Multi-Class Teaching in the Primary School (Primary) NIPTWS14.
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Transcript of Multi-Class Teaching in the Primary School (Primary) NIPTWS14.
![Page 1: Multi-Class Teaching in the Primary School (Primary) NIPTWS14.](https://reader036.fdocuments.in/reader036/viewer/2022081514/56649d345503460f94a0a975/html5/thumbnails/1.jpg)
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Multi-Class Teaching in the Primary School(Primary)NIPTWS14
![Page 2: Multi-Class Teaching in the Primary School (Primary) NIPTWS14.](https://reader036.fdocuments.in/reader036/viewer/2022081514/56649d345503460f94a0a975/html5/thumbnails/2.jpg)
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hoolWorking together in the
workshops will involve…
Confidentiality
ParticipationContributing to group learning
Asking questions/clarifying issuesTaking responsibility for your own learning
Please check that your phone is offfor the duration of the workshop
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Workshop Overview•What is multi-class teaching?•Advantages and Challenges•Classroom Management & Organisation •Differentiation•Planning •Teaching Methodologies and Strategies•Working as a Substitute in a Multi-Class
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What is multi-class teaching?
![Page 5: Multi-Class Teaching in the Primary School (Primary) NIPTWS14.](https://reader036.fdocuments.in/reader036/viewer/2022081514/56649d345503460f94a0a975/html5/thumbnails/5.jpg)
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• 3,305 primary schools in Ireland. Over 50% of them have four or fewer teachers. OECD 2011
• 1/3 of Irish children are taught in multi-class settingGrowing up in Ireland, ESRI 2014
• Of those 71.1% are taught in two class groups (consecutive grade classes) 20.2% in 3 class groups and 8.7% with 4 or more classes groups in the same class Growing up in Ireland, ESRI 2014
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Key Message 1
EVERY CLASS IS A MULTI-CLASS
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The Advantages of Multi-Class
• Ability to work independently• Self-confidence and motivation• Co-operative culture• Organisational skills • Own pace
Multi-class teaching in the Primary School (PPDS)
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The Challenges of Multi-Class
• Differentiation strategies• Teaching methodologies• Classroom management• Planning• Resources • Working as a substitute teacher in a
multi-class Multi-class teaching in the primary school (PPDS)
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Key Message 2
MULTI-CLASS REQUIRES A HIGH DEGREE OF ORGANISATION
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hoolManaging and Organising a
Multi-Class
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Classroom Management and
Organisation The multi-class perspective
Jigsaw activity• Rules &Routines• Classroom Environment• Self-Directed Learning• Timetabling
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Classroom Management & Organisation Approaches
Rules and Routines
Classroom Environment
Self – Directed Learning
Timetabling
AgreeEstablishPractiseRevisitOrganisational routines
Maximise teaching Involve children Scan, move, interact
This will be explored in the following slides
We will re-visit this in the planning section of this workshop
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hoolClassroom management &
organisationSelf-Directed Learning
•Educationally sound•Easily monitored •Interesting•Progression•Relevant
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hoolIndependent work stations
Photos from Maynooth University Froebel Department
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Self-Directed Learning
Photos from Maynooth University Froebel Department
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Key Message 3
DIFFERENTIATION IS KEY FOR EFFFECTIVE MULTI-CLASS TEACHING AND
LEARNING
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What is Differentiation?
“The process of varying content, activities, teaching, learning, methods and resources to take into account the
range of interests, needs and experiences of individual students.”
NCCA, 2007
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in a multi-class context
KNOW YOUR PUPILS Pinpoint the specificneeds of groups and
individuals within the groups
DIFFERENTIATE Develop classroom culture of children working on different activities
RESPONDStyles, Intelligence/s, Maturity and Interests of the various groupingsAdapt your teaching style to accommodate preferred learning styles
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Key Message 4
THE MAIN FOCUS OF YOUR PLANNING
SHOULD ALWAYS BE THE LEARING NEEDS
OF THE PUPILS IN YOUR CLASS.
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Planning-Where do I start?
The Primary School Curriculum (DES, 1999) is the principal reference point for all
class planning.How can the curriculum support
multi-class planning?
Can I use the same templates as I would for a single stream class?
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Short Term Plan
Writing the learning objectives and learning activities for a
multi-class
Emphasis on Differentiation
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• Weekly• Planning in blocks of time• Flexible• Thematic/integrated learning
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Key Message 5
A VARIETY OF TEACHING STRATEGIES AND METHODOLOGIES SHOULD BE EMPLOYED TO
CATER FOR THE NEEDS OF ALL PUPILS IN A MULTI-CLASS
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hoolOverview of Exemplars of
Teaching Methodologies and Strategies
Exemplar 1: Whole Class GroupingsExemplar 2: Mixed Class Groupings Exemplar 3: Modelled Reading and
Guided ReadingExemplar 4: Pair work GroupingsExemplar 5: Mixed Ability Grouping
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Exemplar 1: Whole Class Numeracy
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Exemplar 2: Class Groupings
(See NQT booklet)
Modelled lesson: Literacy - Persuasive Writing Plan
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Exemplar 4: Mixed Class Pair Work (See NQT booklet)
Exemplar 5: Mixed Ability Grouping Reader’s Theatre
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Additional Teaching Strategies
• In-class support• Station teaching• Thematic approach (Aistear for multi-
class) • Co-operative learning groups• Local environment and visitors • Embrace new ideas/show flexibility
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Working as a substitute in a multi-class
Strategies from workshop - RecapLiteracy – stories, poetryNumeracy – mental maths activities and gamesThematic Approach
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Resources
• www.scoilnet.ie• www.ncca.ie e.g. glance cards • www.pdst.ie • www.teacherinduction.ie• School support/PSG with other
multiclass teacher• www.primaryresources.co.uk
(classroom display resources)
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Review
Have we addressed your challenges and concerns?
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Additional Support Professional Support GroupsNIPT School Support Service
www.teacherinduction.ie
Contact the [email protected]
Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC
To ask for support is a sign of strength…