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 VithanapathiranaFaculty of Education

University of ColomboSri Lanka

manjulav@edu.cmb.ac.lk

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

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

Mathematics Topics Gr1

Gr2

Gr3

Gr4

Gr5

1 Sorting X X - - -2 Inclusion - - X - -3 Relationship X X X4 Neighbourhood X X X5 Ordering X X X6 Shapes X X X X X7 Symmetry - X X X X8 Money X X X X X9 Length and distance X X X X X

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.  

• 2nd Step,  Develop and deviate sequentially to grade levels in building up the lesson. 

• 3rd Step,  Set different grade level assignments to suit the respective grade levels. 

• 4th Step,  Conclude by directing students of the different grades for further work on the topic depending on the levels at which they worked.  

Multigrade Lesson Plan : Grades: 4 and 5Topic: 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

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

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

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

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

Thank you.