ORGANIZING
AND
MANAGING
Presented by: Samantha Andrea Molino
GROUP Jessa Modelo
Catherine Del Rosario
Keana Veronica Moraña
ELECED- GROUP 6
Part of organizing and managing the Multigrade
classroom is to set up the classroom for activities
that encourage learners to work together with
minimal disruptions and with adequate guidance
and supervision. As mentioned earlier, a
multigrade classroom consists of learners with
different grade levels. To manage these learners
and their variety of abilities, grouping strategies
have been commonly utilized. Thus, teachers
must be able to organize students into groups
that are appropriate for their activities and
promote optimal learning.
TYPES OF
GROUPING
RANDOM
GROUPING
Students of varying ability levels and
ages can work together through
random grouping. This grouping
method is good for sharing ideas and
accomplishing tasks that are
appropriate for the whole group.
INTEREST
GROUPING
When groups have to work on different
topics within a theme, students can be
given the opportunity to choose the one of
most interest to them. In this case, interest-
based grouping techniques can be utilized.
If many of the students have chosen the
same topic, you may ask them to make a
second choice.
ABILITY GROUPING
Students with the same achievement level or abilities are
placed in the same group. This allows them to focus on
tasks best suited to their learning needs. Grouping them
according to their abilities should be done by the teacher
who has a good understanding of their abilities in a
particular area. Observations, analysis of work samples,
and outcomes of previous assessments can be used as a
basis in assigning the students to a group.
GRADE
GROUPING
In this grouping situation, students are
grouped according to their grade levels.
For example, if the class consists of
grades 1, 2 and 3, there could be three
groups. This method can be used when
there are specific objectives for each
grade.
CROSS-AGE
GROUPING
In the multigrade classroom, the varying
age of students can serve as an
advantage. Older students can assist or
tutor the younger ones in accomplishing
a task. However, the teachers should set
guidelines so that the tutors won't just be
doing all the work or give all the answers
to their tutees.
FRIENDSHIP
GROUPING
At times, students are asked to
form their own groups. Friendship
groupings can help students
develop the skills they need to
interact appropriately with their
peer group and to practice the
skills in forming healthy
friendships.
STRUCTURI
NG GROUP
WORK
Structure distinguishes
productive group work from
unproductive group work. To
structure group work, there
are two essential components
to consider:
1. STRUCTURING THE GROUP
PROCESS
A. WORK LOADS
A group must differentiate its
members work activities in order to
complete the task successfully. Role
differentiation is the term used to
describe this specialization of
activities. Work roles can be divided
into three categories based on the
tasks that they perform.
• Task-oriented roles. These roles are responsible for
task-related activities that contribute to the
achievement of a group's goal. These include the
coordinator, information-giver, information- seeker,
elaborator, recorder, and evalualor
• Relations-oriented roles. These roles emphasize the
development of interpersonal relationships and the
maintenance of harmony within the group. These
include the encourager, compromiser, gatekeeper,
harmonizer and observer.
• Self-oriented roles. These roles prioritize the
individual needs and, frequently at the expense of the
group. These include the aggressor, dominator,
blocker, help-seeker, loafer, self-confessor and special
interest advocate.
B. WORK GROUP
SIZE
Group size dynamics is a key aspect of group
work. For most activities, it is preferred that
groups of three or four people be used (Burke,
2011). This ensures a diverse spectrum of
viewpoints and experiences, as well as ample
time for everyone to participate. If the class
has plenty of students, this may need to be
divided into smaller groups with a larger
number of members. But, if there is a limited
amount of time available for the activity, the
C. WORK
GROUP
NORMS
The accepted standards of
behavior within a group that
are shared by the members
are known as norms. Every
group has its own set of
practices, values, and
expectations about how
things should be done.
These patterns and
expectations, often known
as group norms, guide the
way team members interact
with one another. Norms
can aid or hinder a group's
achievement of its
objectives.
2. STRUCTURING
THE TASK
Structuring the group process is not
enough to make a cooperative
learning activity successful. It is vital
to structure the task. Task structuring
refers to how well the activity is
explained to the pupils who will be
performing it. The group needs
shared knowledge, a challenging task,
and a clear idea of the final output
THANK
YOU!