Training Manual in Multigrade Strategies for Lecturers of Zambian Multigrade Trainee Teachers and Teachers

Abstract

This package consists of this booklet together with CDs containing interviews about multigrade education in Zambia and classroom case studies in both Zambia and Australia (see the appendices). The package arose out of the multi-national, capacity building partnership, involving the collaborative efforts of two academics (Tom Maxwell and Charles Kivunja) at the University of New England (UNE) in Australia, one senior Lecturer (Dr. Yizenge Chondoka) at the University of Zambia (UNZA) and one Lecturer (Mr. Daudi Kawumi) at Kyambogo University (KYU) in Uganda. The two UNE academics were assisted by a free lance multigrade consultant (Tony Bennett) who is also Australian referred to as the Australian team. ... Although some of the multigrade strategies suggested in this package could be used by primary teachers, the Package is primarily intended to be a research-based resource which lecturers involved in the training of primary teachers can use is their lectures and design of teaching and learning resources helpful in improving instructional quality in multigrade contexts. In developing this Package, while we have tried to tailor it to the needs expressed by lecturers at UNZA, MMCE and KYU and we have been able to draw upon published literature on programming and training for multigrade teaching such as Miller (1989), Little (1994; 2004; 2006a; 2006b and 2007); Collingwood, (1991), Birch and Lally (1995), as well as Barsaga and Lacuesta (1998). The Modules are designed with a practical focus intended to help the lecturer acquaint the pre-service trainee with practical ideas and strategies that will make the teacher's work in the multigrade classroom more children-centred, more engaging and more effective. In following this design, we were guided by the contexts we witnessed in the teacher training colleges in both Uganda and Zambia as well as in multigrade classrooms in both countries. Accordingly we assume that Teacher Training College lecturers have a good basic understanding of key multigrade concepts.