1) This strategy is also called “jump-jump” strategy wherein the teacher gives activity to the other group while having a discussion with the other group. a) Teach one subject to all grades and at varying levels of difficulty b) Relate learning with daily experience c) Teach one grade while others work independently 2) Teacher Marie uses strategy 1 in teaching in a multi-grade classroom. In this strategy, it is expected that the following are evident in learning EXCEPT: a) teaching methodology and learning contents are the same b) students are given differentiated exercises c) learning outcomes are the same 3) Miss Begonia, a multi-grade teacher wanted to use strategy number 3 in the pedagogical strategies in teaching multi-grade classes. Which of the following she will probably do? a) Group the students base on their grade level and give differentiated activities with different level of difficulty b) Miss Begonia will ask the grade 1 pupils to write the ordinal numbers up to 10th and grade 2 students up to 20th c) both a and b 4) This strategy allows the lower grade students to have a preview of the possible topics they will encounter in the next grade level. Also, for higher grade students, the lessons in the lower grade serve as a recall, and the teacher saves time to let them revisit the prerequisite topics. a) Teach one subject to all grades and at varying levels of difficulty b) Develop peer, cross-age and cross-grade teaching strategies c) Teach all groups together (whole class teaching) 5) According to UNESCO (2015), multi-grade teachers have the capacity to choose a pedagogical strategy that would fit the needs of their students. a) True b) Sometimes True c) False 6) This strategy works well for children with learning disabilities and other special education needs, children from ethnic or linguistic minorities, and those who have not gone through a pre-school program. a) Teach one subject to all grades and at varying levels of difficulty b) Develop peer, cross-age and cross-grade teaching strategies c) Teach all groups together (whole class teaching) 7) Mr. Magno wants to conduct an activity in science for the non-taught group, which of the following activities can he give to his students? a) Ask the group to describe the usual weather in your village by season and different ways to measure the weather. b) Ask your students to go to the school garden. Before they begin to explore, explain what is expected of them when they come back; for example, to catalogue as many words as possible and sentences they can think of while looking around the garden. c) Ask the group to measure the distance from the classroom to another building in the village. Talk about metres, half metres, and centimetres. A demonstration lesson on multiplication tables can fit into this topic. 8) This strategy helps students to understand the concept more clearly than any other mode of teaching. a) Develop peer, cross-age, and cross-grade teaching strategies b) Teach all groups together (whole class teaching) c) Relate learning with daily experience 9) It is based on the pairing of students and is used extensively in most multigrade classrooms so that older children can help younger students with their lessons. a) Cross-age tutoring b) Teach all groups together c) Relate learning with daily experience 10) Mr. Magno wanted to give his students an activity that will relate their learning with daily experience, which of the following activities can he use? a) Peer Tutoring b) Creative activities c) Roleplaying

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