1. From access to success Multigrade Pedagogy and Assessment Angela W Little Delhi, Oct 24-26 2007 www.ioe.ac.uk/multigrade

2. Maheswari’s multigrade school

3. What is multigrade teaching? The teaching of pupils from different curriculum grades within the same timetabled period. Multi-grade is also referred to as: –Multiple class –Composite class –Vertical group –Mixed year class –Family class –Double class –Combined class –Unitary schools (one-teacher schools)

4. Making the invisible visible India: In 2005-6 76% of all primary (grade 1-5) schools had 3 or less teachers Peru In 1998 78% of all public primary schools were multigraded Burkina FasoIn 2000 36% of primary schools and 20% of classes were multigraded. 18% of students were in multigraded classes England In 2000 25% of primary classes were ‘mixed year’. 192 million (of 647 million enrolled in primary) worldwide in de facto MG classes. A further 104 million children remain out of school

5. Teaching and curriculum strategies AVOIDANCE Neglect Deferred entry of one grade – combine with next year’s entry QUASI MONOGRADE One teacher, multiple spaces/chalkboards Multi-year curriculum spans. Learners ‘enter’ the span at different points DIFFERENTIATION Teacher centred: Differentiated curricula: input, task, outcome Learner centred: Differentiated materials

6. Mobile multigrade school in Sudan

7. Quasi-monograde: Darfur, Sudan Grade 1+2 morning, teacher moves between 2 classrooms, Grade 3+4 afternoon, same teacher moves between same 2 classrooms

8. Quasi-monograde Vietnam: one teacher, five grades

9. Quasi-monograde Multi-year curriculum span for Grades 5 and 6 (except Maths), Grade 2 separate Rhodes, Greece

10. Differentiation: Teacher-centred Common language lesson, differentiated tasks, differentiated outcomes

11. Differentiation: Learner-centred guided by quality materials Escuela Nueva Self-organised learning 3-way relationship between T, S and M

12. Action research with teachers Curriculum restructuring Survey of teachers of multi-grade classes (38 schools in Sri Lanka, 23 in Vietnam) Desk study of the national curriculum by researchers and experts Sri Lanka, mathematics Vietnam, health education Small group of ‘intervention’ teachers (18 in Sri Lanka, 5 in Vietnam) Teachers develop the curriculum intervention with action researcher guided by desk study of current curriculum Intervention and Control groups, pre-and post test

13. Curriculum blueprint for maths: Grade 3-5 ThemeTopicG3G4G5 Numbernumber conceptXXX number patternsXXX fractionsXXX decimalsXX Roman numeralsXX Measurement/distancelength and distanceXXX weightXXX volume and capacityXXX timeXXX areaXX

14. Achievement impact Learning gains on knowledge tests were greater in the intervention groups than in the control groups

15. Curriculum Development at National level Vietnam G 1-3 Natural and Social Sciences; G 4-5 Science G4-5 Nepal G 2-3 Environment, Health, Sanitation and Social Studies G 4-5 (i) Social Studies (ii) Science, Environment and Health Education Sri Lanka G 3-4 Maths

16. Assessment for Learning Examples: Escuela Nueva (Colombia), Rishi Valley (India), Vietnam Assessment at end of short units/lessons to assess mastery prior to progression Learners are guided to the assessments by text not by the teacher Learners take the initiative to present themselves to the teacher for assessment Learner repeats the unit with remedial support

17. Assessment for: Selection of individuals: summative System performance: summative Learning: formative This type of assessment assists the teacher and the learner in the diagnosis of learning difficulties

18. Multigrade lessons for all Awareness of extent and of current teaching and learning strategies Curriculum re-organisation, supported by formative assessment and quality learning materials in quantity Teacher training

19. Education for All and Multigrade Teaching : Springer, 2006 ( ed. A W Little ) www.ioe.ac.uk/multigrade