It has been a fruitful and enjoying learning experience this term. I have learned a lot and I was able to relate all my courses. I am happy and inspired how my courses go since I think it was meant to have these course all at the same time. Learning theories, principles in teaching and educational research all supplement and complement my learning of Multigrade teaching.
What I will be sharing with you is my synthesis of all my courses highlighting the Multigrade teaching. But I suggest that before reading this, you might want to check my previous posts here in EDS 180 and all other courses to have a great background from where I am coming from.
Teaching and learning must be active. This is one of the many principles I have learned from the course Principles of teaching. Passive learning through lectures should no longer apply in our daily classes especially in a Multigrade Class. We should change lecture to a collaborative discussion focusing on the students’ knowledge construction and not on the transmission of knowledge. This is grounded in the Constructivist and Cognitivist theories of learning which entails learning as the collaborative and active pursuit of knowledge processing and construction.
Teachers must be facilitators of learning. I have explained this in my previous posts and I still firmly believe that teachers must be transformed into facilitators of learning. Even your teaching practices are grounded by behaviorism theory, facilitation of conditioning process stills applies. Thus, it is important that we, teachers, must have a good foundation and training on the best ways to facilitate learning.
Scaffolding is important, hence do it! What important take away from my learning theory course is the importance of scaffolding on the learning construction process of the students. It is important that the MKO (Most Knowledgeable One) appears on the Zone of Proximal Development which is the area where the students learn most through the guidance of an MKO. Scaffolding must be present in every Multigrade class since you are handling varied students. The differentiation of instructions must be supported with proper and enough scaffolding.
A relevant learning experience promotes effective learning. In a multigrade class, the students have various needs, thus various learning experiences. It is important that we, facilitators of learning, must provide our students with diverse learning experiences which will enable them to construct knowledge and collaborate with each other in relevance to their context and needs. Relative learning experiences promote success. Thus, it is important that learning in Multigrade classes must be personalized and contextualized.
Lastly, professional development must promote life-long learning. This can be done through reflective practices. Thus, I suggest that the teacher/facilitators of a Multigrade class must start to reflect on their daily practices in classes. This will not only assess their effectivity but would also promote changes, development, and improvement in our practices.
Teaching must be creative. Let us continuously pursue creativity in our daily practices. Only our imagination is the limit and we should not stop there. There varied ways we can approach the teaching and learning experience of our students in Multigrade class. What important is that we always consider their learning needs, styles, and wants. We start with this and improvement will follow. Just learn from our mistake and success will come.
Thanks, everyone for having time reading my post. Have a blessed and fruitful teaching! 🙂