities such as mats for the floor, laplaps for the
table.
• Use easily accessible materials the most. Cardboard is an excellent material for making
work cards, display areas, a portable ‘desk top” so students can lean their books on
whilst working
• Think creatively: Ask yourself, “What use could I make of this?”

This teacher has made use of all available space to display student’s work and make the
classroom inviting.
Managing the teaching in a Multigrade classroom
&
When you have a wide range of abilities, and often ages, all together in the same room, it is not
always effective to try to teach the class as a whole in all subjects and all the time.
There are a number of teaching strategies that a Multigrade teacher could use. These strategies
are equally as useful in a traditional classroom of one grade level.
• WHOLE CLASS TEACHING
• SMALL GROUP TEACHING
• INDIVIDUAL TEACHING
Whole class teaching

This is the simplest approach for the teacher. There is only one lesson to prepare and the
lesson is aimed at the average ability in the class. It is easier for you to keep an eye on the
students and keep good discipline
BUT

There are disadvantages for the Multigrade situation if you use this way of teaching all the time.
• The whole class teaching is often very teacher centred
• The lesson is aimed at the average student and in the Multigrade classroom, there will
be a wide range of abilities. Low achievers may get frustrated, high achievers may get
bored.
• Discipline can become a problem with students who are not interested because the
work is too hard or too easy.
Whole class teaching is still important in the Multigrade classroom, but student centred
activities should be presented most of the time. Some activities where whole class teaching
works well are:
• Story telling and reading by the teacher
• Students’ news
• Introduction to lessons, where the whole class works together with the teacher, then
breaks into groups to complete activities.
• Modelled reading and writing by the teacher to introduce the language lesson
• Physical education, music, drama.
Individualised teaching
The teacher works on a one-to-one basis with a student. The student may be working on the
same task as others, or may have special work to suit the level of the student’s ability.
The rest of the class must be engaged in purposeful activity if the teacher is to focus on one
student only. This can be hard to organise if you have a lot of students in a crowded
classroom.
One of the common ways teachers
spend individual time with students is
hearing the student read aloud. You
can organise to hear every student
read over a period of a week if you
schedule the times when the rest of
the class is working independently.
You must be sure that all students at
some time get your individual
attention, not just the ones who may
be experiencing difficulties.
Small group teaching

This is the most effective way of allowing for student centred learning at a level to meet the
needs of the student.

Grouping students in the Multigrade classroom

Material adapted from Mannison, M. (1998) Interactive Teaching Strategies.
NB Publications, Qld.
@ MG.2 Activity 4
Write down a few examples of group work you have seen during your practice
teaching, or during your lectures. How were the groups formed? How did the
groups work? What were they doing? Was it a successful strategy? Why?
Discuss these with your partner, then the whole group. Your lecturer will
summarise your comments on the chalkboard.
In the Multigrade classroom (and also the traditional classroom), there will be students of
different ages, abilities, needs and interests. If we are catering for the needs of students in the
class, we can’t give everyone the same work to do all the time. A variety of activities, requiring
different outcomes can better cater for the individual student.
Working in groups is one way to enable students to engage in different activities at the same
time.
Grouping students enables students to work on tasks suitable to their needs,

and the teaching and learning are focused on the student, not so much the
teacher.
The aim is not only to transmit information but also to transform students from
passive recipients into active constructors of knowledge. The teacher
creates the conditions under which students agree to take charge of their
own learning – individually and collectively.

Principles of co-operative learning
&
Co-operative learning skills and structures are based on several
important cooperative learning principles:
Positive interdependence
This occurs when learning activities are structured so that everyone has a role to play. Positive
interdependence also occurs when the activity cannot take place unless everyone is engaged.
A play is a good example of this: all group members have acting or production roles and all are
essential. In partner work, dividing roles into listener and speaker makes positive
interdependence because both are needed.
Common group goals

When academic and co-operative goals are clear and agreed upon, groups work more
effectively. Often the best we can do is to have broad, general goals that are close or similar.
For example, in a class play at the end of the year the class may have one broad goal of
putting on a great performance, but individual members may have goals varying from pleasing
the teacher to impressing parents or being a valued member of a team.
Mixed ability groups

Mixed ability groups encourage members to use cooperative skills when working together.
Friendship groups can mean that sometimes students don’t work as productively as possible.
If groups are always comprise students of the same ability, the less proficient students do not
have academic and social role models, which can be beneficial.
Shared leadership
By breaking down the leadership roles into different areas, e.g. timekeeper, recorder,
reporter, etc, more people have the opportunity to practice leadership skills.
Frequently changing group membership

Because co-operative skills are called on more when working with others we do not know
well, frequently changing group membership is essential. Changing groups within the classroom
promotes co-operation and class cohesion, and strengthens the idea that we are all working
together.
Group and individual responsibility

When a group works on a task, everyone in the group is responsible for contributing and not
relying on other people’s efforts. Group members can support each other’s contributions and
provide feedback on how they worked as individuals and as a group.


What is different about co-operative groups?
Co-operative Groups Traditional Groups

Positive interdependence No positive interdependence
Common group goals Individual goals
Mixed ability groups Homogeneous groups
Shared leadership One Appointed leader
Frequently changing group membership Mostly static leader
Group and individual responsibility Responsibility only for self
Co-operative skills are explicit Co-operative skills assumed
Group feedback and reflection No Group Feedback on effectiveness
Advantages of co-operative group work

Over the past 15 years, descriptive articles and research reports about co-operative learning
in primary, secondary and even tertiary classrooms have appeared in increasing numbers.
Working in groups with a structured process and a structured task is referred to by different
names. Some books describe it as cooperative learning, others collaborative learning, others
interactive learning. Research demonstrates improved achievement; growth of higher order
thinking skills; increased liking of school, subject area and classmates and increased self
esteem with these structured group approaches.
Teachers have commented on the following:
• Students working in small groups stay on task and require little teacher direction. They
seek help and clarification from each other, a process which itself reinforces learning.
• Students meet and work with others in the class who are outside their normal
friendship circles. Persons from differing gender, class, friendship, ethnic or racial
groups will work together on a common task, thereby increasing their understanding
and appreciation of each other.
• There are few discipline problems. Students start to develop their own expectations of
each other. Shy students, feeling more comfortable in a small group, are more likely to
participate. Disruptive students become engaged with the new ways small group work
invites them to express themselves.
• By talking about what they’re thinking (and learning through listening to themselves
talking and listening to others), students seem to have more understanding of what is
being learned. They do not appear to be simply memorising bits of information in order
to pass exams.
• Teachers have more time to observe and come to know their students. They have time
to think about teaching and learning.
This quote is from a teacher who had been trying out some of the cooperative learning
strategies for the first time.

“These strategies have been a breath of fresh air for me. I have come to realise
that genuine learning is active, not passive. It involves the use of the whole
mind, not just the memory. It is the process of discovery in which the student
is the main agent, not the teacher. For many years I taught autocratically. I
thought that I was doing a good job, then it dawned on me that I was
suppressing the kids, not extending them. I needed to do something that
would involve them more in the lesson.
By incorporating these strategies, I learned that students grasp more of the

content through talking and listening to others in their small group. When I
create a supportive learning environment and offer interactive learning activities,
I have noticed that the majority of my students are on task a greater
percentage of the time than ever before. Perhaps this is the key to successful
teaching.”
Mannison, M (1998) p. 7
@ MG.2 Activity 5
Reflect on your learning experiences in groups. Did working in a group assist
your learning? How? What has been your experience with group work in the
classrooms you have visited?
…but working in groups never works for me…
& MG.2 Activity 6

Read the following extract from a student teacher’s reflective journal. Answer the
following questions.
1. What do you think went wrong with this lesson?
2. What could the teacher have done to improve the way the students worked in
groups?

My lesson was a disaster today. The students were ok when the whole class
was together, but when I told them to go and work in groups, the lesson fell
apart. The students couldn’t get themselves into groups and they didn’t know
what to do. Many of the groups just played around, wandered around and
didn’t complete the work. They were noisy, not on task, and it seemed just
one or two members in each group were doing all the work. They can’t work on
their own. How can I keep every group under control, when I can only be with
one group at a time? Working with groups is too hard. I’m not going to try it
again.
Both beginning and experienced teachers sometimes have problems in establishing group work
and making it work effectively. The problem arises because students have not been
taught how to work in groups and teachers don’t know how to structure and manage
group work.
Teachers need to know how to manage group work. They need to know what sort of group
work they want, and why they have chosen a particular grouping.
Forming groups
Part of managing the Multigrade classroom is to know what sort of groups you want for a
particular activity and how to create those groups to achieve your objectives.
In the Multigrade classroom, groups will be changing according to the needs of the students.
Groups will need to be formed and re-formed, and students should not always remain in the
same group all the time.
The membership of groups should change according to the needs of the students and
type of activities being completed.
Size of groups
Ideally, groups of three or four students are suitable for most activities. This provides enough
people to ensure a range of opinion and experience, and allows time for everyone to
participate. If you have large numbers in your class, sometimes you may need to have fewer
groups with a greater number in each group. At other times, you may have many small groups.
Sometimes pairs are the most suitable grouping
for some activities.
&
Forming groups
• Random groups
• Interest based groups
• Ability groups
• Grade groups
• Cross age tutoring groups

• Mixed age groups

• Friendship groups
Which grouping should I use?
Random groups
Random groups are desirable in the Multigrade classroom to enable students of differing ability
levels and ages to work together. These groupings are good for discussing, sharing
information, and completing tasks that are suitable for the whole group, e.g. a thematic health
activity. In these random groups you should have a mix of ability, gender, cultural groups, etc.
You need a system to randomly assign students to groups. If you just ask students to make
five groups, what do think will happen? Try it one time and you will see.
• After you have decided on the group size, the simplest random Some ideas for
grouping method is to ask students to count off to the number of forming random
groups required to create the size of group you want. For groups
example, 24 students in the class, you want four students per
group, so divide 24 by four. Ask students to count off to 6. e.g. 1,
2, 3, 4, 5, 6, 1, 2, 3 …
• When they all have a number, ask students with the same number to gather together in
a part of the room indicated by you.
If you count off when students are already seated, they may be reluctant to get up and move to
a new seat. What you can do is use a method to send them to a small group as they enter the
room.
• You could hand out puzzle pieces, differently shaped or coloured cards etc which
have been planned beforehand to form the number of groups you want, e.g. four red,
four yellow, four purple.
Other ideas for random grouping include

• Tell students to line up (without talking) according to month and day of their birthday,
or to line up alphabetically, and then divide the line into the desired number of groups,
sending each team to a designated area.
Random formation of groups avoids feelings of having been selectively placed in a particular
group, and if you make it clear that group size and membership will be changed around
regularly, the wish to work with friends won’t be so important. Once students start to work on
the task, the discomfort of working with a ‘stranger’ fades.
Interest based groups

When each group is about to work on a different topic within a theme, you may wish to give
the students a chance to choose the one of most interest to them. With the furniture arranged
for small group work (desks turned around to face each other, or a mat area marked out)
place pictures, descriptions of the activity, or topic headings at each set of tables or area on

the floor. Students walk in a line past all the activities to have a look. Put the class in the
middle of the room or outside and ask them to write down their first and second choice, and
then ask them to move to the selected topic. If there are too many people in one area, form
two groups, or ask some to make a second choice. If there are too few, ask them to move to
a second choice.
Ability groups
There will be times when you require students to work in ability groups. This may commonly
occur during language and maths lessons, or where the group work is clearly structured
around particular objectives.
Ability groups allow students to work on tasks most suited to their learning needs. In the
Multigrade 4/5 classroom, you may have some Grade 4s and some Grade 5s in each of three
ability groups, depending on their level of understanding. You may have some very capable
Grade 4 students working in the most challenging Maths group, and you may have Grade 5
students in the group with less challenging outcomes.
Grouping students according to ability must be done by the teacher, who has a clear
understanding of the individual student’s capabilities in a particular area. The teacher needs to
collect information on the student’s abilities in the area in order to make an informed decision.
Observation, the results of previous tests, and analysis of work samples would help the
teacher to place the student in the correct group.
It will take the first few weeks of the school year to gather this information, so at first, it may
be best to group students in other ways, (e.g., grade groups) until you can see who is coping
well and who requires further assistance.
Grade groups
At times in the Multigrade class, your grouping might be based on the grade levels you are
teaching, e.g., you may have a 4/5/6 Multigrade, and if using an activity where students are
working in their grade levels, you would have three groups. These could be uneven due to the
numbers in each grade. If you have specific objectives for each grade in a particular activity,
you could use this method of grouping.
Cross age tutoring groups

In the Multigrade classroom, you can take advantage of the range of abilities to assist you with
your teaching. Using older students to assist younger students provides benefits to both. The
older students reinforce their learning by having to explain to the younger student. The younger
student is supported in their learning by the older class member.
Once again, students need to be taught how to do this. The older students need guidelines for
assistance. You don’t want them doing the work or giving all the answers to the younger
student, so the teacher must be clear on what is required from the tutor. If you spend a little
time outlining the tutoring task, it will save time later and make these group sessions more
effective. Reading aloud is a common cross age tutoring activity. It allows one-to-one
teaching, and the older student can assist with difficult words as well as being a role model.

Mixed age groups

In the Multigrade class, this will probably occur in all grouping structures. If you have a wide
range of classes, or combinations such as a 3/5/6, then mixed age groups will be a natural part
of your program. As with the cross age tutoring, there are advantages in having a range of ages
in the group.
Friendship groups
Asking students to form their own groups will not result in mixed racial, cultural background or
ability groups. It tends to separate the boys and girls. It can also be damaging to some
students’ self –confidence. Some students are shown to be unwanted and some are self
conscious about approaching others. Friendship groups have been shown to not perform as
well as other group combinations. They are not as task oriented. Once students realise that
they will be changing groups often, their desire to work with their friends will not create a
problem.
F MG.2 Activity 7
Look at the following activities and decide which type of group(s) would be most
suitable. Discuss your answer with your partner.
• Big book shared reading lesson
• Reading aloud/ buddy reading
• Art activity
• Maths activity covering different levels of objectives
• Morning talk / show and tell
• Story writing
• Role play of a story
• Word building/vocabulary activities
• Problem solving in Mathematics.
Forming/reforming and expanding techniques

There may be times where you wish to move students into different
sizes of groups during the course of one lesson, e.g. from pairs to
groups of four, or from six groups to four to two groups of twelve.
A quick way of doing this is through the use of playing cards or a
similarly coded set of cards. You will need to select the cards
ahead of time to make sure you get the desired results; e.g. if you
are forming pairs, be sure the cards you select from the deck have
matching numerals. Each student takes a card as they enter the room.

Two groups: Red at one end of the room, black at the other
Four groups: Hearts, spades, clubs and diamonds at four
different places in the room.
Groups of two: Find the same numeral, same colour
Groups of four: Same numeral (black and red)
How do you get the attention of the groups once they are working?
When people are actively engaged with each other, it will be difficult to gain
their attention. They may be unable to hear you; they may feel too involved in
what they are doing to shift the focus of their attention.
An agreed upon signal which means ‘ quiet’ needs to be established and
practiced before the group work commences. With young students, you will need to practice
this a few times.
Ask the class for suggestions and select one which sounds most workable. Typical suggestions
would be that you raise a hand (with the class raising their hands, and stopping conversations,
in recognition of the signal), ringing a bell, writing a word on the blackboard. Changing it every
once in a while will help to keep the students responsive.
Distributing and collecting materials and work

Groups make distribution and collection of materials much easier. One person in the group can
have the job of collecting for all members of the group. It cuts down on the number of people
moving around the room and allows the teacher to observe and assist, rather than running
around and handing out all the materials. Group work can be organised in folders which may
be different colours, or have a picture to distinguish each group. The same folders can be used
over and over again.
Working in groups: structuring the group

The difference between successful group work and disorganised, unproductive group work is
structure. There are two important parts of group work to structure:
1. Structuring the group process
2. Structuring the task
Structuring the group process: roles in groups

There are several reasons why teachers assign specific tasks to individuals in a small group:
• To keep the group organised
• To optimise the chances of using higher order thinking skills
• To stop outgoing members dominating the group
• To help shy students participate

• To give easily distracted students something to do
The roles you choose for a particular lesson will depend on the nature of the task and how
well the teams are working together.
The following table lists a number of roles that teachers have found useful. You probably
won’t use all these roles in one activity, but choose the ones that best match the objectives of
the lesson
Role Definition
Recorder Keep notes and running records
Coordinator Keeps time, keeps the group on task,
makes sure guidelines are adhered to
Researcher Checks suggestions against notes and
text
Reporter Summarises to class at end of the
session
Questioner Questions assertions and
assumptions; uncovers range of
opinion
Clarifier Makes sure everyone understands,
probes if meaning is unclear
Encourager Asks people what they think; praises
good ideas
Caretaker Communicates with teacher on
questions agreed upon by the group;
gets materials for the group; returns
folders and assignments
Summariser Summarises what has been
accomplished
Evaluator Critiques treatment of topic and spread
of participation; leads discussion of
group functioning
Making groups aware of their roles

You might spend a lesson to raise awareness the way each role contributes to the group by
discussing with students before they complete the activity. You could discuss what kinds of
jobs a reporter, coordinator, encourager, etc should do. Record the answers on the
chalkboard or on some butchers paper and display these when required. At the end of the
session you ask teams to discuss which behaviours students observed that were attached to
each role, and how these roles helped the group.
Another way to develop role awareness is to ask everyone who performed the same role in
each group, e.g. all the coordinators, to meet briefly at the end of the lesson to talk about how
they carried out their role.

F MG.2 Activity 8
In this activity, you are required to work in groups of 8. Your lecturer will give
each member a card with your role outlined on it. The roles include; recorder,
co-ordinator, reporter, questioner, encourager, runner, summariser and
evaluator. Follow the instructions for the task, and play your role in the group.
GROUPING IN THE MULTIGRADE CLASSROOM
1. Co-ordinator to ask each member of the group to read out their role. Clarifier to make
sure everyone understands.
2. Co-ordinator to read the instructions to the group.
Activity: In our group, we are going to complete a diagram, where we fill in which
activities in the curriculum would best be suited to whole, small group or
individual tasks.
Some examples that you may

Equipment needed: include:
• 1 sheet of butchers paper Shared book
• felt pens Guided reading / writing

PE
• syllabus documents. (runner to
Buddy groups
collect)
Art
Learning centres
Modelled writing
Science
Large
group Reading to adults
Writing conferences
Small group Individual
Handwriting
Maths concepts
Language groups
Can you think of more?
1. Draw three circles as shown in the diagram on the butcher’s paper. Label
them. (recorder)
2. Using the examples given in the box, the syllabus documents and your
own ideas, discuss which activities would be best suited to large, small

and individual group work.(Each person should play their role during this
discussion.)
3. Summarise your discussions before writing on the paper (summariser)
4. Record your findings on the butchers paper. (recorder)
5. Evaluate your work (evaluator)
6. Report to the group (reporter)
7. Clean up (runner)
Discuss as a group how the roles assisted in the learning experience.
Structuring the group: taking turns to talk

It is a good idea to start a discussion by hearing an initial thought from everyone in the group.
You can ‘go around in a circle’ that is, one person starts, followed by the next, and so forth,
around the circle.
During small group discussions, groups may need some external ways to make sure that only
one person at a time is talking, and that people who want to talk have a reasonable
opportunity to do so. Here are a few suggestions to teach turn taking:
1. Give the group a ball or any soft object that is easy to throw (a wadded up piece of
paper will do) and explain the following rules:
§ You can only speak if you are holding the ‘ball’
§ When finished speaking, you may pass the ball to someone who has
signalled (nonverbally) for it
§ Or you can pass the ball to anyone whose opinion you would like to
hear.
2. Give each student five toothpicks. Each time he or she speaks, a toothpick has to be
placed in the middle of the group. When a person runs out of toothpicks, he /she will
be temporarily out of the discussion.
3. Ask students to select their own ‘talking chip’ (a pen, for example). Once they have
spoken, the chip is put to the centre of the group and not claimed until everyone’s chip
is in the central pile.
Structuring the task

Roles and turn taking alone do not make a successful collaborative learning episode. The
group needs shared knowledge, a challenging problem, and a clear idea of the final
product required. These three factors will vary in importance according to the nature of the
activity.

Team presentations
The outcomes of group work often take the form of a presentation or summary of main points
to the whole class. In this way, teams learn from each other and share ideas. Presentations can
occur at the end of lesson, at the end of a thematic unit of study, or at the end of the semester.
The most obvious, and simplest, but least interesting way for small groups to report to the
whole class is by way of an oral summary. Here are some suggestions for other ways to
report.
• Provide materials that will make it possible to illustrate the oral presentation
• Ask the group to plan a drawing, cartoon, poem or story that represents the main
points of the topic. They can then explain it to the class, or ask the class to discuss it.
• The group could plan a role-play or mime to demonstrate their findings.
• An informal debate or panel discussion would be a suitable way to report back if
discussing opposing views on an issue, or a range of possible positions.
• One member of the group could assume an identity and be interviewed by the rest of
the team in front of the class.
• The group could invite the class to interview them about their topic.
Concluding activities
When learning occurs through talking, and when teaching is not limited to the transmission of
information and the associated memorising, students don’t realise they are learning or that they
have been ‘taught’. A concluding activity which asks the students to reflect on the meaning of
what they have been doing will help to bring about an understanding of the outcomes of group
work.
One way of sharing perceptions is to put a list of sentence beginnings on the board. Seat
students in a circle, and going around the circle, ask each student to select one of the sentence
starters, and complete it in some way.
• Today I learned that …
• I thought it was interesting when …
• I’d like to know more about …
• It surprised me that …
@ MG.2 Activity 9
Plan a group activity suitable for a language lesson in Grade 4/5. Make sure you
include:
• The objective of the lesson (use the syllabus documents to help you)
• How you have structured the group process (what roles have you given)
• How you have structured the task?

• A concluding activity will you include?
Use some of the ideas that you have learnt so far in this module.
Remember, each member of the group should have a role to play.
Classroom routines
Classroom routines are those rules and procedures, set up by the teacher and understood by
the students, which set the pattern for every day behaviour and actions.
Having clear rules and everyone knowing what they should be doing is essential in a
Multigrade classroom. Because students are required to do different things at different times,
and take responsibility for their learning, routines that are understood by the students in the
classroom are vital.
Time at the beginning of the year getting the rules right and routines firmly established will be
time very well spent.
Teacher’s routines
As well as the students having routines, the teacher should also have some routines which
should be followed daily.
• Planning – Apart from being planned well ahead, adequate preparation time should be
allowed either before the students come to school in the morning, or after school.
• Preparation – Blackboards should be prepared with the tasks and various groups
listed and all teaching and learning resources should be organised for the day.
• Effective routines allow the students to start work quickly and purposefully in the
morning. They know if the teacher is properly organised.
• Try to plan your day’s work so you have some time for individual help (marking,
discussing, reading, etc) to a variety of students in the different groups within the day.
The students’ routines

Students need to know how the classroom operates and what they are responsible for doing.
Clear routines assist students in developing responsibility for their learning.
• Students should know what work they should be doing at any one time. The
teacher needs to establish the ways in which work will be set. It may be for the whole
class, for a group or for an individual. Blackboards, verbal and / or written
instructions, worksheets, etc can be used.
• Students should know how books and other learning materials are distributed,
collected and stored. The individual or group should be responsible for returning
teaching and learning materials to their correct place.

• Students should know what to do when they need help but the teacher is
unavailable. If a student is having difficulties with the instructions or the task, they
should know who they can ask for help, e.g. the group leader, their partner, etc,
before they approach the teacher.
• Students should know how to have work marked or checked. Teachers should
avoid long queues at their desk of students waiting to have their work marked. They
quickly get bored and restless. It is good to have other activities they can carry on with
on their own. Many teachers find it better to actually leave their desk and move
around the room to the students. They can sit beside the student to help them and to
check their work. Other ideas include letting students mark their own work, or make
self-check work cards with answer keys. Older students can check the work of
younger students. Of course, the teacher will need to closely monitor this, and students
will need to be taught how to mark work. This leaves the teacher free to collect the
books less frequently, perhaps checking at the end of each day. Not all teaching will
be suitable to be marked in this way.
• Students should know what to do when they are finished. When students are
working in small groups or individually, they must know what to do when they are
finished so they will not cause disruption to the teacher and the class. The students
who finish early should know what they can carry on with without the teacher’s help.
They should know where to go, what to do and why they are doing it. A list of
activities could be put on the board, they might go to the learning centre, finish
incomplete work, play some games prepared by the teacher for such times, read etc.
If the students are clear on what to do they will not bother you and the other students.
• Students should be given responsibility. Multigrade teachers can help themselves
and at the same time help their students by giving them real responsibility in the
classroom. They should
tell them which tasks
and duties are the
responsibility of the
students. The use of
monitors, or helpers for
particular jobs is most
useful. These students
should be rotated so
that different students
have an opportunity to
develop responsibility.
@ MG.2 Activity 10
Make a list of jobs that students could take responsibility for in your classroom.
Think of a way that you can display this changing list ((remember you need to
rotate the students)

Learning centres: managing individual learning

adapted from PASTEP National Workshop presentation by Sue Lauer.
&
There are many different ways to plan and implement a unit of work in the Multigrade
classroom to cater for a wide range of student abilities and interests. One of these is to use
learning centres.
What is a learning centre?
A learning centre is a carefully constructed learning component of the

classroom in which the materials and resources are arranged to allow
students to learn knowledge, skills and understandings in an independent
mode of learning.
Learning centres can take any form that teachers want them to take and they can last one day,
a week, or have a life of the entire year. Many teachers set up learning centres to match with
the theme being studied in the classroom.
The learning centre can serve one or a number of purposes. Most teachers who begin with
learning centres begin with one initially – until they feel comfortable and relaxed enough to set
up another. Whatever the number and form of the learning centres, the most important point is
to recognise that learning centres are places in the classroom where students go to
learn and practice.
There are great benefits in having learning centres in Multigrade classrooms for both students
and teachers. Learning centres provide opportunities for students to work at their own pace
and at their own level through a series of activities on the same topic. Activities can range from
easy recall and comprehension activities which teach and revise basic skills and concepts, to
intellectually challenging, creating and judging activities.
A well planned learning centre allows very able students to go further with a topic and
challenge themselves. It also allows students who need more work on a topic to go over it
again and practice specific parts independently or with the teacher and another student.
Learning centres are very useful for those students who have finished early or who already
know a topic and don’t need to work through it again with the whole class. Instead, they can
work at the learning centre on another related task.
At a learning centre a student can work:
• individually
• with a partner
• with a small group
• with a teacher
• with a peer tutor
• with a parent/volunteer

Learning centres help to shape a range of students’ skills in:

• making decisions
• working independently
• following directions
• revising and practicing work done in class
• learning new concepts and being challenged to extend their thinking
• developing responsibility in using, caring for and packing up materials
• working with others
• sharing ideas and materials with classmates
• creating a variety of products
• seeking direction and help when necessary
• keeping records on what they are doing
• evaluating how well they have worked and what they have produced.
The benefits of learning centres for Multigrade teachers:

• Creates opportunities to make the learning fit the students’ needs based on their
abilities and interests.
• Allows students to work at their own pace, so some students can spend more time
practicing and reinforcing concepts, whilst other students are working on enrichment
activities.
• It allows students to work independently on self-selected activities
• Ensures that the teacher provides a range of activities and questions that reinforce
students’ knowledge and understanding.
• Provides written tasks and activities that can easily be supervised by parents, teacher
aids or helpers.
• Frees the teacher from a lot of routine work like record keeping, which gives you
more time to plan, organise and supervise student’s learning.

A Step by Step Guide to Planning and Setting up a Learning Centre
1. Decide on your topic

2. Check the syllabus objectives for the topic
3. Decide what your completed centre will look like
4. Write a range of task cards for the topic at different levels
5. Write instructions for the use of the centre
6. Collect resources to put in the Learning Centre. Make sure there are
resources related to each of the task cards.
7. Use people power to help you run the learning centres.
What is in a learning centre?
&
Directions for the use of the centre
Make sure your directions are simple so that students can work on their own, for example:
To complete the work for this unit, each student must do two blue cards. Then
choose three more cards (of any colour). Remember to fill in your record card
when you have finish each task, and the “How did you go?” sheet when you
have finished all five cards for the unit.
The task cards are the main part of your centre.
Progress and evaluation materials

Most learning centres should have a place where students can list what they have completed in
the learning centre. This may be on:
• A chart/ blackboard in the learning centre
• A record card – which helps the user keep a record of which task cards he or she has
completed, what books he or she has read and so on
• A 'How Did you Go?' Sheet – which gives the user an opportunity to comment on the
centre.

Display of students’ work

Students’ work displayed in the learning centre will provide motivation for other students and a
sense of achievement.
A teacher checklist
The following checklist helps you to keep track of students’ work and to monitor their
progress. For each student record whether they are:
• starting work within a reasonable time
• doing all the required tasks
• choosing tasks that are challenging for them
• seeking directions when necessary
• finishing their work to a suitable standard
• filling in the record keeping card at the completion of each task
• filling in the ‘How did you go?’ card when they finish work at the centre
• correcting their own work where appropriate
• able to discuss their work and ideas with others
• working well with others (partner, group, tutor, parent, other)
• putting materials away when finished.
F MG.2 Activity 11
Using some of the ideas from above, and some of your own ideas, design a
checklist for a learning centre.
Designing activities for the learning centre

Students bring to any learning situation not only a wide range of abilities, but also a diverse
range of talents, strengths, competencies, interests and needs. To provide learning experiences
that will cater for all the different needs of students in your class is not an easy task, but there
are some strategies that will assist you.
Designing activities using Bloom’s taxonomy

Bloom’s taxonomy of cognitive processes is a very useful framework from which to develop
units of work. Bloom’s well-known model provides a simple, easy to follow plan for
developing lots of activities at different levels of thinking and learning.
There are six levels of thinking in the model. The six levels fall into two broad classes:

• Those activities and questions that involve remembering and applying what they know
(knowledge, comprehension and application) and
• Those that involve higher-order thinking (analysis, synthesis and evaluation)
Using units of work based on Bloom’s taxonomy has a number of advantages. The teacher
can:
• Create ways that students with very different abilities and skills can work on the same
topic, but at different levels
• Write their own units of work using an easy to follow plan on any topic to suit the
students’ abilities, talents and interests
• Easily integrate different curriculum areas
• Help students to ask better questions about information
• Develop students’ thinking skills ranging from simple memorising and showing
understanding through to higher-order thinking like analysing, creating and judging
• Develop students’ skills and confidence in solving problem

Writing Task Cards
• Write one task per card. Use Bloom’s taxonomy to help you write tasks
that range from easy recall and comprehension tasks to challenging
higher-level thinking tasks.
• Make the cards attractive and interesting. Some illustrations, drawn or cut
out add interest to the card.
• Write the topic and a number on each task card. This helps the student to
keep reliable records.
• Use different colours to code each level: Colour coding creates an easy
way of ensuring the students work at appropriate levels for their abilities
and are challenged by the tasks.
• Write simple, clear directions so that students can work on their own.
• Explain teaching points on the cards, then follow with practice examples
and opportunities for the students to complete.
• Include a self-marking component if possible, so that the student can

gain immediate feedback. This can be included on the back of the card,
or on a separate answer card.
• Organise the task cards into three levels.
o Level 1 asks the user to find out something out (yellow)

o Level 2 asks students to use their knowledge in some way (blue)
o Level 3 asks students to create something new or give an opinion
(green)
Use this chart to assist you in developing your task cards. The question starters are
particularly helpful.


Example: Learning centre for Upper Primary (Grades 6 –8)
SUBJECT Social Science

STRAND Social Organisation
TOPIC: GROUPS
GRADE Types of Groups Objectives

6 Family • Know how groups are organised
• Respect and appreciate different groups of
School
people
Class
Clan • Understand the role of the group leader
• Understand and respect the rights and
responsibilities of group members
• Know about the groups they belong to
• Understand why groups exist
7 Business • Understand the difference between government
and non-government services
Community • Understand the concept of a joint venture
Government • Understand and appreciate the work of non-
government and aid organizations
8 Political • Know the different roles and functions of the
government
Government • Identify the main features of government at
different levels.
Learning Centre Instructions:
TO COMPLETE THIS TOPIC:

• Students are to complete five activities, including at least one activity from
Level 1 and one activity from Level 2.
• All students must have their selected activities approved by the teacher
before commencing work.
• Students are to complete an evaluation sheet for two activities.
• Students are to display their best work on the board.
F MG.2 Activity 12
Look at the examples of task cards at Level 1, 2 and 3 shown on the next page.
Write down the objectives you think were used to create each card.
Locate the task instructions in Blooms taxonomy.

THEME: GROUPS
EXAMPLES OF TASK CARDS AT
LEVEL 1, 2 AND THREE
Level 1: Find out

something
Level 2: Use your

knowledge
Level 3:
Create something new
or give an opinion

F MG.2 Activity 13
Design THREE task cards suitable for a lower primary class working on an
integrated theme – THE RIVER.
Some of the objectives for the theme, taken from most of the lower primary
syllabus documents include
• Describe changes which occur in the environment
• Explain how changes can affect the environment
• Identify food gathered from the river
• Experiment with drawings in mud and clay
• Make and read a map
• Interpret pictorial symbols
• Practice basic water safety skills
• Write descriptions of places
• Tell others about personal experiences
• Tell a story
• Measure using litres
• Understand the needs and wants of the local area.
Instructions
• Select three different objectives and design a task card related to each
of the three objectives.
• Design your cards for a different level of difficulty. (from Bloom)
• Include on your task card
1. Clear instructions
2. The level of difficulty
3. Teaching point
4. Resources required to complete the activity
5. Whether it is an individual, paired or small group task.
6. The task
7. Illustrations (if possible)

Summary
Managing the Multigrade classroom sounds difficult, but with some careful preparation,
planning and teaching, the teacher will actually have more time to work with students, not less.
This module has discussed ways to manage the Multigrade class; organising the classroom,
working in groups, teaching routines, and creating ways for students to work independently
e.g. learning centres.
Self evaluation
Answer the following questions in your workbook.
• What have I learnt from this module?
• What do I need to know more about?
• How will I find out?

Glossary
Check your understanding by defining the following terms and build on the glossary with
additional terms.
Whole class teaching
Learning centres
Small group teaching
Bloom’s Taxonomy of
cognitive processes
Individualised teaching
Co-operative learning
Positive interdependence
Random groups
Interest based groups
Cross age tutoring groups
Mixed aged groups
Friendship groups
Structuring the group
Structuring the task

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Professional Development Strand

Unit: Multigrade Teaching (College Option)

Module MG.2 Managing the

Student Support Material

Materials written and compiled by Lynne Hill.

Incorporating suggestions from staff of:

Layout and diagrams supported by Nick Lauer

Date: 11 November 2002

Primary and Secondary Teacher Education Project

Papua New Guinea-Australia Development Cooperation Program

Student Support Material

MG.1 Introduction to Multigrade

Multigrade MG.2 Managing the Multigrade Classroom

MG.3 Teaching in the Multigrade Classroom

& Read or research

Student Support Material

Managing the Multigrade Classroom Module........................................................1

Student Support Material

Student Support Material

Student Support Material

Managing the Multigrade Classroom Module

How to use this material

Student Support Material

Collingwood, I. (1991). Multiclass Teaching in the Primary School. UNESCO.

Student Support Material

Organising the Multigrade Classroom

General guidelines for classroom organisation

Student Support Material

Making good use of display boards

MATERIALS: Map of the Pacific, coloured strings, drawing

Art and Craft Display

Materials: Two pieces of paper for

Student Support Material

Getting to know Grade 3/4

Back your board with large

Art and Craft

Prepare your board first.

Other ways to display materials

Student Support Material

Using mats made locally of pandanus or coconut leaves are a good

Attaching a mat to a wooden frame also provides more display

Student Support Material

You can make a blackboard

Student Support Material

Try to make the best available use of cupboards and shelves by

Student Support Material

But I have no room or resources …

How can I increase the amount of resources in my classroom?

Student Support Material

Managing the teaching in a Multigrade classroom

Whole class teaching

Student Support Material

Small group teaching

Student Support Material

Grouping students in the Multigrade classroom

Grouping students enables students to work on tasks suitable to their needs,

Student Support Material

Principles of co-operative learning