1. Multi-grade teaching and Multi- level teaching (MGML): Review of innovations and implementation and sustainability Asia Education Summit on Flexible Learning Strategies for Out-of-School Children Prof. Manjula Vithanapathirana Faculty of Education University of Colombo Sri Lanka manjulav@edu.cmb.ac.lk

2. Multigrade vs No Schooling Teaching to more than one grade group at a given timetabled period Small schools accessible to rural communities No teacher per grade group due to cost issues or problems of retention and deployment Multigrade teaching is cost effective If implemented well Quality is an issue as no recognition through curriculum development and teacher training

6. Curriculum: Monograde to Multigrade The primary curriculum in Sri Lanka is organised in an age-graded monograde curriculum framework Curriculum REORGANIZATION Combination of specific objectives of related topics for multigrade teaching for selected grade combinations

7. Mathematics TopicsGr 1 Gr 2 Gr 3 Gr 4 Gr 5 1 SortingXX--- 2 Inclusion--X-- 3 RelationshipXXX 4 NeighbourhoodXXX 5 OrderingXXX 6 ShapesXXXXX 7 Symmetry-XXXX 8 MoneyXXXXX 9 Length and distanceXXXXX

8. Multigrade Lesson Planning 1st Step, Make an introduction at a level suitable for the grade combination through a study of the objectives stipulated for each grade level. 2 nd Step, Develop and deviate sequentially to grade levels in building up the lesson. 3 rd Step, Set different grade level assignments to suit the respective grade levels. 4 th Step, Conclude by directing students of the different grades for further work on the topic depending on the levels at which they worked.

9. Multigrade Lesson Plan : Grades: 4 and 5 Topic: Addition Specific objectives for each grade : Grade 4: Add two numbers sum not exceeding 999 with carrying over at unit’s and ten’s places Grade 5: Add two numbers sum not exceeding 9999 with carrying over at unit’s and ten’s places Resources: Ekels (singles and bundles of ten), number cards, Place value charts and Assignment cards Step 1 : Whole-class introduction: Recall addition by writing single digits on the board up to sum not exceeding 50. Group the class into about four groups disregarding the grade level. Give each group a Place value chart with two columns, Ekels ( singles and bundles). Encourage a competition between groups where one group shows two numbers with number cards while the other group adds them. Step 2: Lesson development with differentiating grade levels: Write three digit number which will add up with carrying over at unit’s place on the board. Ask a volunteer to come up and add them. Repeat this three or four times. Discuss with the students. Write three digit number which will add up with carrying over at unit’s place and ten’s place on the board. Ask a volunteer to come up and add them. Repeat this several times. Step 3: Set different grade level assignments Assign suitable sums prepared. Visit groups and held the students. Step 4: Conclusion Discuss one or two sums after diagnosing common errors made by the students

12. MGT distance teacher training modules Module 1: The concept of multigrade teaching: A generic training module Module 2: The context of Multigrade teaching: Reflecting on the challenges and needs analysis Module 3: Learning and teaching of mathematics in multigrade/multilevel settings adopting a learner and materials centred approach

13. Multilevel teaching for effective learning and retention Multilevel teaching should be in all classes addressing learning needs of each child Self regulated learning No learner left behind Learning cards, learning ladders are necessary From Teacher talk to active leaning

14. Multi-leveled self learning work cards L1 - Subtracting a number from a number less than 9 L1C1 - Subtracting numbers less than 9 using material and reporting L1C2 - Subtracting numbers less than 9 using figures and reporting L2 - Subtracting a number from a number not greater than 99, without bringing forward L3 - Subtracting a number from a number not greater than 99 L4 - Subtracting a number from a three-digit number. Bringing forward from one place only L5 - Subtracting a number from a three-digit number. Bringing forward in two occasions L6 - Problem solving involving subtracting a number from a number not greater than four-digits

15. Challenges of Scaling up MGML research innovations Curriculum reorganization and teacher education needs to accommodate MGML Lack of knowledge about MGML approaches and misconceptions among teacher educators and administrators Deeply rooted monograde model in school system and curriculum policy (one size fits all) Lack of trust towards an alternative approach Lack of political will- promise to supply teachers to get votes

17. Thank you.