Transcript Multigrade Teaching in Nepal

Mr. Tara Chouhan
3-5, February 2015
the inn at Virginia teach & skeleton conference center
Blacksburg's, Virginia
United state of America
Multi grade and Multi Class
Practices
 Multi grade teaching is usually considered as an
issue or a problem in developing countries where as
developed countries accept it as effective strategy.
Multi Grade: considered to be an instructional
arrangement where children of more then one grade
are taught together by a single teacher in the same
class room.
Multi Class: Separate classrooms for different grades
are used by the single teacher to teach these grades
at the same time.
Need to Multi grade & Multi Class
teaching.
Commitment to Provide Education for All :Ensuring
access to compile, free and compulsory education of
good quality by 2015.
Temporary adjustment of the international
commitment of education for all.
Address to shortage of teacher, infrastructure and
teacher absenteeism.
Multi grade and Multi class
situation in Nepal
Existing Situation Practice
1. Teaching
 Two grades are seated in one classroom and teacher give
assignment to one grade while teaching to the other
grade.
 One teacher take the responsibility of reaching more then
one grade at the same time.
 Each grades is seated in a separate classroom and the
teacher teach each grade in the separate class room in
turn.
 Cont.
2. Teacher tranning
 MGT district trainers were found to have been skills
related to class room management, planning of self
learning activities and prepared timetable for MGT class.
 The training was found ineffective in the areas like
demonstration of the lesson by the trainer,
implementation of micro-teaching and practice of self –
learning activities.
 The main focus of the recurrent training packages seems
to be lying on covering the teacher absent class instead
of using it as a pedagogical choice for improving
student’s achievement.
Teaching Multi-grade through
Group Work
 Group work: The teacher organizes learner to work in a small
groups according to their abilities, interests and age.
 Groups are formed in a variety of ways, depending on the type of
lesson the teacher wants to teach.
1. Mixed Ability Groups: Slow and fast learners in one group.
Grouping together students of different abilities and age.
To increase interaction across students with different abilities and
age.
2. Same Ability Group: All learner progress at more or less the
same pace.
This is commonly used to avoid bore dome for the fast learners or
for the slow learners to go with students of their same pace.
To achieve homogeneity and homogenizes based on different
grades and ages and not on ability
3. Social Groups: Learners with same or mixed backgrounds in
one group.
To avoid racial discrimination or discomfort for other students or
promote unity and surpass racial discrimination.
4. Gender Groups: Boys and girls are separated.
Sometimes used to avoid quarrels of gender differences
5. Interest Group: All learners show interest in the same activity
or topic.
Group members can work more effectively if they like what they are
doing.
6. Peer Groups: Friends who like to works together and place in
the same group.
Learner becomes more fun and enjoyable so the students are more
efficient.
7. Random Groups: Learner are chosen in no particular order.
8. Pear Grouping: Two learners work together.
Think-pair-share is a good example, where the students can deal
one on one learning.
Information and Communication Technologies in
Multi class teaching.
 Information and Communication Technologies (ICT)
can be a powerful tool for both students attending
multi-grade schools and educators teaching in such
schools.
 ICT can be used to provide training to teachers in
multi-grade methodologies and allow students to
engage in innovative, participatory multi-grade
learning activities.
 Through Projector a teacher teach more then one class
with innovative ideas download from internet.
 Students will have interpersonal skills, know cultural
environmental, situational analysis, participate in
every activity and enthusiastic for study.
Designation of multi grade school
 More number of classes than number of teachers
 Teachers’ absenteeism
 Inadequate number of classrooms
 Lack of financial resources
 Unwillingness of teacher of work in rural area.
Positive outcome and Drawbacks
of Multi-grade teaching.
Positive Outcomes:
 Enhance independent learning
 Increase pupil interaction.
 Promote group learning.
Drawbacks:
 Possibility of low student achievement.
 Demand teachers’ more time and organizational
capabilities.
 Need intensive training.
 Student may receive less individual attention.
National policy
 SSRP, 2009-15 envisioned possibility of three types of school at
the basic level - Foundation, Primary or Upper Primary.
i. Foundation School (1-3) – at least one foundation school in each
settlement with 30-40 or more households and/or 150-200 or more
population or 100-150 population in the age range of 5-7 years. Since
foundation schools are supposed to be located in sparsely
populated localities, feasibility of multi grade teaching will be also
tested in some schools.
ii. Primary School (1-5) – at least one primary school in villages with
80-100 or more households and/or 400-500 or more population or
200-250 population in the age range of 5-9 years.
iii. Upper Primary School (1-8) – at least one upper primary school in
villages with 150-200 or more households and/or 800-1000 or more
population or 300-350 population in the age range of 5-13 years.
National policy
 SSRP
Multi-grade teaching (MGT)

Multi-grade teaching can be introduced as
pedagogical choice in identified schools that meet
nationally defined criteria.

A single teacher teaches more then one grade or
age group.

The local government will select schools
qualifying to operate MGT in consultation with the
technical body/DEO.

MGT and Grade Teaching can be practiced at the
basic education and especially in foundation grades.
Curriculum and multi-grade
context
 Not specifically addressed in the national curriculum
 Flexibility of school curriculum: Provision of 20% local
curriculum of certain subjects to all schools.
 Textbook provision : MGML schools use textbooks only as
reference materials. But the schools get the support fund
for textbooks
 Availability of lesson plans, teaching materials for multi
grade classes: Checklist with milestones, learning ladder,
learning cards with activity logo, grouping cards according
to learning to learning cards, student daily work format,
Assessment formats, workbooks and teachers guides are
provided from the center
National policy
In communities that do not meet the minimum population
requirements even to run a Foundation school, multi-grade
teaching schools will be prescribed to run. The local
government, based on the minimum norms and in
consultation with DEO and local educators, will determine
schools within their jurisdictions that may cost effectively
perform better as a multi-grade school.
DOE will develop the guidelines for Multi-grade classes
and DEO will identify schools/locations appropriate for
Multi-grade classes.
Multi-grade teaching implemented in 750 schools.
Discussions
 Key issues:
 Physical and instructional environment of the school
 Availability of educational resources and support
materials in the form of teacher input.
 Teacher prepare and knowledge base.
 MGT/MCT as a pedagogic choice or compulsory
practice.
Thank you