Implementing Multigrade and Team-Teaching Approaches to Enhance Holistic Development for Slow Learners in Inclusive Classroom Settings

Abstract

The purpose of this action research is to better understand how multigrade and team-teaching methods affect slow learners' learning outcomes in inclusive classroom settings. Slow learners often face unique challenges in traditional classroom settings which allow students to receive the learning in passive form. It doesn’t handle specific needs of slow learners. The study focuses on how more individualized and encouraging learning environments can be created through collaborative teaching strategies to meet the various needs of slow learners. The research investigates the efficacy of multigrade teaching in which students from grade levels (4-7) are taught together and team teaching in which several educators work together in promoting academic advancement and engagement among slow learners. Assessments of students’ performance over a predetermined period of time, teacher and student feedback, and classroom observations are all included in the data collection process. Findings suggest that these approaches are also helpful are enhancing learning outcomes. The results are intended to give educators useful guidance on how to modify their pedagogical approaches in future.

Keywords: Multigrade Teaching, Team Teaching, Slow Learners, Inclusive Education, Collaborative Teaching