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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Teaching in Multi-Level Classrooms
Module Code PR201
School 78
Module Co-ordinatorSemester 1: Geraldine O'Connor
Semester 2: Geraldine O'Connor
Autumn: Geraldine O'Connor
Module TeachersGeraldine O'Connor
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
A written assignment which outlines a literature-informed basis for planning for mixed age and single age groupings for teaching in a multiclass/small school in a primary school setting.

The module will assist students to develop an understanding of some of the contexts, theories and methodologies associated with multiclass teaching and learning particularly in small schools. Students will examine the practice of teaching in multi-grade classrooms and associated theories of how learning is effectively promoted in such classrooms. Students will develop their professional knowledge and skills by exploring instructional models for teaching effectively in multi-grade settings with an emphasis on critical discussion and collaborative work. Students will explore differentiated instruction and consider how student readiness, interests and curriculum requirements should be addressed in multi classes. Students will reflect on and share their own experiences and assumptions about multiclasses and will collaboratively plan, present and reflect on a selection of lesson plans and resources aimed at a typical multi grade in a small school setting.. The module will build student confidence in planning for multiclass teaching in a range of curriculum area. Students will be introduced to tools to cater for planning for varied learning needs within a multi-grade classroom. Students will observe teaching and learning in a multiclass and will visit a small school to observe a classroom setting.

Learning Outcomes

1. Identify contexts for multi-grade classrooms and perceived benefits and challenges for teaching and learning
2. Demonstrate an understanding of how to cater for learner diversity in multiclasses through adopting particular organisational approaches and teaching methodologies
3. Observe and document reflections on practice of teaching and learning in a multiclass
4. Identify appropriate teaching strategies for a multiclass such as whole class teaching, mixed age grouping and independent work with associated routines, management and assessment
5. Identify how learning outcomes from the 1999 Primary curriculum can be aligned or adapted to indicate learning outcomes for a multiclass
6. Identify strategies to adapt classroom organization for multi-grade settings
7. Present sample lesson plans which indicate key aspects of adapting learning outcomes, instructional approaches, management and activities for multi-grade settings
8. Present critical review of instructional resources for multiclass use and propose strategies for adaptation and multiple use in the multigrade classroom

Workload Full-time hours per semester
Type Hours Description
Workshop30Theory, practice and reflection
Independent Study50Reading, planning, reflecting and developing understanding of multiclass planning/teaching
Independent Study40Documenting, reading and reflecting for portfolio/learning journal assignment in relation to the module content
Class Presentation5Assignment presentation
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reflective journalDocument reflections on own learning using designated prompts, experiences and reading.50%As required
PresentationStudents will collaboratively to develop and present a lesson plan indicating how they would teach a particular topic and curricular area to a given multiclass.10%As required
EssayCritical analysis of the approaches which support teaching and learning in multigrade classes.40%As required
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • UNESCO: 2013, Practical Tips for Teaching Multi-grade Classes., Bangkok:,
Other Resources

Programme or List of Programmes
BEDBachelor of Education

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