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E309 Block 2 Week 8 cont. - Coggle Diagram
E309 Block 2 Week 8 cont.
Indian multilevel school
He admits groups work is with those sat next to. Doesn't work with weak students with weak students.
the narrator says he manages his time well by working with each - who is watching others while he is outside?
He's making best of a bad situation
There is a transcript in English of what the teacher and the children are saying.
no there is not! another eg of shoddy module!!
He reckons it's good other children help him learn words. Hello- a TA fluent in their mother tongue would be better!!
using yr 3 monitors to mark yr 1&2 work!
teaches youngest (yr 1 &2( in their home language - diff language of the school?
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1637584
Module Materials state...
Many people believe that ‘monograde’ teaching (teaching a class where children are all the same age and at the same educational level) has better outcomes than ‘multigrade’ teaching, where children are of different ages and different levels of knowledge and experience.
who are these 'many' people- no references!
For me this is presuming the same age means the same ability, which is definitely not the case.
Chapter 3
Any data to say multigrade classes by design or through necessity?? I believe the latter. If so it is agreed it is not preferable as if a choice singe grade is chosen!
If in affluent countries too is this acknowledgement that disparity of wealth and success in developed world.
Literature shows that multigrade schooling has resulted in improved social and cognitive skills, retention rates, attendance and other indicators of educational suc cess in many countries in North America, Europe, Latin America, Asia and the Caribbean (Brown 2010).
is this not twisting the dats? Improved attendance and retention is because schools are there. They happen to be multigrade. If the option is multigrade or no school then multigrade is preferable.
reckons western European and US schools now doing this as an ideology not because of necessity- fools!.
peer assistance- yes that can still happen but not practical 100% of time. differentiation is unnecessarily time consuming. Like juggling while singing- a great singer will still hold a tune but will not have the breath control and emotive input they could deliver due to the extra task.
Little (2006a: 33) found children in multigrade schools in the Turks and Caicos Islands
performed better in reading
than those in monograde classes. Likewise, Berry (2010) contends that multigrade teaching can be particularly effective in improving the reading progress of low-achieving children.
I guess more like a family.
evidence from meta-reviews of research on multigrade teaching is mixed, with some showing enhanced child academic outcomes, -IS THIS BIASED? ENHANCED COMPARED TO NO SCHOOL OR MONOGRADE??? and
others, no difference or worse outcomes
(Little 2004).
Beukes (2006) suggests that improved academic outcomes may be associated with
‘cognitive stretching’
(50) achieved when younger, less able students work with older, more able classmates.
Negative outcomes for students may be linked to the increased demands on teachers needing to cater for a
wide range of student learning needs
(Benveniste and McEwan 2000).
Higher levels of teacher stress
are likely to reduce the quality of teaching (Mason and Burns 1997).
there is a
curriculum
for monograde primary classrooms only, multigrade class [teachers] have to
improvise
, and multigrade teaching is perceived as a ‘poor relation’ to monograde in school organisation (Beukes 2006: 23).
Kids leaving rural to go cities means too few for a mongrade class- and many ages &abilities is harder to teach!! which... exacerbates the problem of teacher shortages, because teachers are reluctant to accept appointments in rural and remote areas.*
also...little opportunity for professional development and social networking.
three primary school principals and six primary teachers,
again tiny pool!
universal perception of our interviewees that multigrade had been
forced upon them by necessity rather than choice,
there was a clear understanding that multigrade schooling was
filling an important gap
in the education of their children. However, interviewees
unanimously
argued that multigrade teaching involved
more work
than monograde.
p31 ABSOLUTELY!!!
I think the government should
pay
multigrade teachers twice as much as monograde teachers because they
do more work;
or it should give them an allowance
. TEACHER M SCHOOL A P.31
Charles Kivunja and Margaret Sims
https://learn2.open.ac.uk/pluginfile.php/3028054/mod_resource/content/5/ebook_e309_learning-and-teaching-around-the-world_e1i2_n9781138485211_l3.pdf
Table 3.1 Comparison of children’s results in monograde and multigrade classes at Basic School A
ARE WE LOOKING AT ALL THE DATA? ... is number who sat exam whole cohort or in multigrade just the ones they thought would pass? If whole cohort then this is proof that smaller classes are better !
p.31
low population density in a large spatial area ...few children of primary schooling age. = schools very small with some of them being set up as one-teacher schools, thus operating as de-facto multigrade classes.
p.32
pros...
teachers are more likely to address individual differences in a mixed-age group because the pressure of needing to work at a particular age or stage level disappears.
(Groundwater-Smith et al. 2003: 93)
cited in K &S p.32
interesting point!
In many developed countries multi-age groups are formed by choice, when school communities believe that educating children of different age groups together is beneficial.
ASSUMPTION WITH NO CITATION!!!
*Variation in the learning needs of children within a single-age cohort can be significant,
so it has been argued that training teachers for multigrade teaching creates opportunity for an improvement in teaching that can benefit all children (Berry 2010; Blum and Diwan 2007 CITED IN K&S)*
ABSOLUTELY!!
The authors argue that whilst teachers continue to perceive multigrade teaching as a poor alternative to monograde teaching they will remain unable to effectively implement the strategies they are taught; teachers need to change their perceptions so that they are positively inclined towards multigrade teaching.
ABSOLUTELY BUT SHUT UP!!! THINKING POSITIVELY CAN'T POLISH A TURD!!
Sub-Saharan Africa will need 2.1 million new teachers by 2030 (UNESCO 2013).not including attrition!!
IF ADOPT YOUR POSITIVE ATTITUDE THEY CAN MANAGE !!
RIDICULOUSLY UNDERSTAFFED!!
in most countries,..
no government policies
that recognise multigrade teaching as an on-going practice. This leaves schools without policies, principles or strategies to guide their multigrade practice.
so you'd have more red tape? each school so individual how can you have a common policies & curriculum ? Then be whining to prescribed!
Conclusions
CHECK OUT MY NOTES ON MODULE!