1. Multi-Class Teaching in the Primary School
Facilitator: Welcomes NQTs to the evening.
Introduces self briefly-school, teaching/mentoring other relevant experience, empathises with NQT – what it was like for you (facilitator) when you started teaching. Delighted to have the opportunity to work with and support NQTs.
It is important to note that some teachers attending may not be in their first year teaching and they are very welcome... However, the workshop is designed specifically for NQTs in their first year teaching in a mainstream class.
Also acknowledge that all NQTs may not be employed at the moment but that all are very welcome.
It is important that NQTs have a chance to introduce themselves in small groups, and where possible/appropriate in class groupings.
Multi-Class Teaching in the Primary School
(Primary)
NIPTWS14

2. Working together in the workshops will involve…
For Facilitator Use Only
Working together in the workshops will involve…
Confidentiality
Participation
Contributing to group learning
Asking questions/clarifying issues
Taking responsibility for your own learning
Please check that your phone is off
for the duration of the workshop
Please remind NQTs of the protocols of working together as part of the workshop programme.
The key points to highlight are:
Confidentiality - To be explained clearly - NQTs are asked not to mention names of schools, children, teachers or parents/guardians when discussing work/school issues.
Participation and Engagement - Contributing to group learning, asking questions/clarifying issues, positive interaction with peers and facilitator.
Communication with all parties involved will be carried out in a manner which is professional, collaborative and based on trust.
If an NQT has an issue which is of particular concern to them, invite them to please speak with you when the session ends. If they wish to raise an issue with regard to organisational aspects of the workshop programme then refer NQTs to Director of local EC. If they wish to raise an issue with regard to any other aspect of the workshop programme then refer NQTs to NIPT. If they have an issue with regard to registration then refer NQTs to the Teaching Council at
© NIPT

3. Workshop Overview What is multi-class teaching?
Advantages and Challenges
Classroom Management & Organisation
Differentiation
Planning
Teaching Methodologies and Strategies
Working as a Substitute in a Multi-Class
This slide provides participants with an overview of the content of the workshop.
Key messages and content for each of the headings shown on this slide are explored in more detail during the workshop.
The 5 key messages from the workshop are given in the NQT booklet.

4. What is multi-class teaching?
What is a multi-grade class? Give Definition.
Multi-class teaching is ‘the teaching by one teacher of children working in two or more grades or age groups in the one classroom’’. INTO, 2003
Facilitator asks the NQTs about their multi-class teaching experience.
Those who have taught or were pupils in multi-class settings – get a show of hands.
These will act as a sage (not experts -just willing to share experiences) in the following activity.
Activity 1: Circle the Sage <
This activity is outlined in the NQT booklet.
Objective: To get a sense of the knowledge of multi-class in the room and for NQTs to realise that they have some knowledge and experience.
Organisation:
The sages move to different locations in the room.
Participants divide themselves equally around different sages.
Sages talk about their multi-class experience and each group notes 3 interesting points from their discussion.
(NQTs can record the information that they learned from the sage in their booklets.)
Participants thank sage for sharing knowledge and return to their seats.
Participants briefly share learning with whole group.
Ask NQTs to reflect on how this methodology (Circle the Sage) could be used in a multi-class setting to facilitate differentiation. No class can be treated as a homogenous group and therefore the principles of multi-class can also be applied to a single stream class.

5. Multi-Class Statistics
3,305 primary schools in Ireland. Over 50% of them have four or fewer teachers. OECD 2011
1/3 of Irish children are taught in multi-class setting Growing up in Ireland, ESRI 2014
Of those 71.1% are taught in two class groups (consecutive grade classes) 20.2% in 3 class groups and 8.7% with 4 or more classes groups in the same class Growing up in Ireland, ESRI 2014
Discuss the statistics.
Multi-classes are found in both small schools and bigger schools.
Multi-class in a bigger school might occur where there are more than 30 pupils in each class grouping.
For example: 45 pupils for 3rd class and 45 pupils for 4th class may be divided into 3 classes such as: 30 pupils in 3rd, 30 pupils in 4th and 30 pupils in a 3rd/4th class.
There is a high chance that you will teach multi-grade at some stage of your career.

6. Key Message 1 EVERY CLASS IS A MULTI-CLASS
Key Message 1: Every class is a multi-class (This key message is in the NQT booklet)
Even in a single-stream class, there is always a considerable range of abilities, maturity, and needs.
No two children can be considered as being at the same level in all areas.
In the multi-class situation this range is simply wider.
Teaching at different class levels, to different developmental levels and keeping all students engaged in meaningful work, is a challenge.
Note for facilitator: We will now explore the advantages and challenges of multi-class in the following slides.

7. The Advantages of Multi-Class
Ability to work independently
Self-confidence and motivation
Co-operative culture
Organisational skills
Own pace
Multi-class teaching in the Primary School (PPDS)
Activity 2: Think, Pair, Share.
What are the advantages for the pupil in a multi-class setting?
Flip chart advantages before showing the content on the slide.
Advantages may include:
Children develop healthier social relationships and more positive attitudes.
Small school provides a sense of belonging.
The same teacher teaches the same class group each year.
The teacher gets to know the children better as individuals and is able to meet their needs
Flexibility in teaching methodologies
Flexible methods encourage children to be independent learners
It brings together children of different ages and development in a co-operative learning.
(“Multiclass teaching in the Primary School” PPDS)
NQTs record the advantages in their booklets.

8. The Challenges of Multi-Class
Differentiation strategies
Teaching methodologies
Classroom management
Planning
Resources
Working as a substitute teacher in a multi-class
Multi-class teaching in the primary school (PPDS)
Activity 3: Rapid Response
Ask the NQT to write down the first word that comes to mind when they think of the challenges of working in a multi-class setting.
Flip chart answers before showing the content on the slide.
We will return to the challenges raised by the NQTs at the end of the workshop.
The challenges outlined above will be addressed during the workshop and are a summary of the workshop.
Difficulties often faced by multi-class teachers in small schools
Inadequate pre -and in-service teacher-training in the specific skills related to multi-classes
Too many students in the classroom
Classroom too small and crowded: Shortage of teaching & learning resources -supplementary reading books, text books, library, audio-visual aids, art and craft materials etc.
Reduced instructional time: teachers have less contact-time with children in basic subjects
Distraction to the group working on their own - from teacher engaging with the other group. They may tune in to new or interesting topics and lose concentration
Most curriculum materials are designed for one class only
Most curriculum materials, textbooks and so on, are unsuitable for independent work or unsupervised study by children
Wide range of abilities and interest-levels in one classroom.
(“Multiclass teaching in the Primary School” PPDS)
NQTs record the challenges in their booklets

9. MULTI-CLASS REQUIRES A HIGH DEGREE OF ORGANISATION
Key Message 2
MULTI-CLASS REQUIRES A HIGH DEGREE OF ORGANISATION
Key Message 2:Multi- Class requires a high degree of organisation so that the teacher allows pupils to take some responsibility for their own learning by using a wide range of resources to prevent repetition for children who may spend up to four years in one classroom.
(This key message is in the NQT booklet)
Note for facilitator: We will now explore classroom management and organisation in a multi-class in the following slides.

10. Managing and Organising a Multi-Class
This is an example taken from the Numeracy workshop and gives an example of how a teacher would manage a lesson in a multi-class context.
Facilitator to talk through lesson with NQTs including the following points:
Teach same topic to whole class as much as possible.
Use plenty of oral work - revise and learn new material together
Important to set and correct homework every day (Check the school policy)
All learn tables together (where appropriate)
Leave computation “sums” in each chapter. These can be returned to as revision for a class group if they are unable to move on to new material while waiting for teacher
Have a good bank of self-directed learning material for groups to work on.
Textbooks – if material is done orally or practically, write this on top of the textbook page (Check the school policy)

11. Classroom Management and Organisation The multi-class perspective
Jigsaw activity
Rules &Routines
Classroom Environment
Self-Directed Learning
Timetabling
Activity 4: Classroom Management Jigsaw Activity
Purpose: To initiate discussion on classroom management. Target all areas from multi-class perspective. There will be overlap to single-stream.
Co-operative learning activity: Remind NQTs that this is a strategy they could use in their own class.
We will use this co-operative learning strategy as a basis of discussion on classroom management.
Organisation:
NQTS are divided into groups of 4.
One person from each group goes to discuss a topic (The four headings are Rules & Routines, Classroom Environment, Self-Directed Learning and Timetabling) and comes and feeds back to their own group.
Show next 2 slides when taking feedback on this activity.
(Refer to the BESD Guidelines here – NQTs may not have attended the Classroom Management workshop)

12. Classroom Management & Organisation Approaches
Rules and
Routines
Classroom Environment
Self – Directed
Learning
Timetabling
Agree
Establish
Practise
Revisit
Organisational routines
Maximise teaching
Involve children
Scan, move, interact
This will be explored in the following slides
We will re-visit this in the planning section of this workshop
Take feedback from jigsaw activity on previous slide. This slide should be a summary of NQTs’ responses.
Refer to Facilitator Only booklet for suggestions on Classroom Management and Organisation Approaches and share the suggestions orally with NQTs.
NQTs can record their learning from this activity in their booklets.

13. Classroom management & organisation
Self-Directed Learning
Educationally sound
Easily monitored
Interesting
Progression
Relevant
It is recommended that the phrase ‘Self-Directed Learning’ is used instead of ‘Early Finishers’.
(Note for Facilitators: The language of “Early Finishers” can have negative connotations.)
Start with discussion as follows:
Consider language ‘Early Finishers’. Get NQTs thinking about reasons why some children are finishing early on a regular basis. More differentiation needed?
What does independent/self-directed work look like? We will explore some visuals of classrooms with independent work set up at stations in the following slides.
See Facilitator Only booklet for further suggestions in relation to Self-Directed Learning and share these orally with NQTs.

14. Independent work stations
Permission to use the photos on this slide has been kindly given by the Maynooth University Froebel Department.
Please let the NQTS know that if they would like to add their own samples to the Maynooth University Froebel Department site they are invited to do so. The link is:
Facilitator reminds the NQTs that the content of the independent work stations will be based on the learning needs of the pupils in their class and of their prior knowledge of a topic, concept, writing genre, skill etc.
Acknowledge the time and effort needed to set up self – directed learning activities within a classroom.
Facilitator shares own experience of using a self-directed learning approach in their own classroom (if possible.)
Facilitator asks the NQTs “How might the stations shown in the photos be used for self-directed learners?”
Some suggestions for the facilitator:
Shapes- Pupils explore the concrete examples of 3D shapes noting and recording the number of corners, edges, faces of each one.
Investigation table-Pupils test their knowledge of fractions. Pupils match the coins to the correct country in the Eurozone.
Notes on independent work stations.
Have clear instructions and visuals at independent stations.
Attractive lay-out make them more appealing to children.
Find a way to let all children spend time at popular stations.
Change material regularly to ensure progression and maintain interest.
Photos from Maynooth University Froebel Department

15. Self-Directed Learning
Permission to use the photos on this slide has been kindly given by the Maynooth University Froebel Department.
Facilitator asks the NQTs “How might the stations shown in the photos be used for self-directed learners?”
Some suggestions for the facilitator:
Materials - Pupils explore the concrete examples of materials from the bag, describe and record the priorities using the prompt words.
Magnetism- Pupils explore and record the materials that attract the magnets.
Mini-beasts/Caterpillars- Pupils explore and record the growth of the caterpillar.
Notes for self-directed learning:
Be organised.
Have the material ready.
The children must be clear about what they have to do.
Learning objectives must extend the work done with whole class.
Preferable if children can self-correct.
Self-directed learning must be monitored by teacher in order for it to be valuable.
Photos from Maynooth University Froebel Department

16. DIFFERENTIATION IS KEY FOR EFFFECTIVE MULTI-CLASS TEACHING AND
Key Message 3
DIFFERENTIATION IS KEY FOR EFFFECTIVE MULTI-CLASS TEACHING AND
LEARNING
Key Message 3: Differentiation is key for effective multi-class teaching and learning. You are teaching one class and you differentiate as required. (This key message is in the NQT booklet)
Refer to PPDS “Differentiation in Action” which is available at
Refer NQTs to the Differentiation workshop which will take place in Term 2.
Note for facilitator: We will now explore differentiation in a multi-class in the following slides.

17. What is Differentiation?
“The process of varying content, activities, teaching, learning, methods and resources to take into account the range of interests, needs and experiences of individual students.”
NCCA, 2007
This definition of differentiation is taken from the National Council for Curriculum and Assessment, 2007.

18. Steps to successful differentiation in a multi-class context
RESPOND Styles, Intelligence/s, Maturity and Interests of the various groupings
Adapt your teaching style to accommodate
preferred learning styles
KNOW YOUR PUPILS Pinpoint the specific
needs of groups and
individuals within the
groups
DIFFERENTIATE
Develop classroom culture of children working on different activities
This will be dealt with in far greater detail in the upcoming differentiation workshop.
Talk through the content of each step.
Discuss how they are all interrelated and will continually influence each other in a cyclical manner.
Q: Although the three steps are interrelated where should you start?
(A: Either of the top 2)
Q: Which is the only area where you cannot start: (A: Differentiate)
 ”Pupils and teachers have preferred learning styles and differentiation is a means to cater for all of them.”
An Induction Manual for Newly Qualified and Returning Teachers
H. Kenwood (ISBN )3 steps to successful differentiation

19. Key Message 4
THE MAIN FOCUS OF YOUR PLANNING SHOULD ALWAYS BE THE LEARING NEEDS OF THE PUPILS IN YOUR CLASS.
Key Message 4: The main focus of your planning should always be the learning needs of the pupils in your class. (This key message is in the NQT booklet)
In ALL classes, start with School Plan, Primary School Curriculum and knowing your class.
Knowing your class is crucial. KWL should be done well in advance of the lesson so that it can be used in planning.
Note for facilitator: We will now explore planning for a multi-class in the following slides.

20. Planning-Where do I start?
The Primary School Curriculum (DES, 1999) is the principal reference point for all class planning.
How can the curriculum support multi-class planning?
Can I use the same templates as I would for a single stream class?
Where do I begin when planning?
Remind NQTs of planning workshop. Same requirements and points of reference.
How can the curriculum support multi-class planning?
Laid out in a two year cycle, therefore, it is multi-class friendly. How do you know what to teach on one particular year? See the School Plan.
Can I use the same templates as I would for a single stream class?
Use same template as single stream class ( but there will be differences. Where? (strands, strand units, content objectives, learning objectives, learning activities and differentiation)
Teachers should ensure they differentiate their planning to cater for the learning needs of all their pupils. This applies to all teaching and learning settings.
The number of templates is not particularly relevant. However, in the case of four classes in the one room core subjects may need two templates as per layout in the curriculum e.g. Junior/Senior Infants and First/Second (for both long-term and short-term plans) and one plan for all other subjects - ensuring that these plans clearly show differentiation.
Plans should be brief, relevant and succinct.
The main point is that every class is a multi-class and that the key to planning (for both long and short term plans), where there is more than one class in the room, is clear differentiation to cater for the learning needs of all pupils in the class. A key question to ask yourself when planning is ‘In my planning am I catering for the learning needs of all the pupils in the class?’
Note: Long Term Plans determine Short Term Plans (next slide)

21. Emphasis on Differentiation
Short Term Plan
Writing the learning objectives and learning activities for a multi-class
Emphasis on Differentiation
Short term Plan
Talk through the template for a maths lesson on capacity for a 3rd and 4th class shown in the NQT booklet and discuss how you would write learning objectives and learning activities in a multi-class setting.
Sample of a completed plan for a 3rd and 4th class ( including sample responses for learning objective and learning activities) is shown in the facilitator only booklet.
Activity 5: Writing learning objectives and learning activities
NQTs work in small groups.
See NQT booklet for short-term planning template containing the content objectives for 3rd and 4th class.(Facilitator booklet has completed examples)
NQTs will select the first content objective for each class level and note the progression indicated in the content objective for 4th class.
First Content Objective: “Estimate, compare, measure and record the capacity of a wide variety of objects using appropriate units and select suitable instruments of measurement.” (The section underlined in italics shows the progression indicated in the content objective for 4th class.)
NQTs will write one or two learning objectives and learning activities for both classes and indicate clearly how they will differentiate for each class.
Please refer NQTs to their booklets where there are a number of strategies to assist multi-class planning.

22. Timetabling Weekly Planning in blocks of time Flexible
Thematic/integrated learning
Timetabling ( Suggestions in facilitator only booklet in the section “Classroom Management and Organisation Approaches”)
Need for weekly timetable (but also have a clear plan of the day's activities).
Decide how to use time within subjects
Curriculum recommends timetabling should be flexible and over the year encompass various planning periods e.g. For example, over a four-week period the framework might suggest an allocation of twelve hours for social, environmental and scientific education. Such a block of time could be used to:
• pursue a common theme in geography and science
• deal in a concentrated way with different aspects of history
• allow for field trips in geography, history or science. (Primary School Curriculum: Introduction)
‘Curriculum recommends the use of a wide range of teaching techniques and classroom approaches including thematic approach/integrated learning.’
Reduce the number of textbooks as much as possible. A multiplicity of texts is useful to resource project work in history, geography etc. This may be better than all using one text.

23. Key Message 5
A VARIETY OF TEACHING STRATEGIES AND METHODOLOGIES SHOULD BE EMPLOYED TO CATER FOR THE NEEDS OF ALL PUPILS IN A MULTI-CLASS
Key Message 5: A variety of teaching strategies and methodologies should be employed to cater for the needs of all pupils in a multi class setting. (This key message is in the NQT booklet)
Note for facilitator: We will now explore some teaching methodologies and strategies for a multi-class.

24. Overview of Exemplars of Teaching Methodologies and Strategies
Exemplar 1: Whole Class Groupings
Exemplar 2: Mixed Class Groupings
Exemplar 3: Modelled Reading and Guided Reading
Exemplar 4: Pair work Groupings
Exemplar 5: Mixed Ability Grouping
N.B. Refer NQTs to the range of methodologies page as outlined in their planning workshop booklet.
Highlight to NQTs that all these methodologies are equally applicable to a multi-class setting.
Note for facilitator: The exemplars listed on this slide will be explored in more detail in the following slides.
(Revise the strategies covered in workshop to date including Circle the sage, Think, pair share, Jigsaw)
Exemplar 1: Whole Class Groupings –Mental Maths Activity
Exemplar 2: Mixed Class Groupings-Persuasive Writing Plan
Exemplar 3: Modelled reading and guided reading: DVD will be shown in literacy workshop.
N.B.PLEASE NOTE- Exemplar 3 is Modelled Reading and Guided Reading. However, following feedback from facilitator training, it was felt that there would not be sufficient time in this workshop to show the DVD which had been shown at facilitator training. As a result, it is sufficient to refer NQTs to the literacy workshop (which will take place in term 2) where they will have an opportunity to see a DVD showing modelled reading and guided reading. No DVD will be shown during this multi-class workshop.
Exemplar 4: Pair work groupings – History lesson
Exemplar 5: Mixed Ability Grouping- Reader’s Theatre

25. Exemplar 1: Whole Class Numeracy
Activity 6: (based on Exemplar 1) Whole Class Modelled lesson for Numeracy – Mental Maths (Junior Classes)
This exemplar is outlined in the NQT booklet. This activity will be done with the NQTs during the workshop.(5 minutes). The facilitator will model the lesson. The facilitator will need a number of cubes and a container to model the start of the lesson.
Class Management:
This is a whole class activity with differentiated questioning. The infant classes use number fans. (NQTs can use fingers).While they are finding the answers, the teacher puts further questions to 1st and 2nd class.
Facilitator will pause during the modelled lesson to discuss challenges (e.g. Managing self-directed learners/early finishers, keeping all groups on task) and how to manage same.
Directions:
Facilitator is the teacher. Divide the group into 4 class groupings and model the lesson.
All begin by silently counting the counters as they are put into the container by the facilitator (teacher). (Number of counters to be added decided by the facilitator/teacher e.g. 6). Pupils would have their eyes closed.
Following this, the facilitator models the lesson using the questions below:
Suggested questions (See NQT booklet for complete list of questions.)
Junior Infants(Show all answers with number fans)
How many counters (sweets) in the jar?
If I add 1/2 more counter(s), how many would be in the jar?
If I took out 1/2 counter(s), how many would be left in the jar?
Senior Infants (Show all answers on number fans)
How many counters in the jar?
Double the number.
How many counters must I add to have 10 counters in the jar?
First Class
Halve it.
Add 3/4/5 etc. to it
Take/subtract 3/4/5 etc. from it
What is your change from 20c?
Add your age to it.
 Second Class
Quarter it
Add 10 to it
What is your change from 20c/50c/ €1.00?
What time is it now? What time will it be in (today’s number) hours? What time was it (today’s number) of hours ago?
What day/ month will it be in (today’s number) days/months time?

26. Exemplar 2: Class Groupings (See NQT booklet)
Modelled lesson: Literacy - Persuasive Writing Plan
Facilitator draws the attention of the NQTs to Exemplar 2 – Mixed Class Groupings: Persuasive Writing Plan (4th/5th) Title: I think Goldilocks is a villian (an example of a class grouping that straddles the curriculum divide) in their booklet.
There will not be time to go though this in detail during the workshop.
NQTs can use the details in their booklet for guidance. (See NQT booklet for a written account of the above lesson.)
Discuss having a different WALT/WILF for each class

27. Exemplar 4: Mixed Class Pair Work (See NQT booklet)
Exemplar 5: Mixed Ability Grouping Reader’s Theatre
(N.B.PLEASE NOTE- Exemplar 3 is Modelled Reading and Guided Reading. However, following feedback from facilitator training, it was felt that there would not be sufficient time in this workshop to show the DVD which had been shown at facilitator training. As a result, it is sufficient to refer NQTs to the literacy workshop (which will take place in term 2) where they will have an opportunity to see a DVD showing modelled reading and guided reading. No DVD will be shown during this multi-class workshop.)
Exemplar 4: Mixed Class Pair Work History Lesson (Junior Infants – 2nd Class).
The facilitator guides the NQTs through the sample History lesson in their NQT booklet that uses pair work as a methodology.
Activity 7: If time allows, NQTs work in pairs, examining lesson plan and identifying how the learning objectives, learning activities and differentiation strategies link together.
(Example: Learning Objective: Plan, choose materials and construct megalithic tomb. Activity: Mixed class pair work: Pairs decide on a tomb…. Differentiation: Support – Teacher provides …..)
Exemplar 5: Mixed Ability Grouping Reader’s Theatre
Refer NQTs to information in their booklets on Reader’s Theatre under the section “Additional Teaching Strategies”. Facilitator shares their own experience of using Reader’s Theatre in their classroom (if possible.)

28. Additional Teaching Strategies
In-class support
Station teaching
Thematic approach (Aistear for multi-class)
Co-operative learning groups
Local environment and visitors
Embrace new ideas/show flexibility
Explore the following additional teaching strategies with the NQTs.
(1)In-class support: LS/RT teacher coming in and co-teaching for specific lessons e.g. literacy lift off, spellings and grammar, maths stations-Refer to school policy
(2)Station teaching: Refer NQTs to the NQT booklet for more information on station teaching.
Station teaching is a co-teaching approach where teachers divide content and students.
Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group.
If appropriate, a station/stations could give students an opportunity to work independently.
If time allows talk about opportunities to use station teaching.
An example of station teaching for first and second class for literacy based on the book “Click Clack Moo” can be found on The materials give activities for five different stations based on “Click Clack Moo”. This book is one of the core texts which will be used in the Literacy workshop.
Facilitator shares their experience of using station teaching in their own classroom (where possible).
(3)Thematic approach :Aistear and multi-class. Refer NQTs to the NQT booklet for more information on Aistear.
If time allows discuss subjects which might suit differentiated direct teaching, and/or a ‘thematic’ approach, and thus, one plan to suit all classes in the room e.g. SESE, Oral Language, SPHE, PE, Visual Arts, SESE subjects, Drama etc. Facilitator shares their experience of using a thematic approach in their own classroom (where possible).
(4) Co-operative learning groups: There are many benefits to using co-operative learning groups in a multi-class. Examples include those used in this workshop such as jigsaw, think/pair/share. Refer NQTs to for more co-operative learning tips.
(5)Local environment and visitors: Importance of exposure to different experiences and presenters as you may have the same class for two, three or four years. Link with SESE, i.e. local history, maths trails. Good resources- “Archaeology in the classroom”,” INTO Heritage in Schools”, Curriculum.
(6)Embracing new ideas and flexibility: The teacher as a professional-always adapting, looking for new ideas, attending in-service, asking for support (you may have the same class for two, three or four years)
All methodologies are dependent on good classroom management.

29. Working as a substitute in a multi-class
Strategies from workshop - Recap
Literacy – stories, poetry
Numeracy – mental maths activities and games
Thematic Approach
Strategies from the workshop:
This is an opportunity to review strategies from the workshop and to get NQTs thinking about what they are taking away from workshop and can use in a substitute capacity.
Remind NQTs how the strategies shown in this workshop could be used in a substitute position: e.g. mental maths activity for junior classes, station teaching for first/second, reader’s theatre third-sixth, pair work activities, co-operative learning methodologies.
(2) Literacy: See facilitator only booklet under the heading “Working as a substitute teacher in a multi-class setting” for further suggestions and share these orally with NQTs.
Talk about the idea of using a story as a springboard for a cross curricular approach.
Also discuss using poetry as a cross curricular approach.
(3) Numeracy: See facilitator only booklet under the heading “Working as a substitute teacher in a multi-class setting” for further suggestions and share these orally with NQTs.
Having a bank of mental maths activities and games that can be adjusted to suit different class levels.
Refer to Good Practice videos on PDST website for examples of how to use loop games, number fans, target boards, counting stick, counting can and counting choir:
(4) Thematic Approach: Suggest using a thematic approach on day 1 of a substitute position.

30. Resources www.scoilnet.ie www.ncca.ie e.g. glance cards www.pdst.ie
School support/PSG with other multiclass teacher
(classroom display resources)
Refer NQTs to “Further Resources” section in their booklets.

31. Have we addressed your challenges and concerns?
Review
Have we addressed your challenges and concerns?
Activity 8: Revisit initial challenges of working in a multi-class.
Go back to the responses from activity 3 which were recorded on the flip chart (Challenges of working in a multi-class) and see if all have been addressed.

32. To ask for support is a sign of strength…
Additional Support
Professional Support Groups
NIPT School Support Service
Contact the NIPT
Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC
Key Message: Refer again to motto for The National Induction Programme for Teachers.
Asking for support is central to professional development.
Remind NQTs of date for next session.
Remind NQTs that they can:
Ask their principal to apply for the NIPT School Support Service by completing the NIPT School Support Service Request Form at and returning same to NIPT office. School support is available to support NQTs in their planning and their classroom practice.
Request Professional Support Groups – Additional support in small group settings in the areas of Numeracy, Literacy, Planning, Assessment, Multi-grade, Resource teaching, 90 minute duration. Available on request to Education Centre by NQT.
To ask for support is a sign of strength…