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p x27 s guide A pedagogic basis for multigrade teaching ?? the Ps Anita Pincas Draft - January This model is suitable and relevant for all teaching and can be of considerable use in multigrade classrooms It is explained in detail below As with all advice

A pedagogic basis for multigrade teaching ?? the Ps Anita Pincas Draft - January This model is suitable and relevant for all teaching and can be of considerable use in multigrade classrooms It is explained in detail below As with all advice to practising teachers it is important for them to understand the principles and then to adapt them to their own circumstances Further any set of principles such as this one can be of value but needs to be supplemented with hands-on support Only in a live teacher training programme that works intimately with teachers in the classroom can a trainer help the teachers to apply the model The Ps are P Teacher presents the content P Teacher helps learners to practice the activities proposed by the teacher and o ?ers feedback P Teacher asks learners to perform by producing evidence of their competence for which they receive feedback and or grades Content Whatever the learning context whoever the learners whether there is one teacher or peer learning there is always content Without content there is nothing for the learner to learn Whether learners ?nd something to learn independently perhaps through stimulating activities devised or proposed by the teacher or have it brought to their attention - i e presented to them in some way by someone else who is often a teacher but may be another learner - it has to be there It might be concepts or facts or skills or processes or attitudes and approaches In multigrade classrooms how to manage access to the appropriate content for di ?erent ages and di ?erent levels of pupils is one of the three predominant concerns that can worry the teacher They will ask themselves whether they ought to prepare di ?erent content for di ?erent levels or expect the lower levels to ??stretch ? themselves in order to understand at least some key points of a higher level lesson This paper will make clear how content relates to the other two predominant concerns for the multigrade teacher learning or practice activities and feedback or assessment Of course all creatures learn a great deal on their own But schools enhance learning by organising it and using strategies to improve the process of acquiring the content The teacher is key in this process without diminishing the contribution of peers facilitators and others In other words the teacher sca ?olds the learning process Part of that sca ?olding is to package the content in a manner that s he believes will make it more learnable Many factors come into play here and they normally include arranging the content in a sequence from familiar to new easy to more di ?cult simple to more complex or perhaps in a hierarchy from general to particular or vice versa or even presenting it in simpli ?ed form In the ?rst stage of the Ps model learners become aware of content It may be directly stated and described i e presented by the teacher or