Teachers Guide For Multigrade Classrooms

University of Massachusetts Amherst
ScholarWorks@UMass Amherst
Learning Initiatives for Rural Education CIE Field Projects
2009
Senegal Teacher's Guide for Multigrade

Classrooms
Ministry of Education, Secondary School Instruction, Elementary and Preschool Instruction
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MINISTRY OF EDUCATION, SECONDARY SCHOOL INSTRUCTION,
ELEMENTARY AND PRESCHOOL INSTRUCTION
TEACHER’S GUIDE FOR MULTIGRADE

CLASSROOMS
2009
Page 1 de 114
LIST OF ACRONYMS AND ABBREVIATIONS
Acronym Definition
ADEA Association for the Development of Education in Africa
CAP Certificat d’Aptitude Professionnelle (Certificate of Professional Aptitude)
CE1/CE2 Cours Elémentaire (Elementary Level I/II)
CI/CP Cours d’Initiation/Cours Préparatoire (Initiation Level/Preparatory Level)
CM1/CM2 Cours moyen (Mid-Elementary Level I/II)
CSLP Center for the Study of Learning and Performance
EFA Education for All
FAWE Forum of African Women Education
Inspecteur Départemental de l’Education Nationale

IDEN
(District Education Officer)
MGC Multigrade Classroom
NCNW National Council of Negro Women
NGO Non-Governmental Organization
SGS Single Grade School
UNESCO United Nations Educational, Scientific and Cultural Organization
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CONTENTS
LIST OF ACRONYMS AND ABBREVIATIONS ............................................................... 2
FORWARD ............................................................................................................................. 5
INTRODUCTION.................................................................................................................... 6
MODULE 1: PURPOSE AND BACKGROUND OF MULTIGRADE TEACHING ...... 8

Unit 1 : Multigrade Classrooms in Senegal and Around the World ............................. 10
Unit 2 : Causes of MGC Failure and Conditions Necessary for Success ...................... 16
Unit 3 : Relevance and Effectiveness of MGCs .............................................................. 22
MODULE 2 : MG CLASSROOM MANAGEMENT TOOLS ......................................... 27

Unit 1 : MGC Organization and Layout .......................................................................... 29
Unit 2 : MGC Schedule ...................................................................................................... 33
Unit 3 : Self-Instructional Materials (Independent Activity Worksheet, Self-
Correction Worksheet) ...................................................................................................... 41
Unit 4: MGC Schemes of Work ........................................................................................ 50
MODULE 3 : MG CLASSROOM MANAGEMENT TECHNIQUES ............................ 62

Unit 1 : Skills of the Multigrade Teacher ....................................................................... 64
Unit 2: Whole Group Instruction and Breaking-Off ...................................................... 68
Unit 3: Alternation and Independent Work .................................................................. 72
Unit 4: Tutoring, Pairing and Mentoring ....................................................................... 75
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MODULE 4: COMMUNITY AS A RESOURCE .............................................................. 78
Unit 1: Local Resources .................................................................................................... 80
Unit 2: School as Community Resource ........................................................................... 82
Unit 3: Community as School Resource ........................................................................... 85
MODULE 5: MONITORING AND EVALUATING STUDENT LEARNING .............. 88

Unit 1: Monitoring and Evaluating Student Achievement ............................................ 90
Unit 2: Various Student Learning Evaluation Methods ................................................. 96
CONCLUSION .................................................................................................................... 112
BIBLIOGRAPHY ................................................................................................................ 113
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FORWARD
This document is the result of an action research project initiated under the auspices of the
LIRE (Learning Initiatives in Rural Education) Project, funded by the World Bank Trust
Fund. Its purpose is to contribute to the improvement of school access and strengthening of
educators’ capacity to deliver and support quality multi-grade education in low population
density rural areas in Senegal and The Gambia.
A two-part team conducted the project: 1) the Center for International Education of the
University of Massachusetts in the United States: Rebecca Paulson, M.Ed, Paul St. John
Frisoli, M.Ed, Sarah Kahando, M.Ed, Alicia Fitzpatrick, MAT, MS and Karla Sarr, under the
supervision of Professor Jacqueline Mosselson, Professor Gretchen B. Rossman, and Dr.
Mbarou Gassama Mbaye, Ed.D, with the National Council of Negro Women (NCNW), a
black women’s organization active in Senegal since 1975, is responsible for the financial
management and logistics of the project, and 2) the Senegalese group, led by the LIRE
Project In-Country Coordinator, Mr. Yaya Diatta, and made up of technical staff from the
Directions Techniques du Ministère de l’Education (Ministry of Education Technical Office),
elementary school teaching officers and teachers from the targeted regions (Podor, Kaffrine
and Rufisque II), NGO resource people from the education sector (Actionaid, National
Coalition for Education for All, Federation of Parent Teacher Associations, the National
Commission for Girls’ Education and FAWE). They have greatly contributed to the
achievement of this teacher’s guide and teaching manual.
Various meetings with the Senegalese Ministry of Education, Directors of the Ministry of
Education, inspectors, school administrators and teachers, in accordance with World Bank
regulations, demonstrated educators’ urgent need for a multi-grade classroom guide that
would aid in the process towards fulfillment of EFA goals by 2015.
The methodology used was a document review and the sharing of practical experiences
between education officers and schoolteachers who were directly involved in the project. The
modules were initially prepared by the University of Massachusetts team and then discussed
and improved by the project Coordinator. These modules have been tested and further
improved during training sessions and monitoring by elementary school teaching officers
involved in the project, and then adopted by the Technical Working Group. Throughout the
process, the Advisory Council was involved in reflection on the documents, which allowed
for continued improvement of document contents.
We would like to thank the Ministry of Education and in particular, the Minister of
Education, for his constant support and dedication. The Director of Elementary Education,
also deserves particular recognition, as his Office acted as an institutional anchor for the
project as well as all the elementary school teaching officers who contributed to the
achievement of this document.
Of course, we cannot forget the 31 pioneer teachers of the Project from the District Education
Offices of Podor, Kaffrine and Rufisque II. Without their commitment, sacrifices and love
that they have for their students, we would not have been able to accomplish this product. We
convey to them our sincere gratitude.
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INTRODUCTION
Whether you are a seasoned multigrade teacher or a newly recruited teacher stationed at a
multigrade school with no MGC training, this Guide can help you to find answers to the
many questions that you face in your challenging classroom. You may also be a monograde
teacher, curious to learn how you and your students might benefit from certain MGC
strategies. This Guide is for you, too.
We have chosen the style of this Guide because we know that many of you are isolated in
remote areas without outside assistance and need to react immediately to crises without being
able to wait for a training session. We invite you to make this Guide your own.
This guide includes the following training modules:
1) Module 1 : Purpose and Background of Multigrade Teaching ;

 Provides the context of MGCs throughout the world and Senegal and explains
their relevance and efficiency.
2) Module 2 : MG Classroom Management Tools;

 Presents teachers with various tools, techniques and their application.
3) Module 3 : MG Classroom Management Techniques;

 Examines different techniques, their use, as well as their benefits to students and
teachers.
4) Module 4 : Community as Resource; and

 Addresses the relationship between the school and the community, local materials
that can be used as teaching tools, and ways that the school can support the
community and community members can contribute to student learning.
5) Module 5 : Student Learning Monitoring and Assessment.

 Examines the meaning of concepts as well as the various implementation tools.
In order to facilitate your study of these modules, we have structured them according to
learning units. At the beginning of each unit we indicate the specific learning objectives and
propose content according to the following framework:
 Reflect on your own experience by starting with what you already Know;
 Then, ask yourself, “What do I Want to Know now?”
 Our entire self-training strategy fits into this framework at the end of which, you will
have the opportunity to ask yourself, “What have I Learned?”
You will see that you will gain self-confidence as you advance in your study of this Guide
and discover how to deal with the many challenges of the multigrade classroom.
But do not settle for studying this guide by yourself. Review it along with other teachers and
members of your teaching cluster so that you can mutually benefit from sharing your vision
and strategies. If there are aspects that you do not understand, make a visit to a more
experienced teacher or inspector in order to improve your teaching practice.
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The activities proposed here are in no way exhaustive. Alone or with colleagues, make efforts
to create additional teaching and management tools and synchronize self-instructional
materials (Independent Activity and Self-Correctional Worksheets) with other IDEN schools
in order to create a database and free up time for other activities.
We also suggest that you start a journal where you record, among other things, important
successes and the strategies you use to obtain them, along with difficulties that you encounter
and the solutions that you reach. While the journal will be of great help to you in the future
when you collaborate with other teachers, it will also help you to mark milestones in your
professional development.
Without further delay, fellow teachers to your Guides!
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MODULE 1:
PURPOSE AND BACKGROUND OF MULTI-GRADE TEACHING
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MODULE 1:
PURPOSE AND BACKGROUND OF MULTIGRADE TEACHING
INTRODUCTION
Whether you are a multigrade classroom (MGC) teacher who may or may have not
undergone formal training in multigrade teaching strategies or a monograde classroom
teacher, you will find this module useful. We have designed it to help you understand the
following questions: Why are there multigrade classrooms throughout the world? and How
can I organize my teaching in a classroom with students of different levels?
You certainly must know of many schools within your school district where teachers provide
instruction to more than one class level, as this situation is very common in rural areas and
smaller districts. Unfortunately, very few teachers who find themselves in this situation have
the training or the support that they need to teach effectively. Many think that they do not
possess the necessary skills to manage different student group levels at a time.
In fact, many of you may believe that multigrade teaching only exists in poor and developing
countries. You might ask yourself why would one teacher be assigned to teach so many
grades at one time. This module is going to help you to answer many of these questions.
SPECIFIC OBJECTIVES
At the end of this module, you should be able to :
 Understand and explain the development of multigrade classrooms throughout the

world;
 Explain what is a multigrade classroom, its causing factors as well as the various
combinations;
 Understand and explain possible causes of failure of multigrade classrooms ; and
 Understand and explain the relevance and efficiency of multigrade classrooms.
CONTENTS
Unit 1: Multigrade Classrooms in Senegal and Around the World
Unit 2: Factors Leading to Failure of MGCs and Conditions Necessary for Success
Unit 3: Relevance and Effectiveness of MGCs
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UNIT 1:
Multigrade Classrooms in Senegal and Around the World
INTRODUCTION
In this first Unit, we will investigate the state of multigrade classrooms in Senegal and around
the world. In every region of the country there are MGC put in place by the IDEN in order to
allow students of all ages to go to school. These classes are largely in rural areas and often in
critical conditions due not only to the students but also the under resourced teacher faced with
a great challenge.
What is a MGC? What is the state of MGC in Senegal and around the world ? What factors
lead to their creation? These are just a few of the questions that we are going to attempt to
answer below.
SPECIFIC OBJECTIVES
At the end of this Unit, you should be able to:
 Understand and explain the meaning of multigrade education;
 Recognize the importance of MGCs around the world;
 Understand the conditions that underscore the need to create MGCs; and
 Pay particular attention to the importance of MGCs in Senegal.
(1) CONTENT
(1.1) Definitions
The term “multigrade teaching” generally refers to when a teacher is responsible for the
instruction of more than one grade level of students during the same teaching period and
within the same classroom.
A “multigrade classroom” is defined as a classroom in which a teacher is responsible for

two or more grade levels.
ACTIVITY 1
 Write the definition of a multigrade classroom on a piece of paper;
 Note down the various combinations of grade levels that you know;
 Cite at least five factors that justify the establishment of a MGC;
 How many MGCs are there in your IDEN district? Why?
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The grade levels may be from the same educational stage, for example: CI/CP, CE1/CE2 or
CM1/CM2:
CM1 CM2
CI CP CE1 CE2
They may also be levels from different stages, for example: CI/CE1, CP/CM1, or CE2/CM2:
CI CE1 CP CM1 CE2 CM2
In many countries around the world, there are schools where all classrooms are multigrade
classrooms. They are called “fully multigrade schools.” When multigrade and monograde
classrooms exist side by side in the same school, this is a “partially multigrade school.”
As far as Single Grade Schools (SGS) are concerned, they have existed in Senegal since
colonial times. They are generally located in rural areas and have only one grade level.
Students are enrolled in the CI level and the teacher accompanies them through CM2. As you
know, the consequences of this system are that:
 Students who need to repeat grade levels have to go to faraway schools if they want to
continue their studies. Most often, they drop out in order to help out with the family
work;
 Children old enough to go to school must wait six years, a time of coming of age for
household work.
Single Grade Schools, taking into account small class sizes, have adapted the multigrade
classroom strategy in order to provide equal opportunities to all children. Inspired by the SGS
model where one teacher can teach up to six levels in the same classroom, the MGCs regroup
many levels under the responsibility of one teacher.
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(1.2) Different Combinations
There is a total of fifteen (15), not including the SGS (Single Grade Schools) where a teacher
can have up to six grades (CI to CM2) :
1. Combined Learning Stages: (3 options)

Group together year 1 and 2 of the same stage : CI/CP, CE1/CE2, CM1/CM2
CM1 CM2
CI CP CE1 CE2
2. Adjacent Stage Combinations : (2 options)

Group together year 2 of one stage with year 1 of next stage: CP/CE1, CE2/CM1
CP CE1 CE2 CM1
3. Distant Combinations: (10 options)

Groups together grades from different stages: CI/CE1, CI/CM1, CI/CM2, CP/CE2,
CP/CM1, CP/CM2, CE1/CM1, CE1/CM2, CE2/CM2.
CI/CE1 CI/CE2 CI/CM1 CI/CM2
CP1/ CP1/ CP1/

CE2 CM1 CM2
CE1/ CE1/
CM1 CM2
CE2/
CM2
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Please note: It is common that class sizes exceed the established limit but that no other
teachers available. In this case, it is possible to create a “double-shift multigrade system”
where the different groupings would alternate based on the double flux cohort model but with
only one available teacher.
(1.3) Factors that Lead to the Creation of a MGC

Whether right or wrong, multigrade teaching has often been considered a model of instruction
that results from a lack of teachers. This is not always the case. It is often the only realistic
option for children living in low population density areas or where other marginalizing
factors contribute to a small number of children, and where it is not possible to justify one
teacher for each grade.
The majority of educational systems confronted with these conditions adopt a multigrade
instruction as the only possible option. Other educational systems, especially in developed
countries, have transformed this necessity into a positive teaching approach.
ACTIVITY 2
 Compare your definition of multigrade instruction with those listed
above;
 Compare your information on classroom combinations with those
indicated above;
 What conclusions can you draw?
The list below presents a number of exhaustive school conditions that justify the adoption of
multigrade instruction in various countries:
 Schools in low population density areas or where schools are far apart and
inaccessible or where there are low numbers of students;
 Schools where student enrollment fluctuates greatly from year to year;
 Schools in areas with low birth rates where small enrollment numbers leads to a
reduction in the number of teachers; and
 Schools with a high level of absenteeism and where substitute teachers are too few
or not available.
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ACTIVITY 3
 After studying the various situations described above, indicate
which one corresponds to your school’s situation;
 Do you know of any MGCs within your district that were created
due to different factors? If yes, which ones?
(1.4) MGCs Around the World and in Senegal
Around the World:

MGCs do not only exist in Africa or in developing countries. They are present throughout the
world, and have been for a very long time in developed countries in particular. They allow for
the “provision of universal primary education under good conditions, even for the most
isolated populations” (Little, 2006, p. 5).
While the slowing of population growth in Europe and rural exodus will eventually lead to
the closing of many schools and the transportation of students to larger schools, MGCs have
allowed many village communities to maintain quality schools within close proximity (Little,
2006).
Little’s analysis allows us to measure the importance of multigrade classrooms in a certain

number of countries, for example:
 In England, in 2000, MGCs made up 25.4% of primary school classrooms ;
 In France in 2000, MGCs made up 34%, 4.5% of which were Single Grade Schools ;
 In Ireland in 2001, 42% of primary school classrooms were MGCs;
 In Norway in 200, MGCs made up 34% of primary school classrooms;
 In Nepal in 1998, nearly all primary school classrooms were MGCs;
 In Peru in 1998, 21,000 primary classrooms were MGCs with 41,000 MGC teachers ;
 In India in 1996, 84% of primary schools had three or fewer schoolteachers.
In Senegal:
In Senegal and in Africa, the existence of MGCs began during the colonial period when there
were not many schools and when much of the population opposed the foreign school system.
There were full cycle regional schools in many of the French colonies that were open to
chiefs and their families as well as schools at the sub-division level that welcomed students
from surrounding districts who were continuing on to CM1. The “bush schools,” many of
which were multigrade, stopped at the CE2 level.
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With an improvement in school access, “bush schools” saw a rise in class sizes and
multigrade schooling was progressively phased out. In the 1980s and with structural
adjustment program policies, multigrade classrooms returned due to dwindling financial
resources and a critical lack of teachers.
REFLECTION
ACTIVITY 4
 Recall a definition of MGC and cite the combinations that exist in
your school;
 Develop an argument to convince parents at your school that
multigrade classrooms exist in other countries; and
 Develop an argument to convince parents at your school that the
creation of MGCs is in the best interest of the students and the
village.
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UNIT 2:
Causes of MGC Failure and Conditions Necessary for Success
INTRODUCTION
Despite the fact that many parents in developed countries prefer that their children learn in
MGCs due to their effectiveness, a commonly voiced opinion persists that MGCs do not
provide high quality instruction.
Unfortunately, in our country, there are very few schoolteachers with the training and support
necessary to be able to effectively provide simultaneous instruction to different grade levels.
What are the causes that explain the failure of MGCs in our country and what are the
conditions necessary to assure high quality instruction? Together, we will now attempt to
provide answers to these questions.
SPECIFIC OBJECTIVES
At the end of this Unit, you will be able to:
 Understand and explain the causes of MGC failure; and
 Know and implement strategies necessary for effective MGC instruction.
(2) CONTENT
(2.1) Basic Factors Leading to MGC Failure
ACTIVITY 1
 Starting with the situation at your own school, list at least 10
problems that might be the cause of the failure of multigrade
instruction; and
 Next, decide which ones derive from the teacher, school
administration, the immediate school environment or other source;
 If possible, propose solutions for each of the problems identified.
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CASE STUDY #1
The ambiance heats up at the Village Chief’s as Mr. Diop, the village schoolteacher, is
called to explain himself to the villagers who are not pleased with his teaching
methods :
- “In his class,” says an older man, “there are children who are just starting and
there are also ones who failed the entrance exam to 6ème (middle school) last year. I’ve
also seen Mr. Sarr’s students sent to Mbadakhouné two weeks ago, students who
enrolled three years ago! How can Mr. Diop teach all these students?”
- “We want a school not a Koranic school! I said a school!” interrupted another
villager. “Each grade should have its own teacher. You’ve got to stop this, Mr. Diop.
We’re going to send a delegation to the inspector to ask for another teacher!”
- “The other day,” said a woman, “on the way to the well, I was surprised by
the silence I heard in Mr. Diop’s classroom. When I came close to the window, I saw
that students were cheating. They were writing with each other and speaking in soft
voices while he went from group to group looking as if he was searching for
something. I even saw the Imam’s son helping little Niokhor hold his pencil! I’m
going to pull my child out if things don’t change!”
The Village Chief, who was visibly disturbed, asked for silence:
- “Mr Diop has been in the village for only two months. You have seen that he
practically lives at the school and that he always takes care of our children. He hardly
has a salary. The students say he never gets sick. Let’s listen to him! Don’t worry Mr.
Diop, this isn’t a court. The village just wants to understand. We’re listening to you,
and don’t let anyone interrupt!”
ACTIVITY 2
 Why does Mr. Diop have trouble with the villagers?
 What arguments might he use to explain himself?
 Do you think that people will listen?
 List the levels of this MGC.
 What do the woman’s comments reveal?
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CASE STUDY #2
A young schoolteacher who has recently been assigned to a bush school goes to see the
Inspector.
- “Mr. Inspector, there are only two of us at this school and there are four grade levels:
CP, CE1, CM1 and CM2. I have come to ask you if it is possible to increase the number
of school teachers.”
- The Inspector asks, “I already knew it! What is the total number of students at the
school?”
- 26 students for both the CM1/CM2 grades, 12 students in CP and 21 in CE1.
- “Well then, one of you takes the CP/CE1 and the other the CM!” explains the
Inspector.
- “My assistant and I, we’ve never been trained to teach these grades and our school is
far from all the others!”
- “Make the best of it like all your other colleagues! The only thing I can do is to give
you examples of schedules for the necessary grades.”
- “The hut where the classes are supposed to take place hasn’t been refurbished yet
because the villagers and their children have been busy with the harvest. There aren’t
enough tables. We haven’t found any books! Mr. Inspector, this school has no teaching
materials! What are we supposed to do?”
- “I’m still waiting for grant money from the National Government and the Rural
Community. I have a few copies of reading books that I’ll give to you in a moment.
After that, go back to your post as soon as possible and contact the experienced teachers
and your teaching cluster.”
- “When you will come and advise us, because I don’t know even where to start.”
- “Not before December! I have to organize the volunteer recruitment exam and the
CEAP and CAP exams. I also have two conferences at the end of October and
November in Dakar and I need to accompany the new Préfet on his initial site visit in
the beginning of November. Good luck! Every new beginning is difficult!”
ACTIVITY 3
 List the problems encountered by the new teacher;
 What are the solutions and who is responsible for finding them?
 Have you experienced similar problems? If yes, what did you do?
 Identify the people responsible for the situation at the school and
briefly describe each of their roles.
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(2.1) Basic Factors Leading to MGC Failure (cont.)
Together, we can now identify four essential factors that can explain the failures of MGCs in
developing countries :
I. Absence of strong political will on the part of the national government:

 MGCs are considered as to be temporary, a stopgap rather than a development
strategy for promoting schooling in rural areas.
 Insufficient application of regulations for construction materials and school supplies

and instead of huts and other temporary structures, positive discrimination in the
distribution of school supplies and the creation of school cafeterias, and the
construction of teacher housing.
II. Absence of real participation on the part of village communities:

 Dilapidated state of schools which provide the appearance that the schools are for
poor populations;
 Refusal of parents to send their children to MGC schools; and
 Isolation and inexperience of schoolteachers leading to conflicts with the Community.
III. Lack of teacher motivation due to:

 Sometimes critically excessive class sizes of MGCs;
 Difficult working conditions: temporary structure; missing teaching materials;

resistance from parents; lack of clean drinking water running water, latrines, lodging,
electricity, health centers; thus, an unattractive rural environment showing signs of
poverty;
 Absence of professional development programs and financial incentives;
 Lack of regular support and advising from inspectors.
IV. Lack of teaching materials, characterized by:

 Insufficiency given the lack of resources for the teachers and students:
 Inexperienced teacher’s difficulty to manage a group of students at various grade

levels without formal training nor necessary tools; and
 Classrooms that are under resourced or not adapted to multigrade teaching.
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ACTIVITY 4
For each of the factors that contribute to the failure of MGCs, list measures to
take to promote success:
 What role should the government play?
 What is the role of the community?
 What is the role of the schoolteacher?
 What teaching resources can you identify?
(2.2) Conditions for MGC success:
I. The Role of the Government:

 Strong government will that views MGCs not as a stopgap but as a development
strategy that can contribution to improved access and school quality in rural areas of
low population density;
 Motivation for teachers and local authorities by considerably improving working

conditions in the schools. It should be advocate for the rural sector by providing
necessary school supplies, teaching materials, school structures and other resources;
and
 Further motivation for schoolteachers through an increase in pay and by addressing

their isolation through improved teaching clusters and the creation of interactive radio
broadcasts where radios are present. In addition, it should provide initial training and
continued professional development in multigrade approaches with regular support
from inspectors.
II. The Role of the Community:

 The Community should play a large role in integrating the school into its
environment. As much as the school should serve as a resource for the village
(organize literacy classes, sports and cultural activities, and assist community
members) the community should be a resource for the school (supply storytellers,
artists, and other individuals to lead activities in the school, support for school groups,
cafeterias and gardens, etc.). The Community should play its role as helper and
support for the government.
III. The Role of the Schoolteacher:

 Be dedicated and take initiative;
 Become part of the community in order to be more familiar with students; and
 Develop strategies that will continue to improve students’ learning.
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REFLECTION
ACTIVITY 5
You have decided to organize a community-building day for your school and
the village community.
 Make a list of at least 3 activities through which the school will

contribute to community development; and
 Make of a list of at least 3 ways that the community can help to

improve learning activities at the school.
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UNIT 3:
Relevance and Effectiveness of MGCs
INTRODUCTION
You have just finished studying the factors that can lead to both the failure and success of
multigrade classrooms. You now understand that if the ideal conditions are met that MGC
instruction can produce good results. In this Unit, we are going to take a look at the relevance
and effectiveness of multigrade classrooms.
SPECIFIC OBJECTIVES
 Understand and explain the relevance and effectiveness of MGCs; and
 Put in place different forms of activities that allow a MGC to function within your
own classroom.
(3) CONTENT
(3.1) Introduction: The Relevance and Effectiveness of MGCs:

Main points:
 MGCs are an economical way to provide an education to children in isolated

communities;
 MGCs are a strong teaching tool that that promote independent learning and reinforce
initiative by developing self-confidence;
 Multigrade instruction allows for a more flexible learning progress than automatically
advancing to the next grade or repeating the same grade that has become the norm
within monograde classrooms;
 MGCs allow students to work cooperatively across age groups and develop positive
teamwork skills;
 They present students with interesting challenges and high quality individualized
learning.
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(3.2) Relevance to Child Development
ACTIVITY 1
 List various learning situations of students in a MGC;
 How can students benefit from these situations?
 What does the term “peer mentoring” signify?
 How are children educated in traditional society?
 Compare the principles of traditional education with principles of a

MGC.
By examining your responses we see that multigrade instruction can contribute positively to a
child’s development: ability to work independently, good attitudes towards solidarity and
tolerance towards others.
The necessity that students spend more time doing written and silent tasks because they must
share their schoolteacher allows them to develop their personality. They take turns having
lessons with their schoolteacher and then accomplish an application task or research, either
independently or in a group.
This investment in cognitive exercise, in reflection and application exercises through

Independent Activity and Self-Correction worksheets, reinforce and strengthen skills
acquired. In the context of your multigrade classroom, you will need to organize classroom
work through tutoring, the mentoring of the weaker students by the more gifted students. You
must create a climate of teamwork where each child feels that he or she is an integral part of a
team and that they must advance together as they would in traditional society.
When you observe closely how a MGC normally operates, you will see that
the school structure of a MGC seems like a traditional family structure where students
of are of different ages and there is a diversity of formative roles. Younger students
are helped by older ones and thus learn to take on greater responsibility and apply
what they have learned to benefit the others. Older students take advantage of
childhood pleasures with their younger brothers and sisters while the little ones feel
motivated to grown up and act like their older brothers and sisters. (Little, 2006,
p.10)
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I. Children who have difficulty learning benefit from multigrade instruction:
 For children that have difficulty in school, the multigrade classroom allows greater
continuity than the monograde classroom where students move from one grade to the
next with a new teacher at the end of each year;
 With its small class size, the MGCs allow for easier detection of specific learning
challenges and allow you to help students to improve their learning outcomes.
II. Younger students benefit from multigrade instruction:

 Younger children learn more quickly in multigrade settings. Studies have shown that
they have the capacity to assimilate lessons quicker than older students. Often, CM1
students in a CM1/CM2 multigrade classroom are able to attain their certificate of
having finished primary school at the same time as their older peers in CM2.
III. Older students benefit from multigrade instruction:

 Experience shows that sharing a classroom with younger students encourages older
students to work harder in order to surpass the younger students. In addition, children
gain in confidence when they are given responsibilities to help the younger or weaker
students in the class.
(3.3) Relevance to Students’ Achievement

Let’s observe together the results from a study in Sri Lanka by Mr. Vthanapathirana in 2005
about the improvement of multigrade teaching in the two tables below. The study looked at
16 teachers in 10 multigrade schools of grades 3, 4 and 5.
TABLE 1: Grade averages from a pre- and post- mathematics test in classrooms that took
part in an experiment where teachers are trained in multigrade instruction:
Grade Placement Placement Gain in

level pre-test post-test %
4 40.6 77.6 +37.0
5 49.5 74.0 +27.5
TABLE 2: Grade averages from a mathematics pre- and post- test in classrooms that did not
take part in the experiment and where teachers did not receive training in multigrade
instruction:
Grade Placement Placement Gain in

level pre-test post-test %
4 47.6 50.0 +2.4
5 31.0 37.0 +6.0
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ACTIVITY 2
 Look carefully at the two tables. What do you notice?
 What conclusions can we draw?
 Have the teachers at your school benefited from training in multigrade

instruction?
 Have you ever compared the results of your students to those of the
same level students in a monograde classroom ? If yes, what did you
notice?
When the right conditions are reached that allow for effective multigrade instruction, students
can achieve the same performance as students in monograde classrooms. They may even be
better if the teacher has received training!
(3.4) Advantage of Multigrade Instruction for Teachers
I. Teachers of multigrade classrooms become familiar with their students:

 One of the advantages of multigrade instruction is that teachers have the opportunity
to spend more than one year with the same students. You will be better informed of
their development and preferred learning styles.
 Multigrade classes help to avoid repeating grade levels because students stay in the
same classroom over several years.
II. Teachers find that multigrade teaching can be interesting and satisfying:
Multigrade classroom teachers are equipped to develop a large range of teaching and
organizational skills in order to:
 Use a larger rand of teaching methods;
 Use different organizational frameworks;
 Distribute resources across grade levels;
 Develop more effective grading and assessment strategies thanks to smaller class
sizes.
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Many teachers believe that multigrade instruction allows them to be more creative and to
experiment with new ideas and methods. They also say that working with the same group
over a number of years allows them to observe the progress and development of each student.
Multigrade instruction also allows schoolteachers to use techniques that develop the strengths
of the students in their classes and help them to work independently at their own pace. When
students are involved in a serious lesson, they are more interested in what they are doing and
the teacher is able to manage the classroom more efficiently.
REFLECTION
ACTIVITY 3
You have decided to organize a meeting with villagers in order to convince
them of the relevance and effectiveness of MGCs.
 List two arguments that you have drawn from the community in order
to illustrate your point.
 List a few arguments that you can draw from your own knowledge of
MGCs.
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MODULE 2:
MG CLASSROOM MANAGEMENT TOOLS
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MODULE 2:
MG Classroom Management Tools
INTRODUCTION
Today, the specificity of multigrade classrooms is recognized and its management is very
different from a monograde classroom. The many different levels that you have to teach, and
the diversity of students from the community, requires commitment and imagination
supported by attention to teaching methods and organization.
The various Units that made up this 2nd Module allow us to examine together classroom
management tools used in a MGC.
SPECIFIC OBJECTIVES
At the end of this module, you will be able to:
 Describe many ways to organize the physical space within a MGC;
 Create a schedule for multigrade classes;
 Create independent activity worksheets and know how and when to use them;
 Make the various instruments needed for multigrade classroom management;
 Understand and explain how and why to use them in your classroom.
CONTENT
Unit 1: MGC Organization and Layout
Unit 2: MGC Schedule
Unit 3: Self-Instructional Materials (Independent Activity Worksheet, Self-Correction

Worksheet)
Unit 4: MGC Schemes of Work
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UNIT 1:
MGC Organization and Layout
INTRODUCTION
It does not matter if your classroom is a hut or a building made of mud or concrete! You
should start by arranging its space in order to create the necessary conditions for learning
progress. The village school is a privileged place of knowledge acquisition where children
spend more time than at home. Its structure must be pleasant, attractive and friendly.
The classroom is not only an arrangement but also an organization of space and group levels
that will allow you to develop learning activities that will benefit your students.
SPECIFIC OBJECTIVES
 Understand and explain the importance of classroom layout and organization to
classroom management and various grade level groups; and
 Arrange and organize your own classroom following teaching strategies that you will
use.
(1) CONTENT
ACTIVITY 1
 How many different grade levels are there in your classroom?
 How have you gone about organizing your classroom in the past?
 How have you organized it?
 What are the difficulties that you have encountered?
 How did you overcome them?
 What are difficulties that you have not yet overcome?
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(3.1) Classroom Layout and Organization
Classroom layout and organization depend on the number of grade level groups, classroom
size and materials available, such as school desk, teacher’s desk and chalkboards. You should
start by taking inventory of everything that you find in the school or in the classroom: school
desks, teacher’s desks, cabinets, chalkboards, documents, bulletin boards, etc.
When you only have two grade level groups (the most common case) and one chalkboard,
you should divide the board in two equal parts and make certain that each group faces their
section of the board. Ideally, you will have as many chalkboards as grade level groups.
Your desk should be arranged so that you can see all the students, whether they are working
with you or independently.
The available space should be arranged according to the various learning activities:
 Allow an area for each one of the grade levels;
 If possible, create a space for group work for application activities either in the
classroom or outdoors, in a shed or a tent;
 Create special corners for “math,” “life science,” “earth sciences,” “English,” “art
activities,” etc.
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The separation of grade level groups into left/right columns presents the following
advantages:
 Better control over student activities;
 Students feel safe because they know that at any moment their teacher is taking care
of them; and
 Easy movement for the schoolteacher between the groups without a loss of time.
You should also make the classroom attractive to the students through engravings, drawings
with scenes of human and animal life, human progress, the richness of rural life, etc.
The classroom and its environment should always be clean and documents, books, notebooks
and other sheets should be arranged neatly.
Be sure to organize your classroom with function in mind so that each grade can have a sense
of independence and intimacy, and so that student’s independent work can take in a place
normal fashion.
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(3.2) Organization of “outdoor” space
Many of your activities, with the exception of physical activity, can take place outdoors.
However, these spaces should also be arranged so that you do not lose time at the beginning
of each activity.
 The organization of a shaded space (set up a semi-circle of seats made from tree
trunks or rocks). The artists that you have entrusted for support can help you out with
this: weaving, basketwork, pottery and other manual activities can take place here.
 You can also set up a shed made of straw or palm fronds, according to local practice.
The same arrangements can be made in function of local resources.
REFLECTION:
ACTIVITY 2
 Make a diagram of your present classroom. Include student desks,
teacher’s desks and any other materials.
 On a blank piece of paper, draw a new diagram of your classroom

applying the principles above.
 Experiment with this new arrangement in your classroom.
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UNIT 2:
MGC Schedule
INTRODUCTION
Your class has been arranged and organized with the help of students. Everything is where it
should be: books, notebooks, teaching materials. Learning activities should to take place
following strict recommendations for the various school subjects, the time allotted weekly for
each subject, etc. You may be asking yourself about the need for a daily planning tool for
learning activities. This tool is nothing other than a schedule.
SPECIFIC OBJECTIVES
 Understand and explain the fundamental principles of MGC schedule development;
and
 Develop your own schedule.
(2) CONTENT
CASE STUDY #1
A freshly recruited young schoolteacher without formal training has just been assigned to a
bush school. The inspector has only given her examples of classroom schedules for the two
grade levels that correspond to her classroom, CM1 and CM2.
After having examined the two schedules and trying without success to merge them, our
young teacher comes to see you at your school, the closest school to her own, asking for
help.
ACTIVITY 1
 Share any necessary information about multigrade classrooms to this
young teacher.
 What should you do to help her design her classroom schedule?
 What advice do you have for her about classroom management?
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(2.1) Prerequisites and Principles:
 Understand that a MGC schedule is not the juxtaposition of two monograde class
schedules.
 Keep an eye on official texts about the curriculum so that you can respect the hour
requirements for each subject;
 Identify the credit hours granted for each subject for the different grades;
 Have a copy of schedules for each grade nearby;
 Respect rules about alternating oral and written activities;
 Remember that class participation and the student’s attention decrease at the end of
the morning and in the afternoon. As much as possible, schedule the Units that
demand the most attention and participation for the morning.
(2.2) Designing a Classroom Schedule

Now that you have mastered the prerequisites, you can begin to piece together the various
elements of your planning tool:
Order Steps
1 Construct the weekly schedule and label recreation periods.
2 Identify and label activities that can be done collectively.
3 Write in the major subjects (French/English, math, early-learning activities, etc.)
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Look at the example below that demonstrates the process mentioned above with all its steps:
1 - Construct the weekly schedule and label recreation periods.

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CE1 / CE2 CE1 / CE2 CE1 / CE2 CE1 / CE2 CE1 / CE2
8:00-11:00
Recreation
11:30-13:30
Break
15:00-17:30
2 - Identify and label activities that can be done collectively.

Vocabulary Grammar Physical Ed. Vocabulary Ethics/Health Ed.
8:00-11:00 (30 min.) (30 min.) (60 min.) (30 min.) (15 min.)
Conjugation Spelling
Spelling (30 min.) Grammar (30 min.)
(30 min.) (30 min.)
Oral Expression Oral Expression
Writing (30 min.) Writing (45 min.)
(30 min.) (30 minutes)
Arithmetic Measurement Geometry Arithmetic Problem Solving
(60 min.) (60 min.) (60 min.) (60 min.) (60 min.)
Recreation
11:30-13:30
Spelling (ex.) Reading/Reading Recitation Grammar (ex.)
(30 min.) (ex.) (30 min.) (15 min.) (30 min.)
Conjugation Manual Activity
Singing (30 min.) Ethics (15 min.)
(30 min.) (45 min.)
Arithmetic (ex.) Measurement (60 Geometry (ex.) Arithmetic (ex.) Problem Solving
(30 min.) min.) (30 min.) (30 min.) (30 min.)
Break
Spelling (Prep.
15:00-17:30 Arabic
Dictation) (30 min)
Arabic Spelling (30 min) Arabic
Arithmetic Arithmetic
(30 min.) (30 min.)
Handwriting Handwriting
(30 min.) (30 min.)
Review (30 min.) Review (30 min.)
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3 - Write in the major subjects (English, math, early-learning activities, etc.)
8:00- Vocabulary Grammar Physical Ed. Vocabulary Ethics/Health
11:00 (30 min.) (30 min.) (60 min.) (30 min.) Ed. (15 min.)
Conjugation Spelling Grammar
Spelling (30 min.)
(30 min.) (30 min.) (30 min.)
Oral Expression Geography/Conjugation Oral Expression Writing
Writing (30 min.)
(30 min.) (ex) (30 min.) (30 minutes) (45 min.)
Vocabulary (ex.)/ Reading/Grammar Conjugation (ex.)/ Reading/Vocabulary Reading (ex.)/
Reading (30 min.) (ex.) (30 min.) Geography (30 min.) (ex.) (30 min.) History (30 min.)
Recreation
11:30- Observation/Vocabulary Grammar (ex.)/ Reading (ex.)/Reading Vocabulary (ex.)/ History/Reading
13:30 (ex.) (30 min.) Reading (30 min.) (30 min.) Reading (30 min.) (ex) 45'
Conjugation (ex.)/ Spelling (ex.) (30 Reading/Reading (ex.) Grammar (ex.)
Recitation (15 min.)
Observation (30 min.) min.) (30 min.) (30 min.)
Reading/Conjugation Manual Activities
Singing (30 min.) Conjugation (30 min.) Ethics (15 min.)
(ex.) (30 min.) 45'
Arithmetic (ex) Measurement Geometry (ex.) Arithmetic (ex.) Problem Solving
Break
15:00- Spelling (Dict.
Arabic Arabic Spelling (30 min.) Arabic
17:30 prep.) (30 min.)
(30 min.) (30 min.)
Handwriting Handwriting
(30 min.) (30 min.)
Review (30 min.) Review (30 min.)
*Your class schedule is now ready and you are prepared to take care of your lessons.
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(2.3) Examples of Class Schedules From the Senegalese Context: CP/CE

CP /CE CP/CE CP/CE CP/CE CP/CE
8:00-11:00 Health Ed. Language skills/ Math Morals and Ethics Copying (ex.)/ Physical Ed.
(15 min.) (ex.) (30 min.) (15 min.) Civics (15 min.) (45 min.)
Math (ex.)/ Math (ex.)/Reading Language skills Language skills/ Language skills/
Grammar (30 m) (30 min.) /Math (ex.) (30 m) Math (ex) (30 m) Math (ex) (15 m)
Language skills Reading (ex.)/ Reading (ex.)/ Math (ex.)/ Arithmetic/
(/Grammar (ex.) Vocabulary (30 min.) Vocabulary Geometry Reading (ex.)
(30 min.) (30 min.) (30 min.) (30 min.)
Reading/ Math (ex.)/Metrics Reading/ Geometry/Math Math (ex.)/
Reading (ex.) System (30 min.) Vocabulary (ex.) (ex.) (30 min.) Problem Solving
(30 min.) (30 min.) (30 min.)
Language skills/ Handwriting/ Reading (ex.)/
Math. (ex.) (30 Copying (ex.) Reading
min.) (15 min.) (30 min.)
Math (ex.)/ Measurement/ Math (ex.)/ Reading/Reading Reading
Arithmetic Metrics System Arithmetic (ex.) (30 min.) (30 min.)
(30 min.) (30 min.) (30 min.)
Handwriting/ Math (ex.)/ Arithmetic/Arith. Manual Act. Math (ex.)/
Copying (15) Spelling (30 min.) (ex.) (30 min.) (15 min.) Writing (30)
RECREATION
11:30-13:30 Arithmetic/ Reading (ex.)/ Oral Math (ex.)/ Handwriting/ Art (15 min.)
Math (ex.) (30) Expression (30 min.)Reading (30 min.) Geometry (30)
Reading/ Language skills/ Language skills/ Language skill/ Music (15 min.)
Reading (ex.) Math (ex.) (30 min.)Spelling (ex.)(30 Grammar (ex.)
(30 min.) min.) (30 min.)
Reading (ex.)/ Reading/Geography Copying (ex.)/ Copying (ex.)/ Math (ex.)/
Observation (30 (30 min.) Handwriting Handwriting Writing
min.) (15 min.) (30 min.) (45 min.)
Language skills/ Handwriting/Copying Recitation Math (ex.)/ Handwriting/
Assessment (ex.) (30 min.) (15 min.) Histoire Handwriting (15
(ex.) (30 min.) (30 min.) min.)
Language skills/ Reading(ex.)/
Reading (ex)(30m) Conjugation (30)
BREAK
15:00-17:30 Arabic Reading/Reading (ex.) Arabic Language Arabic
(30 min.) skills/Grammar
(ex.) (30 min.)
Arithmetic/Oral Language skills/
Expression (30 min.) Reading (30 m)
Language skills/ Math/ Grammar
Vocab. (ex.)(30 min.) (ex.) (30 min.)
Copying (ex.)/ Recitation
Spelling (30 min.) (15 min.)
Reading/Reading (ex) Reading/Reading
(15 min.) (ex) (30 min.)
Reading (ex.)/ Handwriting/
Handwriting (15 min.) Copying (ex.)
(15 min.)
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(2.4) Examples of Class Schedules From the Senegalese Context CE1/CE2
CE1/CE2 CE1/CE2 CE1/CE2 CE1/CE2 CE1/CE2

Vocabulary Grammar Physical Ed. (60 Vocabulary Ethics/Health
8:00-11:00
(30 min.) (30 min.) min.) (30 min.) Ed. (15 min.)
Conjugation Spelling Spelling Grammar
(30 min.) (30 min.) (30 min.) (30 min.)
Oral Geography/ Oral
Writing Writing
Expression Conjugation (ex.) Expression
(30 min.) (45 min.)
(30 min.) (30 min.) (30 min.)
Vocabulary Reading/ Conjugation Reading/ Reading (ex.)/
(ex.)/ Reading Grammar (ex.) (ex.)/Geography Vocabulary Histoire
(30 min.) (30 min.) (30 min.) (ex.) (30min.) (30 min.)
RECREATION
Vocabulary
Observation/ Grammar (ex.)/ Reading (ex.)/
(ex.)/ Histoire/Reading
11:30-13:30 Vocabulary Reading Reading
Reading (ex.) (45 min.)
(ex.) (30 min.) (30 min.) (30 min.)
(30 min.)
Conjugation
(ex.)/ Spelling (ex.) Reading/Reading Recitation Grammar (ex.)
Observation (30 min.) (ex.) (30 min.) (15 min.) (30 min.)
(30 min.)
Reading/ Manual
Singing Conjugation
Conjugation Activities Morale (15 min.)
(30 min.) (30 min.)
(ex.) (30 min.) (45 min.)
Arithmetic Measurement Geometry (ex.) Arithmetic Problem Solving
(ex.) (30 min.) (30 min.) (30 min.) (ex) (30 min.) (30 min.)
BREAK
Spelling (Prep.
Spelling
15:00-17:30 Arabic Dictation) Arabic Arabic
(30 min.)
(30 min.)
(30 min.) (30 min.)
Writing Writing
(30 min.) (30 min.)
Review Review
(30 min.) (30 min.)
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(2.5) Examples of Class Schedules From the Senegalese Context: CM1/CM2

CM1/CM2 CM1/CM2 CM1/CM2 CM1/CM2 CM1/CM2
Morals and
Physical Ed. Vocabulary Health Ed. (15 Civics
8:00-11:00 Ethics (15
(60 min.) (30 min.) min.) (15 min.)
min.)
Measurement Reading/
Vocabulary Spelling
(ex.)/Observation Arithmetic (ex.) Grammar (30 min.)
(45 min.) (30 min.)
(30 min.) (30 min.)
Observation/ Writing/
Conjugation Spelling Conjugation
Arithmetic (ex.) Spelling (ex.)
(30 min.) (30 min.) (30 min.)
(45 min.) (45 min.)
History/
Measurement Geography/ Grammar (ex.)/ Histoire
Arithmetic
(60 min.) Geometry (30 min.) Reading (30 min.) (30 min.)
(ex.) (30 min)
Problem
Arithmetic Arithmetic (60
Geometry (60 min.) Solving (60
(60 min.) min.)
min.)
RECREATION
Arithmetic Observation/ Geometry (ex.)/
Recitation (15 Recitation (15
11:30-13:30 (ex.)/ History Measurement Geography (30
min.) min.)
(45 min.) (ex.) (45 min.) min.)
Arithmetic (ex.)/ Prob. Solv (ex)/
Reading (45 min.) Observ. (45)
Reading/ Conjugation
Conjugation (ex.)/ Reading Music (15 min.)
(ex.) (45 min) (45 min.)
Oral Expression Arithmetic/ Reading (45
(30 min.) Essay (test) (45) min.)
Vocabulary
Spelling (ex.) (30 Conjugation (ex.) Grammar (ex.) (30 Drawing (15
(ex.) (30
min.) (30 min.) min.) min.)
min.)
BREAK
Spelling/Essay Essay (prep.)/

15:00-17:30 Arabic Arabic Arabic
(Prep.) (60 min.) Grammar (ex.) (45)
Manual Activities
(30 min.)
Civics (30 min.) Drawing (15 min.)
Grammar (45 Reading/Spelling
min.) (ex.) (30 min.)
Correction ex. Correction ex. (30
(15 min.) min.)
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(2.6) Please note:
 You should help your students become familiar with the classroom schedule and
habits so in order to elicit their active participation;
 The day should always begin by presenting the students with the order of activities for
that day.
 Visits to artists and outdoor activities should be well prepared, with student assistance
as needed.
REFLECTION
ACTIVITY 2
 Do you think it’s possible to strictly respect the hour requirements for
each subject according to the curriculum?
 If yes, how?
 If not, how will you resolve this problem?
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UNIT 3:
Self-Instructional Materials
INTRODUCTION
In a traditional classroom, the schoolteacher initiates the majority of collective activities:
writing on the chalkboard, reading or doing exercises in a schoolbook, etc. However, what is
specific to multigrade instruction is the fact that students take responsibility for their own
learning process. Therefore, one of the most important but also difficult tasks is to help
students become independent learners.
In order to do this, you should choose exercises or activities that correspond to the different
needs and skills of each one of your students and help them to become confident and
independent learners.
This may seem like a difficult task, but remind yourself that your students have their own
experience, talents and skills that are specific to each one of them. Encourage them to
participate in the development of their own resource materials. This will help their learning
and make their lessons more effective.
The tools that can help you to overcome this challenge are self-instructional materials:
independent activity worksheets and self-correctional worksheets.
SPECIFIC OBJECTIVES
By the end of this Unit, you will be able to:
 Understand and explain the place and role of self-instructional materials within
multigrade strategies;
 Conceptualize and develop these materials within your classroom.
(3) CONTENT
CASE STUDY #1
Baba Aly, a young schoolteacher without formal training, has just been assigned to your two-
grade school. He has 18 students in CE1 and 21 in CM1. You have already helped him to
design a classroom schedule and organize the classroom equipment and materials. But, after
having created his preparation sheets to begin his class, he approaches you for help on how to
teach two grades at the same time.
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ACTIVITY 1
 Explain to him how he should go about giving his lessons;
 If you invite him into your multigrade classroom, what would you want
him to see that would help him to start teaching?
(3.1) Examples of an Independent Activity Worksheet and a Self-Correction Worksheet
Take a moment to examine these two types of worksheets presented below:
Independent Activity Worksheet – Number 1
Level: CM
Subject: Energy sources
Specific Objective: List sources of energy and where they come from
Context : Your city is often in the dark as the electricity is often cut. You are a good student
and you worry about doing your homework at night.
Instructions:
1. Say the possible solutions to have light.
2. Choose two energy sources that are simple and more economical.
Self-correction Worksheet – Number 1
Level : CM
Subject: Energy Sources
1. Possible lighting solutions:
a) candles, storm lamps, gas lamps, solar lamps, flashlight
2. The simple and more economical energy sources are:
a) Storm lamp, solar lamp
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ACTIVITY 2
 What is an independent activity worksheet ? What is a self-correction
worksheet?
 Under which circumstances should a schoolteacher use them?
 How are these worksheets designed?
(3.2) Definition of Independent Activity Worksheets

These are worksheets of exercises that you provide to students of a given level that they must
do independently - individually or in groups - while you work with students from the other
grade level.
They can also be defined as a set of exercises with an answer key that students can use
individually or in a group during a typical multi-grade level class and without asking for your
help.
(3.3) How Can You Go About Making Independent Activity Worksheets?

First of all, you should know that these sheets are unavoidable in multigrade teaching. You
cannot get around them. They are also not extraordinary or beyond your reach. You must
simply reflect upon your teaching experience in a monograde classroom.
ACTIVITY 3
Imagine you are a monograde classroom teacher:
 Think about your practice and indicate how you would write out the
exercises that you give to students?
 How are they corrected and when?
 What is your role within these exercises?
In a monograde classroom
Every time you finish a lesson you end with an assessment exercise that you often do in
workbook or test booklet. The exercise that is either written on the board or indicated by a
page number for a particular book always ends with work instructions. These instructions
indicate to students what is required and what they should do. This should be very clear.
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After having done the exercise, you move on to correcting it by having students come up to
the blackboard. After that, you ask those who did not find the answer to revise it. But, have
they truly understood the correct response? You often don’t have the time to dwell on this as
you need to move quickly on to the next lesson!
In a Multigrade Classroom
Learning in a MGC is learner-centered and the self-instructional materials for different

subjects are necessary to make students independent. The schoolteacher is free to design them
for all the subjects. They can be for individual or collective work.
Also understand that self-instructional time is not only for application exercises. You can also
have students work independently to prepare a geography, history or science lesson or make
mathematical folds or tracings, etc.
Instructions
The instructions are clear and precise;
Each worksheet is coded so that you can find them easily;
There is only one objective for each worksheet;
It is possible that there are many worksheets for the same objective by gradually increasing the
difficulty of the exercises;
Foresee a self-correction worksheet for each independent activity worksheet;
Separate groups of students can work on different worksheets and exchange them once
completed with other groups;
The independent activity worksheets and the self-correction worksheets should have the same
code number;
Situations given on the worksheets come from manuals, your imagination and documents from
your daily life; and
The ways that instructions are formulated can vary according to the intended objectives for
each activity.
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I. Design an independent activity worksheet
 In order to design an independent activity worksheet, follow the following steps making
note of the necessary components:
1 – A number to each worksheet for easy identification:
Independent Activity Worksheet #1
2 –Indicate the appropriate grade level of students that will use the worksheet:

Level: CE1
Subject : Numbers
3 – Specify the learning objective of the worksheet:
Level: CE1
Subject: Numbers
Objective : Do an addition exercise with numbers that carry over between 100 and 500.
4 – Precisely clarifier the instructions:

Level: CE1
Subject: Numbers
Objective : Do an addition exercise with numbers that carry over between 100 and 500.
Instructions: Write and correctly complete these operations in your workbooks:
a) 145+239=
b) 325+95=
c) 235+185=
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II. Design a self-correction worksheet
 In order to design a self-correction worksheet, follow the following steps making
note of the necessary components:
1 – Assign a number to the worksheet that corresponds to the number of the

independent activity worksheet:
Self-Correction Worksheet #1
2 –Indicate the grade level and subject that correspond to the self-correction worksheet
Level: CE1
Subject : Numbers
3 –Display the correct responses to the questions
Level: CE1
Subject: Numbers
a) 384
b) 410
c) 420
a) b) c)
145 325 235
+239 + 95 +185
384 410 420
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(3.4) Use of Self-Instructional Materials in Class
The independent activity worksheets are not “busywork” that allow you to work with one
group without disturbing the other. They are rather a real learning curriculum, a strategy that
allows you to help students to be independent and develop their personalities.
For individual work:

Children should be able to evaluate themselves with self-correction worksheets before
moving on to another worksheet. If they find all the answers, the subsequent worksheet
should aim to consolidate their acquired knowledge by reinforcing it with new difficulties to
overcome. However, if they did not find all the answers or have made a lot of errors, this
indicates that they have not completely understood the rule or that they were not able to
follow the lesson. In this case, the subsequent worksheet should be a reminder of the rule
with an exercise that has the same objective as the first one. Students can only move on to a
higher level of difficulty after having mastered the first worksheet. The rationale here is that
students learn at their own pace. We do not abandon them “alongside of the road” as is the
case with monograde classrooms.
For group work:

In this case, it is necessary to place students according to level. Horizontal relationships
develop between the strongest and the weakest students, between those who were the first to
understand and those who are experiencing difficulty.
Don’t forget to develop a tool that is especially important to the learning process: the grading
sheet where you will note the progress of an individual student or group. This allows you to
best manage follow-up activities. Although it may be true that independent work reduces the
teacher’s amount of effort in the classroom, it is however true that he or she must rigorously
prepare activities from home. These materialize in the form of a scheme of work.
(3.5) Examples of Independent Activity and Self-Correction worksheets from the

Senegalese Context:
Level: CM
Subject: Math
Object : Understanding division
Instructions: Read the following exercise carefully. Do the exercise in your workbook.
Compare your results with your neighbor;
I. A housekeeper bought five bars of soap. She gives one bill of 2,500F and she
receives 50F. What is the cost of a bar of soap?
II. A livestock breeder orders chicks for a sum of 446,250 francs. How many chicks
will he get if each one costs 525 francs?
III. A worker is paid 4,750 francs per hour. How many hours has he/she worked for
646,000 francs?
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Level: CM
Subject: Math
I. 490 francs
II. 850 chicks
III. 136 hours
I. 2,500 II. III.

- 50 2,450/5 = 490 446,250/525 = 850 646,000/4,750 = 136
2,450
Level: CM2
Subject : Reading
Object : Find the correct conjugations for these verbs.
Instructions:
- Read the text “Sidi and Rama” attentively (Exercise 1, page 62).
- Finds the verbs in the text that are conjugated in the first person.
- What tense are they conjugated in?
- Compare your answers with your neighbor.
- One student should go get the self-correction worksheet.
- Correct your answers in blue in your workbook.
Level: CM2
Subject : Reading
Conjugated Verb Tense

I am eating
I am writing
Present Continuous
I am running
I am sleeping
Please note: The instructions should be written in such a manner that students do not need to
ask the teacher for clarification. They should evaluate themselves before moving on to the
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next exercise that could be of a higher level of difficulty than the level that was taught. The
student should know which worksheet to select and why.
Worksheets are used to:

 Prepare a lesson independently from precise instructions or from a given scenario; and
 Serve as learning or reinforcement exercises, as quizzes and assessments.
You should teach your students how to correctly use the worksheets, both individually and in
groups.
(3.6) Comment:
From the beginning, you should dedicate several class sessions to teaching your students how
to use the self-instructional materials both individually and in groups.
While respecting each student’s particular nature and allowing everyone to follow their own
learning pace, the group and the children that are the most gifted should help those who are
slower to pick up the pace! Eventually the students will do this automatically.
REFLECTION
ACTIVITY 5
 How can students benefit by doing individual work ?
 What are the benefits of group work for :

-students?
-teachers?
-the group?
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UNIT 4:
MGC Schemes of Work
INTRODUCTION
By now, you have organized and laid out your classroom in function of the various grade
levels and you have also developed your classroom schedule so that each subject makes up
the correct portion the students’ learning. While preparing for various lessons, you have
developed self-instructional materials that allow one grade level group to work autonomously
while you work with the other group.
You should now organize your daily work plan as a way to avoid wasting time. The tool that
will help you to do this is a scheme of work.
SPECIFIC OBJECTIVES
 Understand and explain what a scheme of work is;
 Develop a scheme of work for any MGC.
(4) CONTENT
ACTIVITY 1
 Reflect back to your own experience in a monograde classroom:
outside of your classroom schedule, what other tools do you always
use?
 Describe them briefly.
 Share with your colleagues the role that these tools play in your daily
activities.
(4.1) Preparation Tools for a Monograde Classroom

If you have ever taught in a monograde classroom, a lesson plan is the main tool that you use
to record what occurred during the lesson. You design it according to subject and the number
of sessions that day. It is an indispensable tool for your teaching practice.
The second tool is the classroom log where you write down all the worksheets from the day
followed by the order of their utilization.
The classroom log is what the inspector often consults when he comes to see you and what
you need to turn in to your School Director the day before with all the sheets already entered.
He/she should then verify that all the lessons have been well prepared and that the content
conforms to the curriculum, the class level and the progress towards completion of the
curriculum.
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(4.1) Preparation Tools in a MGC
In a MGC, the schoolteacher prepares a tool called a scheme of work. This tool is a synthesis
of the classroom log and lesson plans.
There is not a catalog of titles like the classroom scheme of work nor does it contain all the
contents of the preparation sheets. We find:
1) The components of the classroom log (the listing of all worksheets for that day and
lesson titles);
2) Lesson plans (steps for each lesson);
3) Time brackets are indicated as well teacher controlled activities and independent
student activities.
It should be concise while indicating the path that the teacher and the class will follow in
order to obtain the day’s objectives. When you think about the number of preparation
worksheets that monograde classroom teachers must design each evening, you might ask
yourself what are teachers’ lives like if they have to juggle two to three grade levels and need
to make just as many worksheets for each one?
***Please note: The scheme of work helps the teacher from spending nights writing
preparation sheets with the risk of being inefficient the next day. Its objective is not to
make additional work for the teacher but rather, it aims to lessen the time needed for
worksheet preparation .***
The scheme of work answers the following question:
 How does the teacher proceed after delivering the daily agenda and launching
activities with students of different grade levels who follow the same schedule?
(4.2) Examples of Schemes of Work

Examine the two examples of schemes of work below:
ACTIVITY 2
 Read the two schemes of work and compare them;
 Which of the two would best help you to manage your multigrade
classroom?;
 Compare them to a monograde classroom log;
 Then indicate which of the two more closely resembles a scheme of
work;
 What suggestions can you make to improve the one that seems most
unlike a scheme of work?
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EXAMPLE 1: SCHEME OF WORK (8:00-11:00 am): CP/CM2
* (T) – Signifies the position of the teacher.
Time CP CM
8:00- Health education: having clean Math: written exercises; division of
8:15 hands (T) fractions
8:15- Reading Exercise: underline the (T) Observation: dental hygiene

8:45 works containing short and long
“o” sounds. Identify and write
down other works that have short
and long “o” sounds.
8:45- Language skills: acquisition: Spelling: fill in the blanks with the
9:15 Congratulate a classmate (T) following homonyms: read and red,
led and lead, ate and eight, break and
brake
9:15- Math: exercise: formulate and (T) Vocabulary: study the meaning
10:00 complete the following problems: of these words
10:00- Reading: acquisition: Vocabulary: exercise: make sentences

10:30 study of the sounds bl and pl (T) with the words you have studied
10:30- Writing: write words containing the (T) Arithmetic: rule of the number 3
11:00 sounds bl and pl
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EXAMPLE 2 : DAILY JOURNAL (8:00-10:00 am) CE1/CE2
Time CE 1 CE 2
8:00- Collective Activity: Vocabulary
8:30 Objective: Use the following words to form sentences: discuss-cousin-in the shadow of
Steps:
- Reading of a text followed by comprehension questions
- Highlight words to acquire
- Explain words in order of appearance
- Formulation of sentences with studied words
Evaluation:
1) Form sentences with the words, “discuss,” “cousin,” and “in the shadow of”
2) Fill in the blanks exercise (T)
Time CE 1 CE 2
8:30- Independent Activity: Reading (T) Activity: Numbering
9:00 Objective: Respond to questions in the text Objective: Read and write numbers from 10,000
Instructions: to 20,000
- Read the text carefully Steps:
- Pull out words that are difficult - Present the number 10 000
- Look up their meaning - Rearrange the Montessori cards
- Reread the text - Place the 1, 2, 3 and 4 cards on top of the
- Answer the questions individually 10,000 card
- Bring together the answers from the group - Read and write the resulting numbers
- Correct on the board - Replace the ten thousand by 2 to have 20,000
Evaluation:
Read the numbers written in letters on the board
9:00- Activity: Arithmetic (T) Independent Activity: Reading
9:30 Objective: Do an addition problem that involves Objective: Identify the main characters,
carrying paragraphs and idea of the text
Steps: Steps:
- Begin with a situation that produces an - Read the text silently
addition problem that involves carrying - Look up difficult words using a dictionary
- Try it on writing tablets - Work in groups following instructions
- Do the problem on the board - Put the answers on the board
- Explain how tens work in addition problems
Evaluation:
Ask and complete addition problems with carrying
9:30- Individual Activity: Spelling (T) Activity: Geography
10:00 Objective: Transform adjectives into adverbs. Objective: Provide the borders and the expanse of
Instructions: the Saint Louis region
- Take worksheet number… Exercise: Steps:
Transform the adjectives into adverbs - Make observations about the national
- Carefully read the examples and then the rule Senegalese map
- Fill in the blanks with the correct adverb - Identify the Region of Saint Louis and
- Check your answers against the answer key describe it
- If you have gotten any wrong, continue to - Compare its size with that of other regions
study the rule in order to understand it well - Provide the surface area of the region
- Trace the outline of the region and identify
its border areas
- Identify the northern, southern, eastern and
western boundaries
Review: Return to the main points of the lesson
Students write summary in notebooks
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Comments about the examples above:
 Example 1: This more closely resembles a classroom log, as its contents are limited
to the various worksheets used. Only an experienced teacher who is well versed with
the curriculum and the teaching methods or the various disciplines can use it.
 Example 2: This resembles a scheme of work. It describes the various steps in lesson
and provides clear and precise instructions.
 Both cases demonstrate the teacher’s position within the lesson very well.
(4.3) Conceptualizing a Scheme of Work

On one page, indicate the activities that you will direct and those that students will do
independently. You must split your time between the various groups so that each group
attains the necessary hour requirement.
This is why you need to indicate the following clearly in your scheme of work:
Instructions
Activity planned for each group;
Objective envisioned for each group;
Materials needed for each activity (books, texts written on the board, independent activity
worksheets, preparation worksheets, and other materials)
Main steps to follow (the various components of the lesson are provided as instructions)
Summary items that you will review with the participation of the students;
Anticipated application exercises, preferably included in the independent activity worksheets

and their answer keys (self-correction worksheets);
Assessment exercises at the end of the activity; and
Position of the teacher within the classroom.
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Design a multigrade lesson within the scheme of work
 Follow the steps below, paying attention to its necessary components, in order to design
a multigrade lesson plan in the scheme of work:
1 – An activity planned for each group
Time CE 1 CE 2
8:30
Time CE 1 CE 2
8:30- Independent Activity: Reading Activity: Numbering
9:00
9:00- Activity: Arithmetic Independent Activity: Reading
9:30
2 – The envisioned objective for each group
Time CE 1 CE 2
8:30 Objective: Form sentences with the following words: discuss-cousin-in the shadow of
Time CE 1 CE 2
9:00 Objective : Answer the questions from the text Objective: Read and write the numbers from
10,000 to 20,000

3 - Main steps to follow (the various components of the lesson are provided as instructions);
Time CE 1 CE 2
8:30 Objective : Form sentences with the following words: discuss-cousin-in the shadow of
Steps :
9:00 Objective: Answer the questions from the text Objective: Read and write the numbers from
10,000 to 20,000
Steps:
- Present the number 10 000
- Rearrange the Montessori cards
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- Place the 1, 2, 3 and 4 cards on top of the
10,000 card
- Read and write the resulting numbers
- Replace the ten thousand by 2 to have 20,000
Time CE 1 CE 2
Steps:
- Begin with a situation that produces an
addition problem that involves carrying
- Try it on writing tablets
- Do the problem on the board
4 - Anticipated application exercises, preferably included in the independent activity

worksheets and their answer keys (self-correction worksheets);
Time CE 1 CE 2
8:00- Collective activities: Vocabulary
Steps:
Time CE 1 CE 2
9:00 Objective: Respond to questions in the text Objective: Read and write numbers from
Instructions: 10,000 to 20,000
- Pull out words that are difficult - Present the number 10,000
- Correct on the board - Replace the ten thousand by 2 to have
20,000

Steps: Instructions:
- Begin with a situation that produces an addition - Read the text silently
problem that involves carrying - Look up difficult words using a dictionary
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5 - Evaluation exercises at the end of the activity;
Time CE 1 CE 2
Steps:
Evaluation:
2) Fill in the blanks exercise
Time CE 1 CE 2
9:00 Objective: Respond to questions in the text Objective: Read and write numbers from
Instructions: 10,000 to 20,000
- Correct on the board - Replace the ten thousand by 2 to have
20,000
Evaluation:
Read the numbers written in letters on the
board
Steps: Steps:
- Begin with a situation that produces an addition - Read the text silently
problem that involves carrying - Look up difficult words using a dictionary
Evaluation:
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6 – Position of the teacher within the classroom.
Time CE 1 CE 2
Steps:
Evaluation:
2) Fill in the blanks exercise (T)
Time CE 1 CE 2
8:30- Independent Activity: Reading (T) Activity: Numbering
9:00 Objective: Respond to questions in the text Objective: Read and write numbers from 10,000
Instructions: to 20,000
- Correct on the board - Replace the ten thousand by 2 to have 20,000
Evaluation:
Read the numbers written in letters on the board
9:00- Activity: Arithmetic (T) Independent Activity: Reading
Steps: Steps:
- Begin with a situation that produces an - Read the text silently
addition problem that involves carrying - Look up difficult words using a dictionary
Evaluation:
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60
60
60
60
(4.4) Examples of Pages of Schemes of Work from the Senegalese Context:

Example 2: Scheme of Work1
Time CM1 CM2

8:00 - Vocabulary: Collective Activity
8:30 Subject: Word Study: Assistance and deserving
Objective : Correct oral and written usage of the studied words
Steps :
- Supervised silent reading
- Teacher reads the text out loud
- A few good students read the text out loud
- Analysis of the text
- Isolate certain words
- Detailed explanation of these words
- Guided and free utilization of words
Evaluation
Formulate sentence using the words, “assistance” and “deserving” (T)
8:30 - Reading: Acquisition (T) Arithmetic: Independent Activity
9:00 Subject: Study of a narrative text: The A1 Grade CM2
Thunder Storm Subject: Multiplication of decimal numbers
Objective: Derive the main idea from the text Objective: Correctly perform multiplication
Steps : problems with decimal numbers
- Introduction of the text Instructions: Carefully read the exercises
- Supervised silent reading - Recopy and do them in your
- Teacher reads the text out loud notebook
- Pull out difficult words and - Compare your answers with a
expressions classmate
- Explanation of these words and - A student should retrieve the self-
expressions correction worksheet
- Search to identify the main idea - Exercise
48.62 x 54
54.6 x 17.15
5403 x 28.5
54.02 x 62.04
9:00 - Conjugation: Collective Activity (T)
9:30 Subject: Modal Verbs
Objective: Correctly conjugate sentences with the words “may” and “should.”
Steps:
- Oral and written review (previous lesson)
- Elaborate a corpus with the students
- Put it up on the board
- Supervised silent reading
- Teacher reads the text
- Ask students to identify modal verbs and any auxiliary words
- Conjugation through dialogue
- Underline the various verb forms on the board
- Highlight the word endings (underline the similarities and differences)
- Provide the rule: check-in and transfer
Evaluation:
1
Translator’s Note: French examples have been modified to reflect the English language.
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Example 3: Scheme of Work
Time CI/ CP CM
8:00/8:15 Health Education: (T) Math: Individual work
Objective: students should wash their Objective: Be able to perform addition exercises
hands properly with carrying
Steps: the Teacher presents tow ways to Instructions: Copy and do the following 4
wash hands: collective and individual exercises
washing - Compare your answers with your
Analysis: Students compare the two classmates
types of washing - Check against the self-correction
Synthesis: Students determine the best worksheet
way to wash hands
8:15/8:45 Reading: Individual work Observation (T)
Objective: Students should recognize Objective: Students should be able to keep their
the hard and soft “a” sounds in the teeth clean
following words Steps : The teacher introduces two students: 1
Instructions CI: with well-maintained teeth and the other whose
- read the text teeth are not well-maintained
- underline the words Analysis: Students compare and say why the teeth
- compare your answers with a are clean or stained
classmate Synthesis: Review the key points of the lesson
- check against the self-correction Write summaries in notebooks.
worksheet
Instructions CP : Same instructions with
the hard and soft “o” sounds
8:45/9:15 Language skills (acquisition) (T) Spelling: Independent work
Objective: Students should be able to Objective: Fill in the blanks
greet the teacher Instructions: Get spelling sheet #3
Steps : Identify two students: a Writing “ie” and “ei”
representative of the teacher and another Slowly read the rule and the examples provided
student Check against the self-correction worksheet
Through miming, students discover how
to greet their teacher
Dialogue exercise
Wrap-up with CP: for reinforcement
9:15/9:45 Math: Independent work Vocabulary: (T)
Objective: Students can recognize the Objective: Form sentences with the following
numbers 10 and 25 words: “organize,” “ceremony,” “joyous”
Instructions: Copy and do the exercises Steps: Reading of the text followed by
CI/CP comprehension questions
5+5 = Highlight words to learn
9+1= - Explain the words in order of their
7+--= 10 appearance
3+2+5 = - Formulation of sentences with the words
Compare your answers with your studied
classmates - Evaluation exercises:
Correct with the self-correction sheet - 1) Formulate phrases with “organize,”
“ceremony,” and “joyous”
- 2) Fill in the blanks exercise
Evaluation: Suggest combinations for the
composition number 25
(4.5) Comments
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Even though the scheme of work considerably reduces the amount of time that you will need
for written work, it is not as helpful much when it comes to the preparation of important
worksheets. Everything depends on your academic level and your command of the various
teaching methods for the different subjects.
It is not necessary to recopy previous lessons and steps that you have already included in the
scheme of work. You simply need to indicate their number in the space that corresponds.
At the beginning of every morning, you should present the agenda to the students. Your
groups should know how they will need to share you during the day. Those who will be
working independently should know that you will soon be with them. Keeping a scheme of
work requires you to have good mental preparation for lessons and a strong understanding of
subject content.
REFLECTION
ACTIVITY 3
 Do you think it is possible for another teacher to use this scheme of
work to lead classroom activities in his/her absence?
 Recall the differences between a classroom log and a scheme of work.
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MODULE 3:
MG Classroom Management Techniques
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MODULE 3:
MG Classroom Management Techniques
INTRODUCTION
By now, you have organized and arranged your classroom, you have developed your
classroom schedule and your preparation worksheets as well as the self-instructional
materials and the scheme of work. What remains is to begin working with the students who
the community has entrusted to you. The children are impatient! They want to learn and they
are counting on you! How are you going to guide these children towards the acquisition of
knowledge and independence? Classroom management techniques will provide you answers
to this question.
SPECIFIC OBJECTIVES
 Identify and explain MG classroom management techniques;
 Understand their place within multigrade instruction; and
 Utilize them effectively in the classroom.
CONTENT
You will study this module through the following Units:
Unit 1: Skills of the Multigrade Teacher
Unit 2: Whole Group Instruction and Breaking Out
Unit 3: Alternation and Independent Work
Unit 4: Tutoring, Pairing and Mentoring
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UNIT 1:
Skills of the Multigrade Teacher
INTRODUCTION
Multigrade classroom teachers must manage two or more grade levels at once. In addition to
the diverse and particular needs of students in a monograde classroom, the multigrade
classroom has the additional complexity of a group of students of different grades and ages.
Furthermore, multigrade classroom teachers should have the necessary aptitudes that will
allow them to manage all these diverse factors.
SPECIFIC OBJECTIVES
At the end of this unit, you will be able to:
 Identify and understand the skills needed by a MGC teacher;
 Explain and apply these techniques in your own teaching practice and classroom
management.
(1) CONTENT
ACTIVITY 1
(1.
 What should a good multigrade teacher do?
1)
A
Go  Write down the things that you think multigrade teachers consider if
od they want to satisfy the learning needs of their students?
Mu
ltig  Share your ideas with other colleagues who manage MGCs;
rad
e  What have you learned from this exchange of ideas?
Te
ach
er Should:
Work towards improving the relationship between the school and the community;
Utilize a larger range of teaching methods;
Effectively coordinate students’ independent activities;
Use various organizational methods;
Develop effective strategies to monitor and evaluate student progress;
Distribute classroom materials and time equally between groups.
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CASE STUDY #1
Mr. Diongue is a schoolteacher who says he has ten years of experience. The
inspector recently assigned him to a Pulaar village where difficulties that teachers
have been having threaten to close the school. Upon arrival, he visits the village
officials and purchases cola nuts to distribute to the various age groups in order to
gain their prayers for him. He has arranged to stay in a hut whose owner has
permanently left the village. The entire village (men, women, youth and students)
comes together to help him built the school structure (School hut) and design two
screens to separate the class levels. They also clear the courtyard and arrange a shed
made out of millet stalks.
Given that there is a CE1 class of 12 students and a CM2 class with 10 students, he
decides to enroll students for CI. After discussions with the imam who is also the
instructor of the Koranic school, they find a compromise to enroll 25 students old
enough to go to school.
During one of these meetings with members of the village community, they agree to
help Mr. Diongue with the school whenever asked, including artists, village officials
and the village griot.
The entire village is pleased with the teacher’s collaboration and makes this clear
when students who have been having problems at school invade his house in the
evening seeking his help with their lessons. With the help of the Parent –Teacher
Association President’s daughter and the village chief, he then convinces parents to
support review classes designed for students who have been having problems. The
PTA President’s daughter herself had to stop her studies at the secondary school
level in order to join her husband in the village.
ACTIVITY 2
 Read Case Study #1 attentively and then list what you consider to be
good initiatives that the school in this village is taking;
 Comment briefly on each one of these initiatives;
 Why do you think the imam allowed certain of his talibés (followers) to
enroll in school?
 Do you think Mr. Diongue will be able to turn around the school? If
yes, why?
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(1.2) Work Towards Improving the Relationship Between the School and the Community
Mr. Diongue is a teacher who was able to quickly become part of his school’s community. By
buying a hut, he becomes a landowner, and becomes a full-fledged member of the
community. He is no longer considered as a stranger and he gains rights within the village.
He also was able to put into place a number of good initiatives:
 Become a landowner within the village;
 Visit all the village officials and send cola nuts to the various age groups to inform them
of his new assignment to the village and ask for their prayers;
 Involve the villagers in school activities and provide a good example by participating in
the work that had to be done at the school;
 With the help of the community, identify individuals that may serve as resources and
may be interested in assisting at the school;
 Reconciliate the school with the community;
 Gain the support of the two key people in a Puulaar village: the imam and the village
chief.
(1.3) Utilize a larger range of teaching methods;

In addition to these initiatives that should inspire any teacher, especially those assigned to a
one-teacher village school, a multigrade classroom teacher should develop a number of skills
that are particular to the multigrade classroom environment. These skills should help you to:
 Identify themes and subjects within the curriculum that may be adapted to teaching
multiple grade levels.
This is one of the most difficult challenges that you will face. The national curriculum was
developed for monograde instruction. If you want to effectively teach your various levels,
you will need to select and adapt material from the national curriculum.
 You must choose and develop resources materials that may be used independently by
the various grade groups.
In a multigrade classroom, you should help your students become independent by choosing
exercises and activities that correspond to each student’s different needs and skills. You can
also invite community members to help you with storytelling, fieldtrips, manual, theater and
even sports activities.
(1.4) Effectively Coordinate Students’ Independent Activities

Here, you will have few opportunities to teach both levels at the same time. You need to be
creative in how your design the student groups, organize individual work, form pairs, provide
instruction, etc., keeping in mind the various skill sets of your students.
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(1.5) Develop Effective Strategies to Monitor Student Progress
You will need to record the achievements of your students using various forms of assessment
that are capable of measuring all the aspects of their progress. Students should also
participate in their own assessment. This will help them to identify their weaknesses and
understand what they can do to make improvements.
(1.6) Organize the Classroom Space in a Way that is Amenable to All Age Groups and
Methods of Instruction
You will need to be as flexible as possible in the way that you use your classroom space.
Mobile partitions made from reeds or light bamboo can be used to create space for private
learning. You can also divide your class into two sections: quiet research or silent study and
for investigative work and creative activities. Your students will quickly learn to work by
rotating through various corners of the classroom that can be designated as places for science,
math, language, geography, history, manual work, etc.
(1.7) Effective Time Management

You will need to judiciously manage your time in order to grant each level the time allotted.
No level should be shirked. You also need to find time to help students who have learning
difficulties as well as those who are gifted and who can go ahead.
REFLECTION
ACTIVITY 3
 Look through your journal and make note of any major difficulties that
you have encountered as an MGC teacher ;
 How did you overcome them?
 Do you think the skills mentioned above are attainable for all MGC
teachers?
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UNIT 2:
Whole Group Instruction and Breaking-Off
INTRODUCTION
Depending on the subject or the grade you are teaching, there will be moments when you
want to work with the entire class as if it was a traditional classroom. At other moments, you
will need to free up one group while you work with the other. Whether to use one technique
or the other depends upon the combination of students as well as the subject matter.
SPECIFIC OBJECTIVES
At the end of this Unit, you should be able to:
 Understand and explain whole group instruction and breaking off; and
 Use these techniques efficiently in your classroom management.
(2) CONTENT
ACTIVITY 1
 What do these terms mean to you: whole class instruction and breaking
off?
 Have you ever used these two techniques? If yes, explain how you
proceeded;
 Compare your definitions with the definitions below; and
 Make revisions if necessary.
(2.1) Definitions:
Whole Class Instruction: A teaching method that allows a teacher to deliver one content
lesson to two groups simultaneously. The level of instruction is the same for both groups.
Breaking Off: A technique used when the content is same at the beginning but is designed
for the lowest level of the two groups, who will then break off to allow the other group to
continue at a level of instruction that is more complex. The lesson always begins with whole
group instruction before breaking off.
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These two techniques are often used together, especially with adjacent combinations (CI/CP-
CE1/CE2- CM1/CM2). Whole group instruction is most often used with subjects such as
ethics, civics, health education, good habit development, drawing, manual activities and
singing.
(2.2) How to Proceed?
1. First of all, you bring together all grade groups at a particular time to begin a
collective activity.
2. Secondly, at a particular time, the lower grade level is excused and the group breaks
off to do an independent assessment or application exercise that relates to the lesson
they have just learned and is prepared on independent activity worksheets.
3. You can assign a formative evaluation exercise to the upper grade level in order to
occupy them, allowing you the time to help the lower group begin their independent
work.
4. Introduce the task and necessary instructions to the lower level group that broke off
and who needs to do their assessment activity.
5. Return your attention to the upper level group to quickly correct the formative
evaluation exercise on what they just learned and then continue with the lesson until
the end.
6. At the end of the lesson, have students that stayed with you do a formative evaluation
activity.
7. You next proceed to correct the two assessment exercises given to both grade levels.
8. At the end, give both groups a learning assessment with graduated difficulty
according to grade level.
(2.3) How to Proceed - Demonstration
1 - Bring together all grade groups at a particular time to begin a collective activity;
Collective
Activity
CE1 CE2
Teacher
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2 - At a particular time, the lower grade level is excused and the group breaks off to do an
independent assessment or application exercise that relates to the lesson they have just
learned and is prepared on independent activity worksheets.
This can be done in the following manner: You can assign a formative assessment exercise to
the upper grade level in order to occupy them, allowing you the time to help the lower group
begin their independent work;
Assessment
Exercise
CE2
3 - Introduce the task and necessary instructions to the lower level group that broke off and
who needs to do their assessment activity.
Instructions:
Independent Work
CE1
Teacher
4, 5, 6 - Return your attention to the upper level group to quickly correct the assessment
exercise on what they just learned and then continue with the lesson until the end. At the end
of the lesson, have students that stayed with you do a formative assessment activity.
Correcting and
Lesson and
Evaluation CE2
Teacher
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7, 8 - At the end, give both groups a final assessment with graduated difficulty according to
grade level.
Acquisition
Testing
CE1 CE2
Teacher
(2.4) Commentary
When you lead collective activity as part of whole group instruction, you see that it is like a
monograde classroom. You must be careful not to transform one of the grade groups into
spectators. Always keep in mind the level difference that necessitates the MGC. Each group
should benefit from your teachings. This means, not only do you situation yourself within the
classroom so that you can attract the attention of all the students, but your questions should
be well thought out so that students of all levels can actively participate in the lesson.
REFLECTION
ACTIVITY 2
 Say what you have learned that is new;
 Are there other things that you would like to learn before you are able
to use these techniques in your classroom?
 What is the place of independent activities given these techniques?
 What precautions must you take to provide each group level with the
required amount of attention?
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UNIT 3:
Alternation and Independent Work
INTRODUCTION
Independent work (individual and group work) is at the center of the set of teaching strategies
used in multigrade classrooms. It is indispensable when the teacher breaks off one group or
when it is impossible to deliver a collective lesson given the distance between the groupings
(CI/CM-CE1/CM2, CP/CM etc.). It plays a great role in a child’s personality development.
Once more, teachers must know how to organize it so that it can beneficial for students.
SPECIFIC OBJECTIVES
 Understand and explain alternation and independent work; and
 Apply these techniques efficiently in your classroom.
(3) CONTENT
ACTIVITY 1
 What is alternation within a MGC?
 When you work with one level, what is the other level doing?
 What content do you provide for independent work?
 What are the key elements of group work?
 Have you ever used these techniques in your classroom? If yes, how?
 What lessons have you learned?
(3.1) Definition
Alternation: When you cannot lead one collective activity with both grade levels due to the
distance between the grouping levels or the incompatibility of the proposed activities. You
must then work with one group while the other group works independently.
Independent work: When the student, or group of students, autonomously takes on a

learning activity without direct assistance from the teacher, but with the help of precise
instructions provided by the teacher.
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(3.2) How to Proceed?
Alternation:
In alternation, the teacher provides an entire lesson to one of the groups:
 Perform a quick formative evaluation of the group with whom you are going to
teach the lesson;
 Introduce the lesson and give necessary instructions to the group that broke off,
that is, the group that is doing independent work;
 Before you begin the lesson, come back and correct the formative evaluation
exercise with the group with whom you are currently working;
 From time to time, give the students who are independently working small
exercises in order to check their progress, their difficulties, etc.
Independent Work:
Independent work may be done in the following ways:
 Start with individual independent work where students work on an activity by
themselves. Conclude with group work that brings together the various answers to
form a more elaborate group of responses to present to the class or to the teacher;
 Group together students from different grades according to the group dynamic and in
order to promote socialization;
 Students work individually and over time and according to their needs and progress,
they use the independent activity and self-correction worksheets;
 Use only group work.
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(3.2) The Benefits of Independent Work for Children and Teachers
What do children gain from What do teachers gain from

independent work? independent work?
 Children who are less advanced can learn

more quickly when they are in contact  They know their students better;
with their classmates;
 They are able to better follow

 Younger children can learn better when individual students progress due
they are in groups with older children; to continual assessment of
student achievement;
 Older children can increase their self-
confidence when they help younger or
 They can devote themselves to
less advanced students. This can lead to
the group they are working with
improvement. They also have to work
more;
hard in order to not be in last place among
the other students;
 They identify weaknesses and
 Children become more independent being
are able to make modifications
able to work among themselves;
and offer additional support.
 They develop study, investigative and

organizational habits. They learn to make
their own decisions about their work; and
 The most gifted children benefit because

older or more gifted students stimulate
them and they learn quickly.
REFLECTION
ACTIVITY 2
 Compare your definitions with those above;
 What do students gain from independent work?
 What do teachers gain?
 How should you organize workgroups taking into account the unique
nature of each child and his/her level?
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UNIT 4:
Tutoring, Paring and Mentoring
INTRODUCTION
If you have already taught in a monograde classroom, you already know about your students’
diversity in terms of level and temperament. In a multigrade classroom, the situation is even
more complex with many levels that are fairly heterogeneous.
You must rely on your classroom resources by calling upon upper-level students for help with
the younger or beginning students. You can also solicit the help of the strongest, most gifted
and fastest comprehending students. There are also community members who are equipped to
help you with the student learning process.
SPECIFIC OBJECTIVES
 Understand and explain tutoring (forming pairs) and mentoring;
 Use them efficiently to improve your students’ learning.
(4) CONTENT
ACTIVITY 1
 Say how you understand the notions of tutoring and mentoring.
 Have you ever called upon these techniques in your classroom ? If yes,
how did you proceed ?
 If you are already familiar with these techniques, cite at least three
advantages for students.
(4.1) Definition
Tutoring (forming pairs) : Student to student association about a given subject over a
controlled period of time as defined by the teacher.
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(4.2) How Do Students Benefit from Tutoring?
 Both students benefit from the individualized work. Students tutored become
conscious of their need to receive tutoring and that they should also do the same one
day to help out a weaker student;
 Students who are tutored receive help and competence from someone who is above
his/her immediate level and difficult to attain;
 Real-life role models who are closer to their age than the teacher inspire tutored
students. They take in everything around them. They do not imitate their tutors but
they make a selection, an adjustment based on what they already know ;
 If students want help to progress in their acquisition of knowledge, they need to learn
to communicate their difficulties explicitly to the tutor;
 Tutors themselves benefit from the mere presence of the tutored student as it gives
them the chance to take a step back and to see what they already know. They see in
the tutored student as an earlier version of themselves and can measure their progress.
They also use this perspective to determine the best strategies to advise and assist the
tutored student;
 The exchanges and confrontations between the students lead to considerable

modification in the older students’ attitudes as they are validated and given
responsibility within the classroom. Younger students develop trusting relationships
and learn to draw from different people.
(4.3) How to Proceed? Tutoring (Forming Pairs)
In the case of tutoring, students count on and are associated with other students who are
having problems learning. The tutor is asked to assist the tutored student to achieve a certain
task.
To foster the best learning progress, the class should be organized in pairs. The tutor and the
tutored student should be working to solve the same problem at the same level of difficulty.
They do the same investigation and proceed to prioritize and categorize based on the same set
of criteria.
The teacher must provide precise instructions that define the goal of the exercise and the roles
of each student within the pair.
In this manner, the tutor helps the tutee to move forward and accomplish the task. They can
be of different ages, grade levels and skill levels.
(4.4) Definition
Mentoring: the linking of a resources person with a group of students for a specific activity
as defined by the teacher. In this situation, the teacher calls upon resources within the
community to help students in need with a specific task.
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(4.5) What Do Students and Teachers Gain from Mentoring?
What do students gain from What do teachers gain from tutoring

mentoring? (forming pairs) and mentoring?
 Students may be less stressed when  Tutors and mentors help teachers to
working with someone from the take care of students in need. They
community other than the teacher can care for other issues within the
who they know better; classroom;
 Taking up a difficult task with  Teachers achieve student

someone other than the teacher may improvement without additional cost
trigger the students; or hardship to them or parents;
 They are motivated to learn quickly

 They can obtain better results in their
and come back to the larger group
classroom;
with the teacher.
 Help reinforces the collaborative

relationship between children and
between the school and community.
(4.6) How to Proceed? Mentoring

In the case of mentoring, the mentor is generally a member of the community. The teacher
gives him/her a precise task to accomplish with very clear guidelines either at the school or
outdoors.
Once the goal is achieved, the mentor has another duty to accomplish. They can be asked by
the teacher to work with a group of students at home in order to help them improve their
learning.
While the tutor and the tutee may develop their relationship beyond the classroom, perhaps
leading to a lasting friendship, the mentor does not have any particular relationship with the
students.
REFLECTION
ACTIVITY 2
 Compare your definition with the one above;
 Carefully read what is written above and then list once more three
advantages that tutoring can have for two students;
 this with your findings from Activity 3;
 Thinking about your MGC, indicate the number of pairs that you might
have;
 Provide four different activities for four pairs indicating the work
instructions and desired results each time.
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MODULE 4:
COMMUNITY AS A RESOURCE
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MODULE 4:
Community as a Resource
INTRODUCTION
As we have already seen in Unit 3 of this Module that discusses the necessary conditions for
MGC success, the community’s participation and its implication in the school’s activities is
one of the conditions for success of student learning.
In this Unit, we are going to examine the interactions between the school and its
environment.
SPECIFIC OBJECTIVES
 Identify and collect local resources as instructive materials to use in teaching your
students;
 Identify and organize activities that contribute to community development and
reinforce the school’s integration in its surroundings;
 Identify human resources that may be interested to contribute to improving students
learning and plan for ways to use them.
CONTENT
The study of this fourth Module is divided into the following Units:
Unit 1: Local Resources;
Unit 2: School as Community Resource; and
Unit 3: Community as School Resource.
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UNIT 1:
Local Resources as Teaching Materials
INTRODUCTION
Young inexperienced teachers are often distraught faced with a lack of teaching materials
even though the school courtyard, its surroundings and the village overflow with many and
varied resources that might be used as instructive materials for student learning.
SPECIFIC OBJECTIVES
 Identify and collect local resources as instructional materials to use to teach your
students.
(1) CONTENT
ACTIVITY 1
 List 10 local resources found in the school’s environment that you can
use as teaching materials;
 Indicate how to use them and for which subjects.
(1.1) Local Resources as Instructional Materials

The list below demonstrates a number of resources found in the school milieu and their use as
teaching materials.
Local Resources When to Use
Small rocks, shells, caps, Counting in CI/CP, decoration activities, partition-

twigs, sticks making
Bottles, drinks cans, cans, Measuring capacity, volume, cylinders, building a

jars scale with a bottle, class decoration
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Local Resources When to Use
Sensory activities for CI/CP, Metric system,

String, vines, wire building various shapes, dotted line, circle, semi-
circle, square
Cutting out geometric shapes, bulletin boards,

Cardboard, raffia mats, palm
making wall posters, various models (human body,
fronds
organs, different animals, insects, plants, etc.)
Animal skeletons, bird

Observation, study of animals and birds,
feathers, varied horns,
decoration, manual activities
animal skins
Agricultural products:
millet, rice, peanuts, beans,
Sprouting seeds, agriculture, commercialization,
fonio, bananas, mangos,
climates, cultural areas, simulating selling and
pineapples, oranges,
buying in a store, weighing, calculating
mandarins, lettuces, carrots,
parsnips, etc.
Leaves from various plants,
Knowledge of local animals, plant life, cycle,
young plants in pots, diverse
decorating the classroom and the courtyard
flowers
Liquids: drinking water,

river or sea water, milk, Using liquids to study human and animal life,
different local drinks: bissap production and conservation and
(hibiscus), ginger, commercialization
tamarinds, ditakh, madd fruit
Pieces of fabric, oil skins,

Sewing, making clothes, decoration, making dolls,
local cotton, spinning wheel
building models
and waving loom
Pottery, basketwork,
Work of local artists, artistic pieces, manual labor
sculpture, jewelry, plowing
and farming tools
instruments, etc.
As you can see, the school milieu overflows with many resources that you should use
to help your students.
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UNIT 2:
School as Community Resource
INTRODUCTION
The educational team’s attitude towards the school is determined in the process of developing
partnership between the two entities. Teachers should consider themselves as development
workers, who, beyond educating the village’s children, promote grassroots development
through community organization and support of local populations, such as women’s
cooperatives and youth initiatives.
Teachers must become part of the community, participating if possible in the various
ceremonies and manifestations that contribute to solidarity and collective assistance.
SPECIFIC OBJECTIVES
 Understand the importance of the school as a community resource;
 Understand the role that the teacher should play to reinforce beneficial ties with the
community;
 Identify and organize activities that contribute to community development and
reinforce the school’s integration in its surroundings.
(2) CONTENT
ACTIVITY 1
 Did you do a study of the setting when you arrived in the village?
 What are the different ethnic, religious or brotherhood groups that live
there?
 Does your school (teaching team) work to maintain its relationship with
the community?
 What is the role of the school within the community?
 List five activities that your school could develop that would benefit the
community;
 Plan for their coordination by indicating strategies of implementation,

desired results and the beneficiaries.
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(2.1) Role of the Multigrade Classroom Teacher:
 Be familiar with the needs of the community within which you intervene;
 Integrate the community because you need their assistance to assure and
improve teaching quality and children’s education;
 Frequently act as a counselor for families particularly in regards to their

children’s future as it is possible that you are the only educated person in the
surroundings;
 Construct teaching materials from local resources collected with the help of
students and adapted to local realities (dominant activities within the
community);
 Help parents and community members to support school instruction by

reinforcing instruction at home;
 Contribute to community development through various initiatives: women’s

and adult literacy, supporting youth organizations activities, promoting local
culture through theater and other cultural manifestations;
 Assure child protection by making parents aware of child labor (for example,
child maids, lucrative begging, etc.) and early marriage;
 Serve as a model for the community and children through your morality, social
conduct and respect for tradition, cultural and religious practice, religious and
brotherhood beliefs and political opinions.
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(2.2) Five School Activities for Community Benefit
The list below indicates five activities that school members can lead in order to better
integrate the life of the community.
Expected
No. Activities Strategies Timeline
Results
Increase in the % Awareness raising CIE enrollment

Sensitization of
1 of girls in school meetings, discussions and period, other
girls education
and their retention door-to-door canvassing periods
Identify women’s
development activities
Literate women Year long and
Women’s
2 lead development Connect women with according to
literacy
activities literacy organization if beneficiaries
there is no possibility at
the school
A football or
handball team
Supporting youth depending upon Year long and if
Choose activities with the
3 through sports class size possible, during
youth and assure support
and theater breaks
by school strengths
Functioning
theater troupe
School (teachers and Specific

Provide Clean public
students) collaborate with calendar dates
4 manpower for spaces before
youth organizations to and important
village clean-up expected large
provide volunteers events
community events
Parasite
treatment Students and Involve health, youth and Determined in
campaigns for children regularly women’s organizations as conjunction
5 students and follow parasite well as the opinion of with the
community treatments community leaders community
children
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UNIT 3:
Community as a Resource
INTRODUCTION
The community harbors enormous potential in the form of human resources that school
members should identify in order to help them provide the best conditions for student
learning. This means that school members must perform a site study upon their arrival and
take inventory of its resources.
SPECIFIC OBJECTIVES
 Identify possible human resources that may contribute to the betterment of student
learning and plan for their usage.
(3) CONTENT
ACTIVITY 1
 What is the relationship that your school maintains with the
community?
 Did you perform a site visit when you arrived at the school?
 Have you already used resources from the community at school? if so,
how? If not, why not?
 Identify five resources from the community and plan on how they
might be used within your classroom.
(3.1) Role of the Community

The community should:
 Reinforce the school’s teaching because it is also responsible for children’s education;
 Provide resources to the school for construction of instructional materials;
 Help the teacher improve student learning by:

o Supervising the classroom while the teacher is working with other students;
o Providing artists to discuss subjects linked to their trade with students in small
groups;
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o Supervising and checking homework quality according to children’s progress
reports;
o Helping to facilitate hands-on activities (community gardens, football games,

cultural weeks, debates, etc.)
o Contributing by teaching lessons on culture and tradition;
o Help the teacher make the curriculum more relevant by adapting to the local
context and needs;
o Hire monitors and tutors for less advanced students;
o Identify learning materials for lessons;
o Helping teachers to better understand their children (meetings with parents)
o Paying attention to their students’ behavior in class; and
o Helping to resolve disputes between teachers and other community members.
(3.2) Teacher-Community Partnership

 Like a husband and wife, football player and coach, the school and the community
share responsibility for educating children. They have precise roles to play for a
common goal;
 In the multigrade context, there is often a lack of resources. If other people work with
the teacher to instruct children, the quality of education will be improved;
 The entire community, whether or not they went to school, can contribute to the life
of the school: parents, village leaders and elders, vendors, community health and
other civil service workers, farmers and other teachers;
 Advantages of partnership with the community:

o Community members can help you address certain parts of the curriculum;
o The community can help with school repairs, organizing events and weeding;
o A better learning environment with community members, and fluid

communication about the challenges of classroom management and student
progress;
o Transfer of local knowledge: the school can become a place to learn specific
skills based on local realities and linked to the national curriculum;
 The partnership develops over time and with trust from community members. It is a
long process that should be developed and reinforced, particularly by schoolteachers.
It is a reciprocal relationship, for just as the school should take part in the community
the community should involve itself in the school. The school will not be able to
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mobilize community members for its benefit until it has proven its integration within
the community. It does so by initiating development activities that benefit this same
community population.
(3.3) Five Human Resources from the Community who Benefit the School
No. Human Resource When to Use
1 Griot/Storyteller History, ethics, art
Health education, observational science, early

2 Nurse
pregnancies
3 Artists Manual activities, studying trades
4 Koranic school teacher Religious education, ethics
Retired teachers or Mentoring, extra-help classes, oversight for students

5
young educated people in need
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MODULE 5:
MONITORING AND EVALUATING STUDENT LEARNING
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MODULE 5:
Monitoring and Evaluating Student Learning
INTRODUCTION
Monograde and multigrade schoolteachers use the same monitoring and evaluation
procedures. You should, therefore, already be familiar with many of the techniques that we
are going to touch upon in this module.
Because students in a multigrade classroom often spend two or more years with their teacher,
it is particularly important that you, as multigrade schoolteacher, maintain individual files on
student progress and achievement for the time that they are with you. This means that you not
only maintain records of results obtained on written exercises and tests but also detailed files
on the progress and particular learning problems for each student.
SPECIFIC OBJECTIVES
At the end of this Module, you will be able to:
 Understand the importance of regular monitoring and evaluation of your students’
learning progress;
 Understand different monitoring and evaluation methods that may be used to measure
all aspects of student development and achievement; and
 Understand how you can use these techniques to improve student achievement.
CONTENT
The study of this fifth Module is divided into the following units:
Unit 1: Monitoring and Evaluating Student Achievement
Unit 2: Various Student Learning Evaluation Methods
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UNIT 1:
Monitoring and Evaluating Student Achievement
INTRODUCTION
Multigrade teaching strategies require constant monitoring and regular learning evaluations
of students who must spend the majority of their time working alone or in groups, given that
they share their schoolteacher with other students from different grade levels.
SPECIFIC OBJECTIVES
 Understand and explain monitoring and evaluation; and
 Understand the importance of the schoolteacher and parents to students.
(1) CONTENT
ACTIVITY 1
 What do you know about monitoring and evaluation in a MGC?
 How can you assure evaluation during lessons?
 When should you evaluate?
(1.1) Definition
Monitoring: What is monitoring? The dictionary defines it through the following words:
“surveillance,” “observation,” “keeping an eye on,” and “supervision,” All these terms
describe the monitoring process.
Constant attention helps you to closely follow what is happening in your classroom. Does
everyone understand the lesson? Are the groups working on their assignments? Do some
students need help? Have they finished the exercise? Is there a behavioral problem
somewhere?
Responses to these questions will inform you of possible actions you should take to improve
learning in your classroom.
(1.2) Implementing Monitoring
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What are the strategies that will help you to effectively follow what your students are doing?
1. Be visible: Be sure that everyone can see you and that they understand that you can
see them. Circulate through the classroom looking at student work, giving advice and
speaking to groups or students. Maintain discipline.
2. Observe: Make note of exercise samples while you are moving about the classroom.
These are useful for two reasons:
o They provide immediate feedback about an exercise. Students know that
they are moving in the right direction.
o This helps you to perceive the difficulties that a group or student may
have. You can provide immediate support to one or two students in a group
and them move on to the next group encouraging students to share with
others what you have said. This is called the “cascade effect.”
3. Manage time effectively: Time management in a multigrade classroom is more

strictly regimented as the teacher pays attention to one grade level’s activity while the
other works independently.
(1.3) Definition
Evaluation: A process that helps you to measure your students’ achievement and progress.
ACTIVITY 2
 When can you evaluate your students?
 Cite the various types of evaluation that you know; and
 Give their definitions.
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(1.4) Types of Evaluation
Your decision about what to evaluate and how to use evaluation procedures will depend on
what you want to find. Here are three principle methods of evaluation:
1 – DIAGNOSTIC EVALUATION
Definition: If you want to identify student levels or difficulties that they have before
beginning a certain activity, you can use diagnostic or predictive evaluation.
Examples: You can ask simple questions about the subject matter that you want to address n
order to evaluate students’ level of comprehension.
Why use diagnostic evaluation? It allows you to identify the needs of your students and the
difficulties they encounter. It also allows you to know where to start and how to address it.
2 – FORMATIVE EVALUATION
Definition : However, if you want to help students to do well during the course of a lesson,
you ask them oral or written questions and say “good” to those who have answered correctly
and “wrong” to those who have not. This is called “formative evaluation.”
Examples: At each step of the lesson, you should ask some questions. You can give either
written exercises in their copybooks or on writing tablets, all the while providing positive and
negative affirmation.
Why use formative evaluation? This is how you evaluate students’ knowledge and learning
styles so that you can motivate them and improve their level of learning. This allows you to
review concepts that are not understood.
3 - SUMMATIVE EVALUATION
Definition: But if you also want to assess student learning in order to help you understand
exactly to which point students have attained lesson objectives, you should do an evaluation
that provides information to your students and their parents on individual student
achievement, in terms of both their personal ability and in relation to other students in the
class. We call this “summative evaluation.” In a multigrade classroom, you can use
summative evaluations more effectively as you will continue to work with the same students
for at least another year.
Examples: Summative evaluation is generally obtained through tests at the end of the
trimester or school year.
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Why use summative evaluation: In general, formative evaluation provides immediate
feedback that helps you to improve student learning in order to provide them with advice and
support or by making adjustments to your teaching. But, it does not sufficiently inform
parents of their students’ progress. Only summative evaluation can do this.
ACTIVITY 3
 How do you evaluate student achievement?
 Why do you evaluate their progress?
 How does evaluation benefit students, teachers and parents?
(1.4) Goals of Evaluation

When we evaluate something, we make a judgment about its value or relevance. Let’s pause
for a moment and think about the evaluation process.
When you evaluate students, you base your judgment not only on how they reach learning
goals, but also other factors, such as:
 Your expectations of each student;
 Student achievement in relation to prior achievement;
 The way each student makes progress in relation to the rest of the group.
This information is essential if you want to be able to provide appropriate assistance to each
student.
(1.5) The Link Between Monitoring and Evaluation

In the school setting, the terms “monitoring and evaluation” are closely linked. The
monitoring process helps you to identify achievement levels, including areas of weakness or
specific learning difficulties for your students.
Information gathered from these evaluation activities helps you to make decisions about
changes needed to improve your teaching strategies and advice that you can provide to help
your students to improve themselves.
We all understand that evaluation is an essential part of the learning process and even if you
are only teaching a short lesson, you should try, in one way or another, to measure your
students’ achievement. Have you ever thought about how to do this?
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(1.6) Importance of Monitoring and Evaluation for Teachers
The majority of teachers think about of their capacity too provide feedback on the quality of
student learning.
As such, assessment:
 Shows the level of achievement attained by each of your students;
 Indicates their readiness to move on to the next stage;
 Provides a record of their progress over a period of time that will help you to identify
their particular learning challenges.
However, teachers should also perform self-evaluation. The majority of teachers are familiar
with the reflection process (self-evaluation) and often ask themselves after a lesson, what
about my lesson today or this week was effective? Did I:
 Use classroom space well?
 Use the corner arrangements well?
 The most appropriate method to teach each group?
 Avoid a line of students at my desk waiting for me to grade the exercise or waiting to
ask me a question about the work they should be doing?
 Anticipate and control disruptive behaviors?
 How can I improve?
It is very useful to reflect on your lesson, but the risk is seeing only the implementation of the
lesson rather than student achievement. You should only do a complete assessment of your
teaching effectiveness if you have evaluated and graded the exercise or activities that you
asked the students to do. If so, you are now in a good position to answer the following
questions:
 Have all the students reached the learning objectives of the lesson?
 Have all the students really understood the assignment?
 Are there students or groups of students that did not understand the lesson? What
assistance can I provide to help them improve their learning progress?
(1.7) Importance of Monitoring and Evaluation for Students

Monitoring and evaluation can have the same benefits for students as for teachers. First of all,
it provides feedback about the students’ level of learning and achievement. Let’s return for a
moment when you were students faced with exercises given by the teacher. Can you
remember what results meant for you?
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Exercises help to realize:
 To what extent has the student understood the lesson?
 What did the teacher expect from the student?
 What additional study does the student need to do?
Monitoring and evaluation serve to not only improve learning levels but also learning quality.
(1.8) Importance of Monitoring and Evaluation for Parents

Have you ever thought of your responsibility to the parents of the children you teach? The
results of your evaluation activities are an important piece of information to parents. It helps
to inform them of their children’s progress and understand what they can do to help them
improve.
The majority of schools do not encourage parents to visit. Your attitude can be a determining
factor in their interest in the school.
(1.9) Importance of Evaluation for Your School

The results of your evaluations can help the other teachers in your school who will receive
your students. You also will need to know something about the needs and abilities of the
students who will come to you from other classes.
Finally, evaluation plays an important role in the information about your multigrade
classroom’s learning achievement that the school needs to provide to local school authorities.
You can also compare these results with the results of similar classes or monograde
classrooms. This information can help people who have negative prejudices against MGCs to
have a better idea of the quality teaching and learning activities that multigrade schools can
provide.
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UNIT 2:
Various Methods of Student Learning Evaluation
INTRODUCTION
In this Unit, we will visit a number of methods that you can use to collect information on
your students’ progress. Checklists, rubrics, portfolios, and quizzes and written tests can be
developed to evaluate cognitive outcomes and cognitive motor skills. They are also necessary
to evaluate affective outcomes (social development and attitudes).
These instruments are particularly useful in multigrade situations where you need to observe
the characteristics of many groups over a long period of time. They are easy to read and can
quickly and simultaneously provide a summary of achievement for you, parents, other
teachers and the school administration.
SPECIFIC OBJECTIVES
 Understand the multiple outcomes that may be evaluated by the methods below; and
 Expand upon the various methods in order to use them in your classroom.
(2) CONTENT
ACTIVITY 3
 What do you know about checklists, rubrics, portfolios, evaluation
sheets for independent work and written tests?
 Have you already used them in your classroom? If yes, how?
(2.1) Checklists
Use checklists to assess tasks that can be divided into a series of logical points, such as the
development of reading or particular math skills. Checklists make sure that you are
evaluating students according to specific objectives indicated in the lesson.
Checklists are used to show how students have developed specific skills or how they are
capable of performing certain tasks.
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EXAMPLE 1: READING CHECKLIST
In the example below, you will notice how one identifies particular skills that you want
students to achieve as they have begun learning to read.
SOUND AND WORD RECOGNITION CHECKLIST
Student name:………………
Date……………..
Subject: Visual and auditory discrimination
Objective achieved? Yes No
1- Distinguish between letters seen X
2- Capable of reading words appropriate to

X
level
3-Distinguish between heard sounds X
4-Distinguish between words heard X
An evaluation like this one will need to be performed more than once in the trimester in order
to see if there has been any improvement. You will also need to add different criteria as
reading level increases.
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EXAMPLE 2: LESSON SERIES CHECKLIST
In the example below, you will see how we use checklists to evaluate a series of climate
lessons at the end of the trimester.
CHECKLIST: LESSON SERIES

Subject: Climate
Musa Fatu Lamine Pape Bintu Badu

Student Level
CE2 CE2 CM1 CM1 CM2 CM2
Objective: Class 1
Can use correct vocabulary
X X X X
to describe the weather in our
locality
Objective: Class 2
Can explain how the climate
X X X
affects people’s lives in our
locality
Objective: Class 3
Is capable of making simple X X X X
climate instruments
Objective: Class 4
Can record rain and
X X X X X
temperature exactly using
images
Objective: Class 5
Can explain causes of X X X X X
climate season change
Objective: Class 6
Can explain how changes
X X X X
affect human activities in
various areas of our country
The previous section uses checklists to evaluate cognitive achievements. They are also used
to evaluate skills and attitudes.
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EXAMPLE 3: CHECKLIST TO EVALUATE STUDENT ATTITUDES
The example below shows how you can use checklists to evaluate student attitudes during
group work and play activities over the semester.
CHECKLIST: GROUP WORK SKILLS

1ST TRIMESTER
Musa Fatu Lamine Pape Bintu Badu
Student Level
CE2 CE2 CM1 CM1 CM2 CM2
Shows interest in activities X X X X
Demonstrates leadership X X X
Listens to the ideas of

X X X X
others
Accepts and respects group

X X X X X
decisions
Effectively organizes tasks X X X X X
Offers appropriate
X X X X
assistance
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(2.2) Rubrics
The checklists we have just looked at are used to show how much students have developed
specific skills or how capable they are to do particular tasks.
A modified version of the checklist, called a “rubric,” can also be used to evaluate the
development of skills during the trimester. This tool is particularly necessary when you speak
with parents at the end of the trimester.
EXAMPLE 1: RUBRIC FOR SOCIAL SKILLS
The rubric below shows the development of social habits during the trimester.
RUBRIC: SOCIAL SKILLS

1ST TRIMESTER
Name: Lamine Diatta

Grade: CM1
(3)
(1) (2) Good
Social Skills
Little Decent or Very
Good
Behavior towards others in the class X
Motivation (attitude towards work) X
Independent as a learner X
Self-esteem X
Willingness to help with tasks outside of class
X
(collecting and distributing books, sweeping)
Sub-total 3 6
Total 9
* Discuss your observations and comments with the student in question. Sometimes, your
understanding of an incident may be very different from that of the student.
You should make similar sheets for each student to attach to their composition book for the
trimester in order to inform parents of their child’s certain behaviors.
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(2.3) Portfolios
Student portfolios are collections of a student’s assignments. The multigrade situation

provides an excellent opportunity for teachers and students to compile portfolios. The key to
judicious use of portfolios is in selecting which assignments to include.
You will need to think about:

 The reason for making portfolios and who decides what products should be included;
 The type of work that students should include (for example: only samples of their best
achievements or a selection of both good and weaker assignments);
 Criteria for assessment (used to evaluate individual work);
 The destination for the final product.
You can also decide to include written notes about something that you think is of particular
importance to a particular student’s achievement or behavior in the portfolio.
An Anecdote: A short tale about a noteworthy incident
It is not necessary to do them with just any student. These grades, in anecdotal form, are more
necessary as a recording mechanism of changing attitudes and behaviors, particularly, in the
case of students with behavior or learning difficulties.
Because you have the possibility to work with the same students over the course of several
years, it is especially necessary for you to review the portfolio to see where your students
have encountered difficulty or made significant progress. If another teacher should receive
your students, you can give them this precious document in order to become more familiar
with children’s situations.
EXAMPLE 1: ANECDOTE
ANECDOTE
Name: Zeynabou
Grade: CE1
Date: 23 January 2003

Comments:
Contrary to all expectations, she who never participated in class, volunteered to
read a story to her classmates.
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EXAMPLE 2: ANECDOTE
ANECDOTE
Name: Fatimata
Grade: CE1
Date: 12 March 2003

Comments:
She continues to talk in class! I am sick of this behavior! It is impossible that she
follow along! When will she change?
It is important to:
 Write anecdotal notes about behavior or learning attitudes which, according to you,
are significant;
 Write notes as objectively as possible. You should not include your personal feelings
about the student;
 Be certain that the notes are made regularly in order to represent the child’s typical
behavior (focusing on both negative and positive behaviors);
 Keep notes for each child in a separate envelope. In this way, it will be easy to
identify achievement and behavior tendencies.
(2.4) Written tests

Written tests are the most commonly used instruments to measure and assess cognitive
development. As a MGC teacher, you need to give different tests for each grade or questions
of varying difficulty.
When it comes to an assignment, the teacher prepares a series of questions. These questions
can be divided into two main categories:
I. Close-ended questions
II. Open-ended questions
I. Close-Ended Questions
o Close-ended questions ask students to give a correct response or choose the correct
response from a given set of options. Both are used to test factual knowledge.
There are four frequently used close-ended questions:

1. Fill-ins;
2. True or false;
3. Drawing arrows;
4. Multiple choice
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1 – Fill-ins
“Fill-in” questions provide students with a series of questions or phrases that they should
finish themselves by giving the correct response.
EXAMPLE 1: FILL-IN
FILL-IN
The Capital of Senegal is…….
The expected response is “Dakar.” It is the only valid answer.
EXAMPLE 2: FILL-IN
FILL-IN
The president of Senegal is…….
The expected response is “Abdoulaye Wade”
EXAMPLE 3: FILL-IN
FILL-IN
Does two plus two equal five.……?
The expected response is “no”
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2 – TRUE OR FALSE
“True or False” questions provide students with a series of statements that they must declare
as true or false. In constructing this sort of question, always write the statements so that the
meaning is very clear.
The main disadvantage with True or False questions is that there is a 50% chance that the
student guesses the correct answer.
EXAMPLE 1: TRUE OR FALSE
TRUE OR FALSE: SCIENCE
Question:
Six planets surround our sun.
TRUE [ ] FALSE [ ]
TRUE OR FALSE: MATH
Question:
If I multiple 2 by 1, the answer is 3.
TRUE [ ] FALSE [ ]
TRUE OR FALSE: ENGLISH
Question:
“Ate” is the past tense form of the verb “to eat”
TRUE [ ] FALSE [ ]
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3 – DRAWING ARROWS
This type of question provides students with two lists of words or expressions and asks them
to draw lines that show how the words are connected.
EXAMPLE 1: DRAWING ARROWS
DRAW ARROWS: CONNECT EACH COUNTRY AND ITS CAPITAL

Instructions: Draw an arrow that links each country in the left column with its
capital in the right column.
COUNTRIES CITIES
Seychelles Lusaka
Zambia Gaborone
Uganda Kampala
Tanzania Dar es Salam
Botswana Victoria
DRAW ARROWS: CONNECT THE PROBLEM WITH ITS ANSWER

Instructions: Draw an arrow that links each problem in the left column with
its response in the right column.
PROBLEMS ANSWERS
5+8= 8
6x2= 3
12 – 4 = 12
6/2= 13
DRAW ARROWS: CONNECT EACH ORGAN WITH ITS SENSE

Instructions: Draw an arrow that links each organ in the left column with its
sense in the right column.
ORGAN SENSE
Eyes Touch
Skin Smell
Nose Sight
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4 – MULTIPLE CHOICE QUESTIONS
These are choice questions. Each type of question has two main parts: the source and the
answer. The problem is stated as a source or a stem and proposes 4 or 5 options to students
from which they are asked to choose the correct answer.
In multiple-choice questions, the source is either stated as a direct question or an incomplete

sentence. In the example below, the source is an incomplete sentence, however note that it
could also be formulated as a question: What is the capital of Senegal?
EXAMPLE 1: MULTIPLE CHOICE QUESTION
MULTIPLE CHOICE QUESTION:

GEOGRAPHY
Question :
The capital of Senegal is…
[ X ] Dakar
[ ] Nairobi
[ ] Harare
[ ] Pretoria
In multiple choice questions, the possible answers must be possible (meaning that they must
seem possible to a student who is uncertain of the correct answer). Look again at the example
above. What do you notice about the alternatives or answers? They are all capitals of African
countries.
You can also create multiple choice questions with more than one correct answer that ask
more than simple fact recall.
EXAMPLE 2: MULTIPLE CHOICE QUESTION
MULTIPLE CHOICE QUESTION: MATH
Question :
Which of the numbers are multiples of 3.
[ ] 5 [ X ] 15 [ X ] 48 [ X ] 87 [ X ] 159 [ ] 449 [ X] 636
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II. Open-Ended Questions:
o Open-ended questions ask students to think and to express themselves according to
the given instructions. These are used most often with composition questions. There
are two types of composition questions:
1. Those that require a structured response;
2. Those that require a prolonged or drawn-out response.
The main difference between the two is the freedom given to students to formulate an answer.
1 – STRUCTURED RESPONSE
Students’ responses are limited because the structure of the response is clearly stated.
Questions that ask for structured responses may vary in length.
In the following example, students are asked to write three simple phrases.
EXAMPLE 1: STRUCTURED RESPONSE
STRUCTURED RESPONSE:
HEALTH EDUCATION
Instructions:
Give three reasons why we need to keep gutters and
sewers clean.
Certain questions may ask for a longer structured response.
EXAMPLE 2: STRUCTURED RESPONSE
STRUCTURED RESPONSE:
CIVICS
General instructions:
Explain to a friend how to prepare your favorite dish.
In the first paragraph, you should cite the ingredients

and materials necessary to prepare it;
In the second paragraph, you should explain the

various steps of preparation;
In the third and last paragraph, you should explain

why it is your favorite dish.
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2 – DRAWN-OUT (PROLONGED) RESPONSE
In this case, the student is free to determine both the structure and content of the response.
Composition questions of this kind are given to high school students as they require a high
level of skill in understanding of the subject matter, language use, and the way the response
should be structured.
Drawn-out or prolonged responses can be used for all subject areas, for example, we can
expect students to write compositions or essays in a language like English or French, where
they respond to questions from history or geography.
EXAMPLE 1: DRAWN-OUT (PROLONGED) RESPONSE
DRAWN-OUT (PROLONGED) RESPONSE:

HISTORY
Instructions:
Analyze the importance of Senegalese international
relations since Independence in an essay.
EXAMPLE 2: DRAWN-OUT (PROLONGED) RESPONSE:

ENGLISH
Instructions:
Write an essay in English on what did you during
vacation.
EXAMPLE 3: SENEGALESE CONTEXT

SCIENCE
Instructions:
Explain how the human heart functions.
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(2.5) The Advantages and Limitations of Using Composition Questions
The main advantage of composition questions is that you can assess a much broader range of
learning situations, for example, comprehension.
Constraints of this type of composition:

 Your subjective judgments may influence the grade given; or
 You may not agree with the opinions expressed; or
 You may feel that the question should have been responded to in a different way; or
 You may be tired when you are correcting the assignment.
(2.6) Correcting Composition Questions

Before beginning to correct, you should develop a rubric that will guide you to focus on
certain particular situations and will help you to give a grade for each category that you
identify as part of the rubric.
 Organization: Is there a clear introduction, body and conclusion?
 Content: Is the content well formed at the end of a week or a day?
 Grammar and vocabulary: Is the sentence and paragraph structure, punctuation,

spelling and the use of words appropriate and correct?
 Comprehension and analysis: Does the work respond to the question?
You may decide that certain parts should have more points than others. This is called
“favoring.”
(2.7) Using Test Results to Diagnose Problems

A rubric is an instrument used to grade an assignment. Many “rapid tests,” such as spelling
tests or mental calculations are used over a period of a week or a day to see if the students
have learned or can “recall” certain facts or procedures. This is valuable in itself but you need
to be able to see beyond the raw grade if you want to be able to diagnose specific problems
that individuals have in relation to learning.
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CASE STUDY #1
(*Translator’s note: English language example adapted from French version)
Look at Mariama’s spelling test. She received a 2 out of 5. Why did she miss the
spelling of these words?
In this case, when you look closely at her sheet you notice immediately that she has a
problem with “ie” and “ei.”
Name: Mariama
recieve x
conceive √
retrieve √
percieve x
beleive x
Maybe she forgot to apply the rule that she was given.
In this case, you should have her review and reread the rule before giving her a
similar test for consolidation.
(2.8) Assessment Sheets for Independent Activities
Assessment sheets are used with independent activities, whether individually or in groups.
When they are individual, the students makes note of achievements as well weaknesses as
they use the various exercise and auto-correction worksheets. When used by the group, the
group leader assures that the assessment sheets are filled out.
These sheets also take into account the progress of students or groups and allow for better
management of review activities. Each time, teachers should nonetheless compare the notes
on the assessment sheet with the results from the exercises to be certain that no one is taking
advantage of their trust.
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EXAMPLE 1: ASSESSMENT SHEET FOR INDEPENDENT ACTIVITIES
NAME: LEVEL:
1st time 2nd time 3rd time
Date Score Date Score Date Score

Worksheet 1 U P S
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7
Worksheet 8
Worksheet 9
Worksheet 10
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
Worksheet 16
Worksheet 17
Worksheet 18
Worksheet 19
Worksheet 20
U= Unsatisfactory S= Satisfactory P = Passing
You can make as many of these sheets as the academic subjects you teach and exercise
worksheets you have in order to get students used to self-assessment. They allow you
evaluate the performance of students who work independently even though you are with
another grade level group.
Page 112 de 114

CONCLUSION
You have just completed your study of this Guide on multigrade classrooms. We hope that all
your concerns have lifted! You can now begin to invest your energies in your classroom
while waiting for a specific training that the educational team from your district will certainly
organize in order to equip its young schoolteachers who are ready to go, trowel in hand!
This Guide cannot replace formal training, far from it! However, it has its usefulness!
For those of you who are assigned to the bush, at an isolated school, far from large built-up
areas, in the middle of farmers or herders who have placed a lot of hope in you, this tool will
help you make your first steps in multigrade teaching, or reinforce your experience.
But do not limit yourselves to studying it alone. Take advantage of weekends to join up with
a nearby school where you hope to find schoolteachers more experienced than you. Discuss
together the content in order to have a better understanding. Don’t forget your journal where
you write down all your observations, questions, unfulfilled expectations or suggestions for
improvement. Submit it to the harsh reality check of classroom experience and the fine-
toothed comb of constructive criticism.
We are in the middle of an Action Research process and you are central to the process as
since the beginning you have participated in the development of this tool. It is thus, only the
first version. There will certainly be others as action and reflection continue to be mutually
enriching!
Page 113 de 114

BIBLIOGRAPHY
Brunswick, E. & Valerien, J. (2003). Les classes multigrades : une contribution au
développement de la scolarisation en milieu rural. Paris: IIPE, UNESCO. Retrieved
December 2008 from http://www.fao.org/docs/eims/upload/251375
/classesmultigrades.pdf,
Commonwealth Secretariat, ADEA. (2005). Resources materials for multi-grade teaching.
Elsworth, D. (2002). Multigrade teachers’ handbook. Gambia: Gambia College
Gaye, M. & Touré M. (2002). Rapport de synthèse nationale de l’Etude sur les classes
multigrades et les écoles à maitre unique. Paris: IIPE, UNESCO.
Gestion des CMG: Expériences des IDEN de Mbacké et Podor. (n.d.).
Inspection Départementale de l’Education de Podor. (n.d.). Comment gérer votre classe

multigrade ? Guide du maitre.
Little, A.W. (2006). Education for all and multigrade teaching. New York, NY: Springer
Ministère d’Education Nationale du Sénégal. (1999). Le Volontaire de l’éducation. Dakar :

Auteur.
SY, A.M. (2003). Pour mieux gérer les classes multigrades
UNESCO. (2002). Défis posés par le développement des CMG dans la perspective de l’EPT
Séminaire IIPE, Paris, du 24 au 26 avril 2002.
Page 114 de 114

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University of Massachusetts Amherst

Senegal Teacher's Guide for Multigrade

Follow this and additional works at: https://scholarworks.umass.edu/cie_lire

TEACHER’S GUIDE FOR MULTIGRADE

ADEA Association for the Development of Education in Africa

CAP Certificat d’Aptitude Professionnelle (Certificate of Professional Aptitude)

CE1/CE2 Cours Elémentaire (Elementary Level I/II)

CI/CP Cours d’Initiation/Cours Préparatoire (Initiation Level/Preparatory Level)

CM1/CM2 Cours moyen (Mid-Elementary Level I/II)

CSLP Center for the Study of Learning and Performance

EFA Education for All

FAWE Forum of African Women Education

Inspecteur Départemental de l’Education Nationale

MGC Multigrade Classroom

NCNW National Council of Negro Women

NGO Non-Governmental Organization

SGS Single Grade School

UNESCO United Nations Educational, Scientific and Cultural Organization

LIST OF ACRONYMS AND ABBREVIATIONS ............................................................... 2

MODULE 1: PURPOSE AND BACKGROUND OF MULTIGRADE TEACHING ...... 8

MODULE 2 : MG CLASSROOM MANAGEMENT TOOLS ......................................... 27

MODULE 3 : MG CLASSROOM MANAGEMENT TECHNIQUES ............................ 62

MODULE 5: MONITORING AND EVALUATING STUDENT LEARNING .............. 88

CONCLUSION .................................................................................................................... 112

BIBLIOGRAPHY ................................................................................................................ 113

This guide includes the following training modules:

1) Module 1 : Purpose and Background of Multigrade Teaching ;

2) Module 2 : MG Classroom Management Tools;

3) Module 3 : MG Classroom Management Techniques;

4) Module 4 : Community as Resource; and

5) Module 5 : Student Learning Monitoring and Assessment.

Without further delay, fellow teachers to your Guides!

PURPOSE AND BACKGROUND OF MULTI-GRADE TEACHING

PURPOSE AND BACKGROUND OF MULTIGRADE TEACHING

 Understand and explain the development of multigrade classrooms throughout the

Unit 1: Multigrade Classrooms in Senegal and Around the World

Unit 3: Relevance and Effectiveness of MGCs

A “multigrade classroom” is defined as a classroom in which a teacher is responsible for

CI CE1 CP CM1 CE2 CM2

1. Combined Learning Stages: (3 options)

2. Adjacent Stage Combinations : (2 options)

CP CE1 CE2 CM1

3. Distant Combinations: (10 options)

CI/CE1 CI/CE2 CI/CM1 CI/CM2

CP1/ CP1/ CP1/

(1.3) Factors that Lead to the Creation of a MGC

 Schools where student enrollment fluctuates greatly from year to year;

(1.4) MGCs Around the World and in Senegal

Around the World:

Little’s analysis allows us to measure the importance of multigrade classrooms in a certain

 In England, in 2000, MGCs made up 25.4% of primary school classrooms ;

 In Ireland in 2001, 42% of primary school classrooms were MGCs;

 In Norway in 200, MGCs made up 34% of primary school classrooms;

 In Nepal in 1998, nearly all primary school classrooms were MGCs;

 In India in 1996, 84% of primary schools had three or fewer schoolteachers.

(2.1) Basic Factors Leading to MGC Failure

I. Absence of strong political will on the part of the national government:

 Insufficient application of regulations for construction materials and school supplies