Teaching and learning in multi-grade classrooms : the LEPO approach

Abstract: The article examines teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) as a conceptual framework. The article seeks to know how the learning environment is created, how the processes of teaching and learning takes place and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design is used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. Data was analysed thematically. The data revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables and adaptation of teaching plans; the learning process should take place through the differentiated curricular approach or quasi-monograde, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally assess with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning process and learning outcomes in multi-grade classrooms. I conclude that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms