Module 8

Instructional Strategies and

Activities in the Multi - Grade
Classroom

Repoter: Edna Dejucos

 Instructional strategies are

techniques teachers use to help

students become independent and

strategic learners. These strategies

become learning strategies when

students independently select the

appropriate ones and use them

effectively to accomplish tasks or

meet goals.
A multi grade class consists of two

or more different grade levels

inside a single-grade class

handled by one teacher for an

entire school year.

Why are teaching strategies important in multi grade class?

Each student has got different

backgrounds, learning styles and

needs. Therefore, strategies of

each multi- graded classroom

teacher should meet such styles

and needs of each student.

Why are teaching strategies important in multi grade class?

The innovation level and creativity level must become known in

the teaching-learning environment to improve and make such

actions sustainable.
Tasks should be in parallel in each classroom where carrying out

tasks in one grade may need a higher level of contact by teacher-

learner or lower level of contact by teacher-learner in another

grade.
Strategies and Activities

in the Multi - Grade

classroom
Reporter: Raquel Rañas
Here are some teaching strategies that can help to keep your class interested

and engaged

1. Lecture-Discussion

Designed to help students

understanding the

organized body of

knowledge

 Steps: The lecture-discussion strategy is done by following

these four basic steps:

1. Introduction
Introduction - providing a motivation activity, presenting the

objectives and giving anoverview of the topic.

2. Presentation ofthe
Presentation of thelesson
lesson - the use of questions-and-answer

technique and visual organizers.

3. Comprehension monitoring - check students' understanding through

Comprehension monitoring
different strategies offormative assessment
4. Integration andclosure
Integration and closure - summarize the lesson by highlighting the

important points,synthesizing old and new information, and/or sharing

evidence-based conclusions.
 Tips
1. Plan the lesson in detail and practice your presentation

2. Be brief in the presentation of the lesson

3. Use a questioning script to develop your questions.
4. To increase the effectiveness of delivery , use numerous concrete

examples, media, andgraphic/visual organizers.

5. Pause occasionally after giving questions

6. Lecture-discussion works best if used in moderation and it is

integrated with other strategies.

 2. Recitation

"Repetition is the mother of

learning, the father of action,

which makes it the architect of

accomplishment" - Zig Ziglar

3. Direct instruction
The Direct Instruction Method is

based on two core principles:

- All students can learn when taught

correctly, regardless of history and

background
- All teachers can be successful, given

effective materials and presentation

techniques.

4. Individualized Instruction

There is one-to-one teaching and

self-paced learning based on an

outline of progressive goals

leading to the course/curriculum

objectives.

 5. Independent Study

• Independent study is closely related to individualized

instruction but different.

• Students are involved in the selection of the activity or

approach to working on a project.

• Teacher provides clear instructions as students get engaged

in independent work or followwhat is in the tasks cards.

• Students have access to necessary materials and resources

• Students work alone or in groups

• Students are assured that they have access to teachers but

should try to work on their own or helping each other.

 6. Differentiated Instruction (D.I)
Tailoring instruction to meet individual needs

Four classroom elements based on student readiness, interest, or learning

profile:
• Content - needs to learn or how students will get access to the information;
• Process - engages in order to make sense of or master the content;
• Product - culminating projects that ask the student to rehearse, apply, and

extend what he/she has learned in a unit; and

• Learning environment - classroom works and feels.
7. Cooperative Learningstudents working together in small teams

or groups on a shared task to achieve a common objective

CooperativeLearning
Cooperative LearningSkills
Skills
6. Sharing

1. Active listening
7. Problem solving

2. Taking turns
8. Decision making

3. Asking good questions

9. Conflict resolution

4. Respecting others
10. Eye contract

5. Negotiating
11. Assertive speaking
Some cooperative
Some cooperativelearning
learningstrategies:

strategies:
1. Round Robin/Round Table

2. Think-Pair-Share (TPS)

3. Mix-N-Match

4 Envoy/Jigsaw

 8. Self-Directed Learning (SDL)

Is an instructional strategy where the

students, with guidance from the teacher,

decide what and how they will learn.

 9. Peer Teachingtwo or more children cooperate with

one another and help each other to learn.

SampleTeaching
Sample Teaching Strategies
Strategies for Peer
for Peer Tutors:
Tutors:
1. Show and do
2. Test-Teach-Test
3. Take turns
4. Do together
5. Look, say, trace, cover, write, check
 10. Grouping

Meeting the various needs of pupils

1. Planning mixed ability group work
2. Whole-class-mixed ability groups
 Implications for

Instructional Strategies

in Multi - Grade Teaching

Reporter: Grace Joy Maiso
CLASSROOM MANAGEMENT
refers to the wide variety of skills

and techniques that teachers use

to keep students organized

orderly, focused, attentive, on

task and academically productive

during class.

COLLABORATIVE LEARNING

Is the educational approach of

using group to enhance learning

through working together.

Groups of two or more learners

work together to solve problems,

complete task or learn new

concepts.
USING DIFFERENTIATED INSTRUCTION

Is a teaching approach that

tailors instruction to all students'

learning needs. All the students

have the same learning goal, but

instruction varies in students'

interests, preferences, strengths,

and struggles.
 FOUR AREAS WHERE TEACHERS CAN

DIFFERENTIATE INSTRUCTION:
1. CONTENT
2. PROCESS
3. PROJECTS
4. LEARNING ENVIRONMENTS
CONNECTING THE TEACHING TO REAL LIFE SITUATION
Real life connections draw form, or

upon, actual objects, events,

experiences, and situations to

effectively address a concept problem

or issue. It involves learning allows

students to actually experience or

practice concepts and skills or opposed

to learning that is theoretical or

idealistic.
INTEGRATING TECHNOLOGY IN TEACHING
Simply refers to the use of technology

to enhance the student learning

experience. Utilizing different types of

technology in the classroom, including

a virtual classroom, creates learners

who are actively engaged with

learning Objective.
 Module 9
The Multi - Grade
Budget of Work
(BOW)
Reporter: Ayessa Jane M. Dosal
What is budget of work (BOW)?

Budget of Work (BOW) is a resource material for teaching

multigrade classes that contains K to 12 basic education

curriculum competencies, skills, and objectives; topics for

specific skills and competencies; and teaching strategies,

activities, and time allotment arranged into columns for

easy reference and notation

Example of budget of work
Example of budget of work
Example of budget of work
Example of budget of work
Example of budget of work
Enhancement of Multi -

Grade Budget of Work

(BOW)
Reporter: Roan O. Sagayap
 Curriculum Guide for all learning areas;

• Not every competency was provided with a suggested

activity and assessment task.

• Several competencies can be developed from a particular

suggested learning activity and measured in an

assessment task.
The following are the possible ways of contextualizing the contents of the BOW:

A. Competencies

1. Sub-task the competencies that are complex or broad.

2. Decongest competencies by transferring these to any day within the

week.

B. Suggested Learning Activities

1. Modify learning activities according to the appropriateness,

sufficiency, level of difficulty, and diverse needs of learners.

2. Provide learning activities that are doable within the allotted time.
C. Suggested Assessments

1. Modify assessments according to appropriateness,

sufficiency, level of difficulty, the capacity to be done within the
alloted time, and diverse learning abilities of learners.
• You are free to enhance, improve, or contextualize the learning
activities and assessment tasks according to the needs of your
learners.

• Make sure that the competencies are congruent with the

learning activities and assessment tasks when improving the
DLP and IMG-DLP.
 REFERENCES:
• https://www.youtube.com/live/7LUf0gNTBrs?feature=share

• https://files.eric.ed.gov/fulltext/EJ1245296.pdf

• https://www.youtube.com/live/7LUf0gNTBrs?feature=share

• https://www.teachersclick.com/2020/04/budget-of-work-bow-grade-1-6-all.html?

m=1#:~:text=Budget%20of%20Work%20is%20basically,found%20in%20each%20curri

culum%20guide.
• https://depedtambayan.org/grades-1-6-and-multi-grade-budget-of-

work/#:~:text=Budget%20of%20Work%20(BOW)%20is,for%20easy%20re

ference%20and%20notation.
THANKYOU FOR

LISTENING!