Module: Teaching in Multi-Level Classrooms

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Teaching in Multi-Level Classrooms
Module Code	EDP1069 (ITS: PR201)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
NFQ level	8	Credit Rating	5

Description

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

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2. Identify contexts for multi-grade classrooms and perceived benefits and challenges for teaching and learning
5. 1
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7. Demonstrate an understanding of how to cater for learner diversity in multiclasses through adopting particular organisational approaches and teaching methodologies
10. 2
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12. Observe and document reflections on practice of teaching and learning in a multiclass
15. 3
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17. Identify appropriate teaching strategies for a multiclass such as whole class teaching, mixed age grouping and independent work with associated routines, management and assessment
20. 4
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22. Identify how learning outcomes from the 1999 Primary curriculum can be aligned or adapted to indicate learning outcomes for a multiclass
25. 5
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27. Identify strategies to adapt classroom organization for multi-grade settings
30. 6
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32. Present sample lesson plans which indicate key aspects of adapting learning outcomes, instructional approaches, management and activities for multi-grade settings
35. 7
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37. Present critical review of instructional resources for multiclass use and propose strategies for adaptation and multiple use in the multigrade classroom
40. 8

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	30	Theory, practice and reflection
Independent Study	50	Reading, planning, reflecting and developing understanding of multiclass planning/teaching
Independent Study	40	Documenting, reading and reflecting for portfolio/learning journal assignment in relation to the module content
Class Presentation	5	Assignment presentation
Total Workload: 125

Section Breakdown
CRN	10406	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Anne Lodge	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Reflective journal	Document reflections on own learning using designated prompts, experiences and reading.	50%	As required
Presentation	Students 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
Essay	Critical 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; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

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

Articles:

Hargreaves, E.: 2001, Assessment for learning in the multi-grade classroom’, International Journal of Educational Development1, 553, 0
1999: An investigation of pupil perceptions of mixed-ability grouping to enhance literacy in children aged 9-10, Educational Studies, 25, 3,, 283, 0, 1
Multigrade teaching: towards and international research and policy agenda’: International Journal of Educational Development, 21, 21, 481, 0, 1, Mulryan-Kyne, C.
Teaching and Teacher Education: 23, 501,

Other Resources

None