Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDELECT1-1STSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BEEd COURSE NO. EEDELECT 1

SPECIALIZATION General COURSE TITLE Teaching Multi-Grade Classes
YEAR LEVEL 3 TIME FRAME 6 hrs. WK NO. 1-2 IM NO. 1

I. CHAPTER TITLE
Chapter 1: Teaching Multi-Grade Classes: An Overview

II. LESSON TITLE

Lesson 1. Understanding Multi-Grade Teaching: What Is It and Why Do It?

Lesson 2: Nature, Scope, and Basic Principles of Multi-Grade Teaching
Lesson 3. Four (4) Principal Elements of the Teaching-Learning Process in a
Multi-Grade Classroom
Lesson 4: Classroom Management Practices as Best Strategies for an Effective
Multi-Grade Teaching

III. LESSON OVERVIEW

Theoretical Overview of Multi-grade (MG) Teaching

Multi-grade teaching occurs in primary education when a teacher has to teach two
or more primary school student grades in the same class. More general term and probably more
accurate is that multi-grade teaching refers to the teaching of students of different ages, grades
and abilities in the same group. The multi-grade class structure is known by various names in
different countries; these include "composite" or "combination" classes, "double" classes, "split"
classes, "mixed-age" classes, "vertically grouped" classes, "multiple classes", "family classes" or
"multilevel classes". In multi-grade schools a relatively small number of teachers try to be effective
in their educational work while dealing simultaneously with a number of pupils of different ages,
educational levels and needs. It follows that for children to learn effectively in multi-grade
environments; teachers need to be well trained, well resourced, and able to meet highly
demanding teaching tasks and to hold positive attitudes to multi-grade teaching.

Multi-grade classrooms ought to be taken seriously into account since such schools are
considered to play important role on providing access to education for all in remote, isolated and
underdeveloped rural areas. Such schools are more than a reality in primary education in many
regions of Europe, Latin America, Asia, Africa and the rest of the world constituting a very common
educational form in problematic rural areas, sparsely inhabited regions and urban areas with
adverse social conditions. In such areas multi-grade schools not only aim to give enrolment and
continuous attendance in school environments, but also to provide knowledge and pedagogy of
good standards and in addition, to play a wider role in social development.

In most of the cases the multi-grade school is the only viable school formation in rural
environment and the effort should be focused on improving the teaching and learning conditions
in this school formation. Multi-grade teaching is presented as a powerful pedagogical tool for
promoting independent and individualized learning. This kinds of teaching and learning seem to
have great advantages since the teaching program is adjusted to the specific needs of the
individual student and thus contributes to better learning outcomes. Multi-grade school provide
the best test bench for research and investigation of the usefulness of individualized teaching
since personalized education is a basis that gives solutions at the multi-grade setting and thus is
widely adopted.

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reproduced for educational purposes only and not for commercial distribution,”
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDELECT1-1STSEM-2020-2021

Multi-grade schools have potential and play important role as educational units in
underserved rural areas. In addition, multi-grade schools could present good teaching and
learning practices useful and applicable in all kind of schools and classrooms. The unfortunate
reality is though that these schools form the most neglected part of the education system. National
educational authorities, ministries of education and pedagogical institutions most of the times do
not take into account or recognize or consider important the differentiation on the teaching and
learning conditions in the multi-grade environment. The formation of the school in multi-grade
classrooms is in most cases considered as a "necessary evil" situation that is adopted just to fulfil
the obligation of the official state for providing education for all. As far as this is the main goal of
the state, to fulfil an obligation, then much less attention is paid to provide quality education or to
support the specialized needs of the teachers working multi-grade schools. Due to the
geographical oddities, the socio-economic peculiarities and the lack of adequate school
infrastructure and personnel, these schools still remain at the education's world cut off.

IV. DESIRED LEARNING OUTCOMES

At the end of the unit, the students are expected to:

a. discuss and explain what multi-grade teaching is and why do it;

b. discuss and explain the nature and scope of multi-grade teaching;
c. cite and explain the basic principles of multi-grade teaching;
d. discuss and explain the principal elements of the teaching-learning process in a
multi-grade classroom; and
e. discuss and explain the classroom management practices as best strategies for
an effective multi-grade teaching.

V. LESSON CONTENT

LESSON 1: UNDERSTANDING WHAT MULTI-GRADE TEACHING IS AND WHY DO IT

At one level, multigrade teaching is an important and appropriate way to help nations reach their
internationally-mandated Education for All targets and national Millennium Development Goals by
providing good quality education to children who are often neglected by their education system because
they live in small, poor, and remote communities. More importantly, it is an approach that can help schools
in these communities and teachers in these schools serve their students better by providing them an
education that is both good quality and relevant to the community in which they live.

Many teachers in Asia and the Pacific – teachers such as you – need to teach students from more
than one grade in one classroom. And many – in Cambodia, China, India, Indonesia, the Philippines, Viet
Nam and elsewhere – are already doing so. The approach being used is known as multigrade teaching
– teaching classes of students not only of different ages and abilities but also at different grade levels.
Multigrade teaching is not always easy, but doing it well means that you are educating children who
otherwise would not be able to go to school and therefore helping them gain the knowledge and skills
they need for a more promising future.

But many education systems, teachers, and even parents, think multigrade teaching is somehow
“second class” – the last choice of poor systems and something to move away from as quickly as possible
by building more classrooms and hiring more teachers, or closing small schools and forcing children to
go long distances to larger ones. In many countries, however, not only in Southeast Asia but in many
parts of Europe, North America, and Australia, multigrade teaching is the first choice for managing a
classroom. This is true for several reasons:

a. It helps children, especially those in remote and isolated areas, realize their right to
education and therefore, learn what they need – and want – to learn.

b. It is a cost-effective approach to providing schooling to children often excluded from your

education system.
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INSTRUCTIONAL MODULE
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c. It encourages children from different backgrounds to learn with the help of their peers and
therefore, promotes cohesiveness, cooperation, and healthy competition among students,
strengthens interpersonal and leadership skills and develops a positive attitude towards
sharing.

d. It benefits you as a multigrade teacher by helping you to plan your work better and be
more efficient in your use of time.

e. Through the variety of teaching practices used in multigrade classrooms, it contributes to

your students’ cognitive development.

Seeing Challenges as Opportunities

All teaching offers challenges, and as a multigrade teacher you have specific things to think about
to ensure you get the best out of the students in your class. These challenges and the opportunities they
present include:

a. Taking advantage of diversity within and between groups. Handling one grade with
students from diverse family backgrounds, ethnic/linguistic traditions, and socio-economic
circumstances and with different ability levels (and some with experience in pre-school
programs and some without) is difficult enough. Combining more than one grade in a
multigrade context is even more of a challenge. This requires not only specialized content
knowledge and teaching-learning methods but also personal values which respect and
welcome diversity in the classroom. What is important to understand, however, is that such
diversity should be seen not only as a challenge but also as an opportunity for providing better
quality education for all your students.

b. Balancing time and multi-tasking. The secret to being a successful multigrade teacher is to
balance your time effectively. This is a challenge when addressing the different learning needs
of groups of and individual students, but preparing a variety of activities that keep all groups
of students engaged in the multigrade environment is an opportunity to develop new and more
effective teaching practices.

c. Engaging your students and keeping them focused on learning. Your responsibilities as
a multigrade teacher multiply as you create a space for each group to keep your students
engaged in one or another activity. Such activities should be both meaningful and intense
enough that nothing distracts your students from their work when different grades are sitting
in the same room and carrying out other activities at the same time. You also need to develop
activities on which all students can work – and help each other with. It is here that your ability
to keep students focused on the activity they are involved in is important.

d. Breaking your isolation as a multigrade teacher. As many multigrade schools are in

geographically remote locations, you might feel isolated as a multigrade teacher. This makes
it difficult to keep aware of the best practices and developments in other schools like your own
– and more broadly elsewhere in your education system. But such a context makes it
important to find innovative ways to break this isolation. Groups of similar schools in a
geographic area can create a cluster to organize regular and frequent meetings. The local
community can be involved in generating and sharing resources and support for your school.
And networks and partnerships with groups such as community-based organizations can also
offer suggestions for improving teaching in your school.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be
reproduced for educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDELECT1-1STSEM-2020-2021

LESSON 2: NATURE, SCOPE, AND BASIC PRINCIPLES OF MULTI-GRADE TEACHING

What is Multi-Grade Teaching?

The word “Multi” means plenty, many, or more than one. The word “grade” means level.
“Multi-grade”, therefore, means many grades. Multi-grade teaching is a situation in which one
teacher has to teach many grades, all at the same time. It happens in all schools where there are
more grades than teachers. Some multi-grade teachers may teach two grades, but some teach
three or four grades. In very small schools, teachers may teach six or seven grades at the same
time under one roof. In the traditional single-grade teaching, or monograde as it is sometimes
called, the teacher teaches only one grade. The learners in each grade are usually of the same
age but may differ in abilities.

Why Multi-Grade classes exist?

1. Multi-grade classes were organized as a matter of necessity for remote barangays

where the number of children enrolled could not meet the required number to organize
a single grade class and assign the necessary teacher for each class.
2. Distance of the barrio and small number of students for each class.
3. Shortage of funds teachers and school buildings.

What does effective Multi-Grade teaching involve?

1. Systematic, well-organized and planned instructional delivery and grouping.

2. A well-managed classroom that is conducive to learning because the necessary
resources are available and the necessary discipline among the students has been
developed so that they can focus on learning.
3. A cooperative learning environment where self-directed learning is balanced with
teacher-directed activities, peer teaching and group work.
4. A teacher who is well-prepared to actually serve as a facilitator of learning rather than
as the only source of knowledge in the classroom and who is well-prepared to apply a
variety of instructional strategies and techniques to suit the varied needs of learners.
5. A well-designed curriculum that allows for and encourages integration of subject
matter areas and a variety of activities as learning experiences for the students.

Basic Principles of Multi-grade Teaching

1. Children are unique.

2. Children can learn best from experience.
3. Children can and do learn well from one another.
4. The role of teacher in a classroom involves setting-up and managing a learning
environment that will be conducive to learning and teaching.
5. The implementation of the school curriculum must take into consideration the varied
abilities, levels and interests within particular group.
6. The value of any educational program will be judged according to how well it is able to
achieve the goals of the program– whether the children actually learn what they are
expected to learn and how well they have learned.
7. Inter-aging or the combination of children of different ages is more respectful of
individual needs of learners and reflects real-life.

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reproduced for educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDELECT1-1STSEM-2020-2021

LESSON 3: FOUR (4) PRINCIPAL ELEMENTS OF THE TEACHING-LEARNING PROCESS IN

A MULTI-GRADE CLASSROOM

Key Stakeholders

A: Interconnectedness

The Teacher, Learner,

Conducive Learning
Teacher SM Learner
Environment, and Key
Stakeholders are
interrelated with each
other. No single
element can stand
Conducive Learning Environment
alone without the
Note: presence of the other
elements.
Only when a positive Subject Matter
relationship exists among
them can T & L occur with - The knowledge and/or Q: What does the 2-way arrow indicate?
precision & predictability. information given to the
learners.

A. The Learner

- The key participant in the learning process and is considered the “center of the educative”
process. (The main recipient of knowledge).

- The learner is equipped with cognitive as well as appetitive faculties. The cognitive
faculties include his/her five senses, instinct, imagination, memory, and intellect. The appetitive
faculties are his/her feelings and emotions and rational will.

- All learners are equipped with the cognitive and appetitive faculties. They differ however
in the degree to which they are utilized and expressed on account of the learner’s abilities,
aptitudes, interests, values/attitudes and home background.

1. Ability
- It determines their capacity to understand and assimilate information for their own
use and application. The students’ native ability dictates the prospects of success
in any purposeful activity. (A wide range in their intelligence is a factor to consider
in planning instruction).

2. Aptitude
- It refers to the students’ innate talent or gift. It indicates a natural capacity to learn
certain skills. (Some may exhibit special inclination for the arts such as painting
and designing crafts, propensity for music and flair for dramatics. Talent for
mathematics or literature is likewise noticed among a few).

3. Interests
- Learners vary in activities that are undertaken due to a strong appeal or attraction.

4. Family and Cultural Background

- Students who come from different socio-economic background manifest a wide
range of behavior due to differences in upbringing practices. (Their participation in
classroom activities are influenced by their home training and experiences, either
they become attuned and confident in their ways or inactive and apathetic).

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5. Attitudes
- These refer to an individual’s perspective and disposition. Students have a unique
way of thinking and reacting. (Confronted with the same situation in the learning
environment, each one would react differently depending on their personal
characteristics).

Some positive attitudes are:

f. Curiosity (Inquisitive Learners)

- They observe keenly and use their senses intelligently.
- Curious students are at all times eager to learn. They are anxious
to know more about an object or event by endlessly questioning
until they get the right information.

g. Responsibility (Responsible Learners)

- They assume duties and obligations voluntarily.
- Responsible students pursue assigned task to completion despite
personal constraints. They are accountable for their actions and
decisions.

h. Creativity (Creative Learners)

- They can innovate instead of sticking to traditional ways.
- Students with creative minds are capable of generating own ideas
of doing things. Being imaginative, they can think of new ways of
arriving at solutions to their problems.

i. Persistence (Persistent Learners)

- They are driven by a never-ending search for more knowledge.
- Persistent students sustain interest in a learning activity not
mindful of the extra time and effort being spent. They pursue the
task to completion and never give up when confronted with
problems.

B. The Teacher

- The “prime mover” of the educational wheel and the key element on the transfer of
learning. (The first and most important audio-visual aid inside the classroom.)

- The professional teachers are the “licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional competence. In the
practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.” (Preamble of the Code of Ethics for Professional
Teachers, 1997)

Characteristics/Qualities of an Effective Teacher:

A. Professional Attributes

A professional teacher perceives himself/herself as someone who can effect change or

learning because s/he is an expert of what s/he teaches, and in how s/he teaches.

1. Mastery of the subject/field one teaches

(To master one’s field is to keep on learning more about it.)

- The first essential of effective teaching is that the teacher must have a thorough
grasp of the subject s/he teaches. Effective learning demands. Effective learning demands
that the teacher possesses solid knowledge of the subject or field s/he teaches. (In-depth
knowledge of SM is needed.)
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2. Understanding of the learner

(Knowing the nature of the learners is the starting point of teaching.)

- Second essential of effective teaching is knowledge of children. This means

understanding the basic principles of human growth and development. If a teacher expects
to guide learning effectively, he must know how much children at various levels of maturity
are capable of understanding.

3. Skill with teaching methods

(Know what to teach and how to teach it. Know the principles of teaching- assessment
tools, classroom management, use of IMs.)

- Teaching methods involve understanding of theory and practice, the nature and
principles of learning, types of learning outcomes, and the psychology of motivation
and individual differences which are bases for selecting and organizing learning
experiences. These also involve skill in the techniques of facilitating purposeful
learning and techniques of classroom management.

4. General understanding of other branches of knowledge

(Teachers must have background knowledge in the arts, languages, philosophy, math,
literature, etc.)

- If a teacher expects to help children understand and appreciate the world they
live in, s/he must understand the interrelation and interdependence of the various
areas of knowledge. He must be able to show how his subject relates with other fields,
particularly in the solution of life’s problems.

5. Understanding and appreciation of the teaching profession

(Love for the teaching profession)

- The degree of a teacher’s success depends to a great extent on his attitude

toward his/her job. Teaching involves varied relationships among various individuals.
A teacher must understand the importance of his/her profession as socially useful work
and recognize its rewards as well as its restrictions and trials. S/he must be aware of
the value of professional organizations to himself and to education in general.

B. Personal Attributes

Personality is the sum of one’s personal characteristics. It is one’s identity. Teachers are
judged more strictly than other professionals. The personality they project determines the
impressions they make upon students and colleagues.

(Personalities may be described as authoritative or weak. Teachers’ personality must be natural

and genuine, that is, devoid of pretenses and artificiality. They must be consistent, true and
authentic.)

Some outstanding personal qualities that never fail to win their flock are worth printing in gold.

1. Passion
(Teachers feel they “will live and die” a teacher.)

- Passion in teaching is a compelling force that emerges from one’s inborn love for
children. Passionate teachers exude spontaneity in ministering to the needs of the
students especially those experiencing learning difficulties.

2. Humor
(Teachers should show a bit of their funny side especially during “unholy” hours.)

- Humor stands for anything funny, which elicits a smile, laughter or amusing reaction.
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3. Values and Attitude

(Values connote standards, code of ethics and strong beliefs.)

- Teachers are models of values. Whether conscious of them or not, values are
exhibited implicitly and explicitly.

Some positive attitudes are:

a. Open-mindedness
(Being receptive to new and different ideas of others; not all-knowing)

- It is basic in promoting respect and trust between teachers and students.

Problems and issues are resolved in a democratic way. Free exchanges of
suggestions develop a respectful attitude among them.

b. Fairness and impartiality

(Being Neutral- Avoid favored/preferential considerations)

- It eliminates discrimination. Teachers must be unbiased and objective in

judging students’ work and performance. Fairness inculcates self-
confidence and trust among students.

c. Sincerity and honesty

(Confess what you don’t know about the lesson. On the part of the
teacher, mistakes/faults should be accepted and not covered up)

- These are values exhibited in words and actions. Teachers interact with
students every minute. Their mannerisms, habits and speech are watched
and at times imitated. Therefore, teachers must show their real self, devoid
of pretenses and half-truths.

d. Professionalism
(Teachers are adjudged professional-knowledgeable, skilled & value laden)

- It is highly treasured in the teaching profession. In addition to competence

in teaching, they must have internalized the edicts of the profession, thus
exhibit ethical and moral conduct.

4. Patience
(Lack of complaint)

- In teaching, it refers to a teacher’s uncomplaining nature, self-control and

persistence. While it is natural to feel irritated and upset at times, meeting-disquieting
situations with cool-headedness is indicative of one’s moral strength and fortitude.

5. Enthusiasm
(Enthusiastic teachers are full of energy and dynamism)

- It is synonymous to eagerness and excitement. Their passion and love for children
are easily felt and not long after their lively presence in the classroom.

C. The Learning Environment (Conducive means friendly and non-threatening place.)

- The learning environment is the place where teaching and learning can take place in the
most effective and productive manner. It consists of the classroom and all the instructional
features and the non-threatening classroom climate needed in planning and implementing all
teaching and learning activities.

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A. Physical Condition of the Classroom

(Focused on classroom structure)

1. Proper arrangement of furniture

2. Proper lighting
3. Well-ventilated
4. Clean and orderly
5. Painting of the classroom
6. Free from noise coming from the surroundings

B. Psychological Climate
(It is an offshoot of the personality of the teacher and his relationship to his learners)

1. It encourages people to be active; It consistently recognizes people’s right to make

mistakes.
2. It tolerates ambiguity; It permits confrontation; It makes people feel they are accepted
and respected.
3. It encourages people to trust in themselves as well as in external sources.

D. Key Stakeholders (School Partners)

- In education, they typically refer to people who are invested in the welfare and success
of the school and its students. They play an important role in managing schools. They are the
partners of the school leaders in making the schools conducive to teaching and learning. They
are also responsible for the achievement of the learning outcomes through their active
participation in school activities, programs and projects.

The key stakeholders include: administrators, staff members, students, parents, families,
community members, local business leaders, and elected officials such as school board
members, city councilors, and state representatives. Stakeholders may also be collective entities,
such as local businesses, organizations, advocacy groups, committees, media outlets, and
cultural institutions, in addition to organizations that represent specific groups, such as teachers’
unions and parent-teacher organizations.

LESSON 4: CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR AN

EFFECTIVE MULTI-GRADE TEACHING

A. Instructions

1. Provide different lesson in every subject for the two grade levels.
2. Plan learning activities to suit pupils’ ability and interest.
3. Divide class into small group and individual group within a day.
4. Time management is shown by alternating whole group periods with small group
activities and individual work within a day.
5. Prepare different sets of tests by grade.
6. Provide pupils with necessary materials to work independently after whole group or
small group instruction.
7. Allow one grade to work or read independently or in group while discussing lessons to
other grade level.
8. Treat two grade levels as one in the class with different activities suited to their level.

B. Pupil Management

1. Assign seats for individual whole group activity.

2. Schedule classroom routines such as flag ceremony, attendance taking, and
classroom maintenance activity.
3. Provide attendance chart to be filled up by pupils as soon as they arrive in class.
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4. Prepare daily/weekly job chart for the children to accomplish.

5. Establish clear class routines such as passing of papers, falling in line and doing
individual/group works.
6. Provide an access to all pupils.
7. Involve children in classroom maintenance by using the “Job Chart”.
8. Allow pupils to sit by grade level facing to their own blackboard.
9. Schedule daily routines and activities.

C. Discipline
1. Set classroom rules and regulations for the children to follow.
2. Talk privately to the disruptive pupils
3. Explain classroom rules clearly.
4. Impose rules in passing or checking papers, quizzes and assignments.
5. Treat pupils with justice and fairness.
6. Assign pupil secretary to monitor class behavior.
7. Require pupils to fall in line before entering and leaving the classroom.
8. Check then accomplishments for daily routines and/or activities.

D. Classroom Atmosphere

1. Blackboards are in opposite walls of the classroom.

2. Classroom lay out is flexible to cater indoor game.
3. Desks/chairs are lighter capable to be moved and can be moved freely for group
activities.
4. Furniture and equipment are in movable type capable for arranging and rearranging.
5. Learning materials are properly arranged and prepared by teachers.
6. Provide a variety of arrangements throughout the year.
7. Arrange furniture in such a way that it provides for convenient flow.
8. Label the areas of the classrooms and containers of materials for the children to easily
learn its usage and function.
9. Classroom is attractively and neatly arranged.
10. Maintain cleanliness and orderliness inside the classroom.
11. All parts of the room must be well-ventilated.

VI. LEARNING ACTIVITIES

1. What are your opinions on Multigrade teaching? Do you think it is only suitable for
remote schools? Explain your answer substantially.

2. Give one professional and one personal attribute of an effective teacher which you
believe would contribute much in the successful conduct of multi-grade teaching? Why
did you say so? Explain.

VII. ASSIGNMENT

1. What disadvantages or problems could you see with implementing multi-grade

programs in schools?

VIII. EVALUATION (Note: Not to be included in the student’s copy of IM)

Short Quiz

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IX. REFERENCES

United Nations Educational, Scientific and Cultural Organization. 2015. Practical Tips for
Teaching Multi-grade Classes. Asia and Pacific Regional Bureau of Education.

Suzuki, T. 2009. Multigrade Teaching Training in Nepal: Diversity of Practice and Impact of
Training. Journal of International Cooperation Studies, Vol.16, No.3.
http://www.research.kobe-u.ac.jp/gsicspublication/ jics/suzuki_16-3.pdf (Accessed 12
September 2021.)

Profile of Multigrade Schools in the Philippines. Retrieved at:

http://www.seameoinnotech.org/wpcontent/uploads/2014/01/PolRes_ProfileofMultigrade
SchoosInThePhilippines.pdf

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