COURSE OUTLINE IN TEACHING MULTI-GRADE CLASSESS
COURSE TITLE
:
COURSE CODE
:
TMULTIGRADE
NUMBER OF UNITS
:
3 UNITS
CONTACT HOURS
:
3 HOURS
PREREQUISITE
:
ETEACHSCURR
COURSE REQUIREMENTS
:
COURSE DESCRIPTION
Teaching Multi-Grade Classes
Quizzes, group activities, lesson plan, major
examinations
:
This is a course in implementation of multi-grade classes that deals with the theories,
principles and concepts of multi-grade learners and classes. It includes pedagogical
approaches and contextualized learning environments for the different grade and age
levels are grouped for instructions in different school situations.
COURSE LEARNING OUTCOMES:
1. Demonstrate in-depth understanding of the theories, principles and concepts of
multi-grade learners and classes.
2. Display knowledge and skills in pedagogical approaches and contextualized
learning environment for the different grade and age levels of learners
3. Design assessment tolls for assessing learning in multi-grade classes
4. Employ teaching approaches and strategies in teaching effectively in a multigrade classroom.
COURSE CONTENT
PRELIM and MIDTERM
1.Overview of the Course
2. What is a multi -grade classroom?
3. The Nature of Multi-grade classes
4. The concept of multi –grade teaching
5. The challenges of Multi-grade classes
FINALS
6. Partnership
7. Government and Peer Support
8. The Educational Environment
9. Teaching Effectively in a Multi-grade
Classroom
10. Assessing Learning and Teaching
Performance in Multi-grade classes
GRADING SYSTEM (Campus ++):
Class Standing: 70%
Major Exams: 30%
Passing Percentage for Professional and major subjects: 60%
REFERENCES:
Hyry-Beihammer, E. & Hascher, T. (2015). Multigrade teaching in primary education as
a promising pedagogy for teacher education in Austria and Finland.
10.1108/S1479-368720150000022005 avaliable online at
https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P
rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austri
a_and_Finland/citation/download
Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving
performance at the primary level . Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000125919
Sağ, R. (2009). Becoming a Teacher in Multigrade Classes. Electronic Journal of Social
Sciences, 8(28), 20–39. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=42849161&site
=ehost-live
Salend, Spencer J.(2011). Creating inclusive classrooms : effective and reflective
practices. Boston: Pearson Education.
Taole, M. J. (2017). Identifying the Professional Knowledge Base for Multigrade
Teaching. Gender & Behaviour, 15(4), 10419–10434. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=127653257&sit
e=ehost-live.
Temple, Charles. (2008). All children read: teaching for literacy in today's diverse
classrooms. Boston: Pearson Education.