MULTIGRADE TEACHING children in far-flung barangay and

to complete incomplete schools.

 A multigrade class involves  The minimum enrollment of 8
students of different ages and pupils and the maximum of 35
developmental levels, which pupils per class shall be observed.
different skills and learning  Whenever possible and when
abilities learning together with one teachers and other facilities
teacher. warrant, MG classes composed of
 Multigrade should remain a class more than 3 grades per class should
for minimum of 2 years but often 3 be converted to at most 3 grades to
years. they should have the same a class.
classroom teacher for all those
years. Minimum Multigrade Instructional
Package (MIP) for teachers which
1. Multigrade classes were organized as shall consist of:
a matter of necessities for remote
barangays where the number of 1) Minimum Learning Competencies
children enrolled could not meet the for MG classes (MLC-MG)
required number to organize a single 2) Budget of Work for MG Classes
grade class and assign the necessary (BW-MG)
teacher from each class. 3) Lesson Plan for MG Classes (LP-
MG) and
2. Distance of the barrio and the small 4) Multigrade Teachers Handbook
number of students for each class. (MG-HB)
3. Shortage of funds, teachers, and Minimum Learning Package for
school building. multigrade pupils consisting of:
DEPED ORDER NO, 96, S. 1997 1) textbooks in all learning areas on at
 Policies and guidelines in the least 1-2 textbooks- pupil ratio or
organization and operation of as much as possible on a 1-1 ratio.
Multigrade (MG) classes. 2) the Multigrade Materials (MLMs)
 Clearly stated on the Guidelines on at least 1 set to 3 pupil ratios.
the official Definition of LEGAL BASIS OF MULTIGRADE
Multigrade Curriculum and PROGRAM IN THE PHILIPPINES
Program, and the Support, Welfare,
and Incentive Program for  RA 9155 “Governance of basic
Multigrade Teacher. Education Act of 2001
 1987 Philippine Constitution
ORGANIZATION OF MULTI  Education for All 2015
GRADE CLASSES  The Multigrade program was
 Regional Directors and School formally introduced to the public
Division Superintendents shall school system through DECS
organize Multigrade classes to Order No. 38, s. 1993 entitled
provide access to school for “Improving Access to Elementary
 Education by Providing Complete assessing the group/grade.
Grade level in All Public G Group Activity
Elementary Schools through The group/grade is having a
Combination and/ or Multigrade group work with less monitoring
Classes” and supervision of the teacher.
 The MG Program supports the I Individual Activity
strategic direction of the The pupils are doing individual ‘
Department to expand access to activity all at the same time with
and improve the quality of the guidance and monitoring of
elementary education by the teacher.
constructing schools in school-less A Assessment
Barangay in far-flung, isolated, and The pupils/group/teacher is doing
underserved communities. and assessment activity.
 Enrollment in these areas does not
warrant the organization of SILENT FEATURES OF THE MG-
monograde classes because of the DLP
small number of enrollees. it is Differentiated Instruction
through the multigrade schools that  a child-centered approach that is
the Government is able to respond done by providing learners with
to the basic need of providing different avenues for learning in
educational opportunities for all terms of acquiring content,
regardless of life’s circumstances. processing, and making sense of
 The MG Program follows the K-12 ideas.
Curriculum Framework. However,  developing teaching materials and
it is requiring flexibility in terms of assessment strategies.
its delivery in the multigrade  Individual and group instruction
classroom since the curriculum was using varies activities
designed for monograde teaching.  written in detailed form
The strategy to deliver the  used two-and three-column format
curriculum in multigrade classes for different combination classes
therefore differs to be able to meet (Grade I, II, & III, III & IV, and IV,
diverse learning needs of V, &VI)
multigrade learners.  put emphasis on the teaching flow
 activities are learner-centered
CLASSROOM MANAGEMENT/  activities are varied and
SHIFTING OF TEACHER meaningfully balanced and
 Shifting from one grade level to appropriate to their grade level.
another  learning approaches are interactive.
 Icons are used that signals the  activities are suggestive in nature
shifting. (BOW)
 ICONS  instruction on how to implement
effectively the DLP is included.
T Direct Teaching  whole class instruction.
The teacher is directly teaching or
 3) Scheme C – The levels of groups have
the same behavior but have different
content or differ in difficulty.
CODING (Note: Math 4-6, Q4 – W9, Domain,
Statistics and probability)
MT 1 GA- I – e-f – 2.1 GRADE IV GRADE V GRADE VI
Solve Solve routine Solve routine
Learning area/Subject – MT routine and and non- and non-
Grade Level - 1 non-routine routine routine
problems problems problems
Content/Domain/Topic - GA
involving a involving involving
Quarter – I simple experimental experimental
Week – e-f experiment probability and
Competency Number – 2.1 theoretical
probability
5 SCHEMES IN HANDLING (M4SP-IVj- (M5SP-IVj- (M6SP-IVj-
12) 17) 24)
MULTIGRADE CLASSES

1) Scheme A – Learning objectives of

4) Scheme D – There are 3
all groups are common in terms of developmental lessons because the
behavior and content. instructional objective of the 3 groups
(Note: Fil. 4 – 6, Q3 – W2) has no commonality.
GRADE IV GRADE V GRADE VI (Note: Science 4-6, Q4 – W9)
Naipapamalas ang paggalang sa ideya, damdamin GRADE IV GRADE V GRADE VI
at kultura ng may akda ng tekstong napakinggan
Solve routine Solve Solve
o nabasa. and non- routine and routine and
F4PL-Oa-j-3 F5PL-Oa-j-3 F6PL-Oa-j-3 routine non-routine non-routine
problems problems problems
involving a involving involving
2) Scheme B - When 2 adjacent simple experiment experiment
grades have the same instructional experiment al al and
objective while the other grade has probability theoretical
probability
a different objective. (S4ES-IVi- (S5FE-IVi- (S6FE-IVi-
(Note: Eng 4-6, Q3 – W3- D4) 10) j-1) J-7)
GRADE IV GRADE V GRADE VI
Identify and Use particular Use particular 5) Scheme E – Objective/Skills in the
use words that kind of kind of first grade is a prerequisite to the next
show degrees sentences for sentences for grade level, and the skill in the second
of comparison a specific a specific grade is a prerequisite to the skill in the
of adjectives purpose and purpose and third grade.
in sentences audience audience (Note: Math 1-3, Q1 – W1)
asking making GRADE I GRADE II GRADE III
permission, request Visualizes & Visualizes Visualizes
making represent & represent & represent
requests numbers from numbers numbers up
EN4G-IIIC- EN5G-IIIa- EN6G-IIIc- 0-100 using a from 0-100 to 10,000
14 1.8.1, 1.8.3 1.8.3 variety of with with
materials emphasis emphasis
on numbers on numbers
101 to 1,001 –
1,000 using 10,000
a variety of
materials