3. Ms. De la Cruz, the adviser of a multigrade class of pupils in
grades 4, 5, and 6, has been using whole class instruction for
several days in a row. She noted that the majority of the
grade 6 students were uninterested in the conversation,
some of the grade 5 children were making noise, and the
grade 4 students were having difficulty grasping the subject.
There is a lot of noise in the classroom, and the lesson is no
longer interesting to them. She is saddened because she
believes she is failing to give her learners engaging learning
opportunities.
5. Cooperative learning
strategies are used to
facilitate the creation of
a positive, supportive
classroom climate.
Cooperative Learning is
a teaching style in which
students work together
to achieve common
goals.
Cooperative learning groups are
formed and assignments are
designed in such a way that
learners must collaborate to
achieve a goal, solve an issue,
make a decision, or create a
product.
This type of learning
encourages social connection,
positive self- esteem
development, and increased
acceptance and supporting
actions among group members.
7. • Students must be aware
of their group members'
shared responsibilities
through task division.
Team roles such as
facilitator, recorder,
checker, spokesperson,
time keeper, and others
must be defined for
everyone.
Incentivize
students to take on
given tasks with
accountability for
group learning by
offering rewards for
success.
8. • Ensure that each
group member
understands the
goal and processes
of the assigned
work.
Each group is
made up of
students of
varying abilities:
high, average, and
low performers.
9. • 1.Think, Pair and
Share
• 2. Jigsaw Puzzle
• 3. Small Mixed
Group Activity
10. In this type of cooperative
learning, learners think for
themselves about a certain
topic assigned by the teacher.
They then form groups with
another student to discuss it,
and present their findings to the
full class.
11. What is the
problem,
question, or
subject?
What are my
thoughts
about it?
What is my
partner's
opinion?
What will
we share?
12. Method of teaching is a
collection of themes that
students will fully develop
before coming together to form
a whole idea, similar to how a
jigsaw puzzle is a collection of
different pieces that come
together to form a complete
picture.
13. • Divide the class into groups.
• Assign a leader to each group;
• Divide the lesson into portions based on the number of groups;
and
• Assign one part to each leader to read and learn.
• Create temporary "expert groups" by bringing one student from
each jigsaw group together with other students allocated to the
same segment.
• Return the students to their jigsaw groups.
• Request that each student give his or her part to the class.
14. This cooperative
method allows students
to collaborate to
complete a collaborative
job or assignment that
will be shared with the
entire class.
15. • Divide the class into groups that are usually
heterogeneous.
• Each member of the group is allocated a certain role.
• The group will be presented with the purpose,
methods, grading criteria, and collaboration skills.
• The instructor observes and assesses both individual
and group performance.
• Students will reflect (by journal writing) on their
interactions in the assigned group activity.
21. "Mae has trouble finishing her activity by herself. She makes
drawings in her notebook, gets out of her seat to talk with her
classmates or cries when she can't finish her activity".
"Kim takes a long time to read and has trouble understanding
what she reads. She understands better when she reads with a
friend".
"I care about my pupils and I want to assist them one-on-one. But
my hands are full of overlapping activities in the classroom".
22. Can teachers
provide each of
the children the
extra time and
help required to
bring them to
mastery in the
specific skills they
need?
Who can
help the
teacher in
the
classroom?
What is the
available
method of
providing one-
on-one help
needed?
23. The definitive description
of peer tutoring is "a
method of education in
which pupils assist each
other and study by
themselves.
24. • The term peer is
important in this context
since it refers to
someone in a similar or
nearly identical position
to the individual being
taught who is not a
skilled tutor.
• Peer tutoring is a
flexible, peer-
mediated strategy
that involves
students serving as
academic tutors
and tutees.
25. Typically, a higher performing
student is paired with a lower
performing student to review
critical academic or
behavioral concepts. Its goal
is to create self-managed
learners with high self-esteem
27. • This is an approach
wherein one child
instructs another
child on materials
on wherein the first
is an expert and the
second is a novice.
28. • To teach or review a
skill, older students
are paired with
younger students.
The roles of tutor
and tutee remain
unchanged.
29. The older
student acts
as the tutor,
while the
younger
student serves
as the tutee.
The older and
younger students'
skill levels may be
fairly similar, with
the relationship
being one of
cooperative or
expert engagement.
Tutors help to
model right
behavior, ask
questions, and
promote better
study habits
30. • This is based on reciprocal
peer tutoring and group
reinforcement, in which a
full classroom of students
actively participates in
the process of
simultaneously acquiring
and practicing basic
academic abilities.
32. It is a successful
method of enhancing
student achievement,
particularly for students
who are at risk of
dropping out or who
have been identified as
having poor academic
learning performance.
Many kids
perform better in
brief and
structured peer
tutoring
programs.
33. Students benefit
academically
from practice and
in peer language
that is
understandable
to them.
It improves
tutor-tutee
discipline, self-
esteem,
cooperation, and
peer
relationships.
35. Create a
schedule for the
peer tutoring
activity and
identify tutors
and tutees ahead
of time.
Provide explicit
instructions on what
and how to execute the
identified activity, who
to tutor, and how to
deal with the tutee. The
teacher must
effectively guide and
monitor tutors.
36. Plan learning
assignments that
begin at the
learners' basic
level of ability and
progress to more
advanced ones..
Provide
tutoring activity
feedback and
keep a record of
the student's
activities.
37. Spelling
Subject
Date & Time Thursday
Tuesday
4:00-4:30 PM
Wednesday
4:00-4:30 PM
Reading Mathematics
Learning Task Spell words
correctly, (Set 4
Long a : a-e
pattern).
Improve reading of
sight words and
vocabulary (Set 2).
Mastery of the
Multiplication Facts
(Table 3)
Tutor Beth (Gr.2)
Annie (Gr. 3) Jesse (Gr. 3)
Tutee Karen (Gr. 1)
Ken (Gr.1) Trex (Gr.2)
Materials Envelope:
-word cards with
pictures (e.g gate)
-words cards with
missing letters of
the words
-tutee’s worksheet
Envelope:
words cards of sight
words
-cut-out letters
-tutee’s worksheet
Envelope:
-flash cards
-lego blocks
-tutee’s worskheet
38. Spelling
Subject
Procedure Present the peer tutoring
routines to be followed:
-Review the phonetic
sounds of the letters.
-Present the sight words.
-Say the clearly the
phonetic sound of every
letter in the word.
-Let the tutee say/read
the word.
-Say ‘very good’ if the
tutee reads the word
correctly; if not read
correctly by the word
again.
Present the peer tutoring
routines to be followed:
-Present the
multiplication fact of
table 3 (e.g 2x3=6).
-Illustrate the
multiplication concept
using the lego blocks (2
groups of 3 lego blocks).
-Let the tutee complete
the multiplication table 3
facts in the work-sheet.
-Proceed to the nect
multiplication concept.
Reading Mathematics
Present the peer tutoring
routines to be followed:
-Present the word card
with the picture of the
word.
-Explain the meaning of
the word.
-Say the word to be
spelled.
-Spell every letter of the
word.
-Say the word again.
-Use the cut-out letters
to spell the word.
39. Spelling
Subject
Procedure -Repeat the process.
-In the worksheet, check
the words that are
correctly read.
-Let the tutee read the
sight words in Set 2.
Reading Mathematics
-Proceed to the next
word.
40. Spelling
Subject
Feedbacks/
Assessment
-Fill out the worksheet.
-Count the numbers of
sight words read
correctly by the tutee.
-Describe how the peer
tutoring went through.
Reading Mathematics
-Let the tutee answer
the activity in the
worksheet.
-Describe how the peer
tutoring went through.
-Let the tutee answer the
activity in the worksheet.
-Describe how the peer
tutoring went through.
43. “Alexa complete assigned work independently and with
greater self-motivation.”
“Pat is highly motivated to complete specified
assignments and takes ownership of his own learning
activities.”
“Noel takes pride in performing specific tasks with ease
and proficiency.”
45. Defined self-directed learning
as a process in which
individuals, with or without the
assisstance of others, take the
initiative in diagnosing their
learning needs, formulating
learning goals, identifying
human and material resources
for learning outcomes.
46. Multigrade learners are
encouraged to monitor their
learning by expressing
precisely what they have
learned, how they have
learned, and what they need to
do in order to widen their
learning.
47. -Necessitates learners who are
entirely focused, self-confident,
and goal-oriented, and who can
accept responsibility for
initiating and completing a task.
-In multigrade classroom
encourage students to
take responsibility for
their own learning.
-Imparts independent
working skills.
-Assist students in
becoming self-regulated,
strategic learners.
-Can present a variety of
activities such as creative art
and play, simple science and
math projects, portfolio,
writing a story, and song.
48. The teacher
establishes
high
expectations.
The teacher
keeps
students on
track.
Activity
sheets or
modules are
developed in a
step-by-step
method using
simpe
language to
ensure the
learners’
independent
learning.
The
materials
have been
carefully
chosen and
are ready for
use.
Enough time
is given to
the students
to complete
the activity.
49. Hey, kids! Do you want to have fun
today? Why don’t we make a
puppet and create a story?
What is this about?
PUPPET SHOW
Targets:
In this Module, you will learn to;
A. create a wonderful puppet;
B. write your own story; ang
C. tell the story to your friends or classmates.
50. Now, it is puppet show time!. Use
your puppet and tell your story to
your friends or classmates. Have a
great time!
How will have you done?
51. -What is the title of your story/dialog?
-Who is the character of the story?
-Did you enjoy making your own puppet?
-Draw and color the appropriate face (happy, sad,
angry) below.
Kids, hope you had a great
time! Bye!
52. 1.Choose an activity that interest you for self-directed
learning and create a step-by-step module.
2.Reflection
- What did you learn after completing the module?
-How did you feel after completing the module?
-What abilities are required to complete the module?
-If you had more time to create the module, how would
you improve on it?
54. What is your favorite activity?
What is your least favorite activity?
What factors influence your decision
to engage in such activities?
55. Your choices help to describe your distinct multiple
intelligences.
A-Linguistic; B-Musical; C-Logical; D-Spatial; E-
Naturalistic; F-Kinesthetic; G-Intrapersonal; H-
Interpersonal; I-Existentialist
How may multiple intelligence theory be implemented in a
multigrade classroom?
What is the most effective approach for implementing multiple
intelligences?
56. The Theory of Multiple Intelligences (1983),
Howard Gardner, a Harvard University
professor, created the theory of Multiple
Intelligences, which enlarged the parameters
of intelligent behavior to embrace the
diversity of human capacities (Blender, 2002)
57. contends that, with the
right motivation and
guidance, almost
everybody has the
potential to develop all
nine intelligence to a
reasonably high level of
performance.
61. Multiple Intelligences
Table 1: HOWARD GARDNER’S MULTIPLE INTELLIGENCES
Description
Verbal-Linguistic
intelligence
Word smart-ability to use words effectively, abstract reasoning,
symbolic thinking, conceptual pattering, reading and writing.
Logical-mathematical
intelligence
Number smart-the capacity to use numbers effectively and to reason
well. Includes sensitivity to logical patterns and relationships,
statements and propositions, functions, and other related
abstractions.
Musical intelligence Music smart-capacities such as the recognition of and use of
rhythmic and tonal pattern and sensitivity to sounds from the
environment, the human voice, and musical instruments.
Spatial intelligence Picture smart-ability to percieve the visual spatial world accurately
and to perform transformations upon those perceptions. Includes
sensitivity to colour, line, shape, form, space, and the relationships
which exist between these elements. Also includes the capacity to
visualize, to graphically represent visual and spatial concepts and to
orient oneself properly in a special matrix.
62. Body smart-the ability to use the body to use the body to express
emotion, to play a game, and to create a new product.
Bodily-kinaesthetic
intelligence
Intropersonal
intelligence
Self smart-self knowledge and the ability to act adaptively on the
basis of this knowledge. Includes possessing an accurate self-image,
awareness of inner moods, intentions, motivations, temperaments
and desires. Also includes the capacity for self-discipline, self-
understanding and self-esteem.
Interpersonal
intelligence
People smart-the ability to work co-operatively with others in a small
group, as well as the ability to communicate verbally and nonverbally
with other people.
Naturalistic
intelligence
Nature smart-the ability to recognize patterns in nature and classify
objects;the mastery of toxonomy, sensitivity to other features of the
natural world, and an understanding of different species.
Existential
intelligence
Thinking smart-the ability to pose(and ponder) questions about life,
death, and ultimate realities like “Who are we? and “What is the
meaning of life?” This is a human response to being alive in all ways.
65. Teachers can help
students learn more
effectively by taking
these differences into
account when
preparing and
delivering teaching.
66. Multiple Intelligence theory may be
utilized to achieve three goals;
matching instruction to the ways learners learn,
encouraging learners to expand their skills and develop
their intelligence as fully as possible, and honouring and
celebrating diversity.
67. -is a learner-centered educational environment that
focuses on providing and expanding possibilities for
various learning styles and teaching techniques.
68. -It recognizes that an individual has multiple
intelligences; thus, there is a need to build
comprehensive learning centers/environments that
will allow learners to improve their parallel thingking
capabilities, relate each concept to one another,
develop real-life skills such as time management,
cooperation, responsibility, and flexibility
70. After deciding on a theme, teachers can ask the following
questions:
Linguistic - How can I use the spoken word?
Logical/Mathematical - How can I bring in numbers?
Spatial - How can I use visual aids?
Bodily-kinesthetic - How can I use the whole body?
Musical - How can I bring in music?
Interpersonal - How can I evoke personal feelings?
Intrapersonal- How can I bring in nature?
Naturalistic- How can I bring in nature?
Existential- How can I bring in philosophical questions?