ETHE

L JOY
V.

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Hello everyone! I hope that all of you are
fine and doing well inside your houses. In
this pandemic, learning is a challenge for
everyone, especially for you my dearest
students. But we got you! We, your
professors in EED ELEC 1 created this
module to help and assist you while you
are learning in your house. This module
consists of eight (8) units which is
intended to be tackled for 1st semester,
Academic Year, 2020-2021. The parts of
the module that will you encounter are: (1)
Activating Your Prior Knowledge which
is for you to answer so that you will have a
background knowledge about each unit;
(2) Expanding Your Knowledge will assist
you to know and learn more about the unit
being studied and (3) Synthesizing Your
Knowledge part which will serve as a
measuring tool or assessment of how well
you learned the topics presented.
Stay safe and let’s continue to learn even
you are not in school.

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 TABLE OF
UNIT CONTENTS Page
no.
I -INTRODUCTION TO MULTI-GRADE CLASSES
Overview ................................................................................................... 1
Objectives................................................................................................... 1
Activating Your Prior Knowledge .................................................. 2
Expanding Your Knowledge............................................................. 2
WHAT IS MULTI-GRADE TEACHING AND HOW DID IT
START? .............................................................................................. 2
WHAT MULTI GRADE IS NOT? ............................................... 7
MULTIGRADE TEACHING IS DIFFERENT IN TWO 7
WAYS ……………………………………………………………………..
WHY MULTIGRADE CLASS EXISTS? ………………………… 7
PHILIPPINE EDUCATION SUPPORT PROGRAMS FOR 7
MULTIGRADE TEACHING ………………………………………..
WHAT DOES EFFECTIVE 8
MULTIGRADE INVOLVE? ………………………………………..
BASIC PRINCIPLES OF 9
MULTI GRADE TEACHING ……………………………………….
PRACTICAL TIPS FOR MULTI-GRADE CLASS …………… 11
Synthesizing Your Knowledge .......................................................... 14
Activity 1 .......................................................................................... 14
Activity 2 .......................................................................................... 16
Activity 3 .......................................................................................... 15
References ................................................................................................ 19
II- THE MULTI-FACETED NATURE OF THE MULTI GRADE
Overview ................................................................................................... 21
Objectives................................................................................................... 21
Activating Your Prior Knowledge .................................................. 21
Expanding Your Knowledge............................................................. 22
THE ROLES OF MULTI GRADE TEACHER ......................... 22
MANAGING THE MULTI GRADE
CLASSROOM................................................................................... 25
TOP CLASSROOM MANAGEMENT STRATEGIES TO
KEEP STUDENTS’
ATTENTION.................................................................................... 25
PREPARING THE MULTI GRADE
CLASSROOM.................................................................................... 27
CLASSROOM MANAGEMENT PRACTICES AS BEST

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 STRATEGIES FOR AN EFFECTIVE MULTIGRADE
TEACHING........................................................................................ 27
THE PHILIPPINE LAWS ON ESTABLISHING
MULTIGRADE CLASS................................................................... 29
POLICIES AND GUIDELINES IN THE ORGANIZATION
AND OPERATION OF MULTI- GRADE
CLASSES............................................................................................ 31
Synthesizing Your Knowledge........................................................... 32
Activity 3 .......................................................................................... 30
Activity 4 .......................................................................................... 34
References ........................................................................................ 38

III- THE IMPACT OF MULTI-GRADE TEACHING

Overview ................................................................................................... 39
Objectives................................................................................................... 39
Activating Your Prior Knowledge .................................................. 39
Expanding Your Knowledge............................................................. 41
The Borderline Between Strategy 41
and Approach ................................................................................
Approaches in Multi-Grade Teaching ................................ 41
Strategies in Multi-Grade Teaching ..................................... 42
Activities Found in Most 44
Multi-Grade Classrooms ..........................................................
Synthesizing Your Knowledge........................................................ 52
Activity 5 .......................................................................................... 52
References ......................................................................................... 55

IV- TALE OF A MULTI-GRADE TEACHER

Overview ................................................................................................... 56
Objectives................................................................................................... 56
Activating Your Prior Knowledge .................................................. 56
Expanding Your Knowledge............................................................. 57
Challenges, Advantages and Disadvantages
of Multi-grade Classes............................................................... 59
Research on the Advantages and Disadvantages of
Multi-Grade Classes...................................................................... 59
Disadvantages of Multi-grade
Classes............................................................................................... 63
Synthesizing your Knowledge......................................................... 64

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 Activity 6 .......................... ........................................................... 64
Activity 7 .......................... ........................................................... 65
References .......................... ............................................................ 66

V-MAKING A SCHEME OF A WORK AND A UNIT PLAN

Overview ................................................................................................... 67
Objectives................................................................................................... 67
Activating Your Prior Knowledge .................................................. 67
Expanding Your Knowledge............................................................. 68
PLANNING .............................................................................................. 68
WHAT IS A SCHEME OF WORK ..................................................... 69
STEPS INVOLVED IN PLANNING A
SCHEME OF WORK …………………………......................................... 69
UNIT PLAN ............................................................................................. 72
LESSON PLANNING ............................................................................. 73
Synthesizing your Knowledge ........................................................ 76
Activity 8 ...................................................................................... 76
Activity 9 ...................................................................................... 78
References ………………………………………………………….. 79

UNIT
I
INTRODUCTION TO MULTI-
GRADE CLASSES

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 Source: https://prezi.com/2a3nnrgenits/multigrade-teaching-and-learning/

Overview
The very purpose of multi-grade teaching is to cater the students who live in places
that cannot be easily reached, yet these children need to receive the proper education they
deserve to have. This unit will provide you a clear picture of the nature of multi-grade
teaching and the basic principles underlying the success of the aforecited. To fully equip the
teachers and the “would be” multi-grade teachers on the knowledge of multi-grade teaching,
the tips on how to sustain the effective delivery of instruction will also be discussed in this
unit.

Objectives:
At the end of the unit, I am able to:
1. discuss briefly how multi-grade teaching started;
2. explain the content and nature of multi grade teaching;
3. discuss the purpose of the existence of multi-grade teaching;
4. classify and explain the different support programs in multi-grade
program in Philippine Education;
5. identify and explain the basic principles underlying the multi-grade
teaching; and
6. demonstrate knowledge on how multi-grade students are being
handled in the same group.

ACTIVATING YOUR PRIOR KNOWLEDGE

A. Directions: Identify the following statements if FACT or BLUFF. You need to
indicate your answers on the space provided below.

1.Teaching in the multi-grade class

requires a multi-grade teacher to
handle mixed classes all at the
same time.
2. In most of the far-flung areas,
teachers are asked to handle six or
seven grades in one classroom.
3. Multi-grade teaching does not
require spacious classrooms for
the students.
4.Frustration may be a problem to a
multi-grade teacher if he/ she gets
isolated.
5.Only little time is allotted in
planning for multi-grade classes.

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 B. Before reading this unit, cite at least six tips on how multi-grade teaching can
be better facilitated in a class.

1.___________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________

4.___________________________________________________________________________

5.___________________________________________________________________________

6.___________________________________________________________________________

Expanding Your Knowledge

WHAT IS MULTI- GRADE TEACHING AND HOW DID IT START?

In North America, multi-grade

schools were the first recognized
schools. Before the 1880sthe most
popular model of formal education
programs for elementary school
children was the one room school
house.

It was then, before the organization of the single grade schools. The first
mission schools have been established in the Philippines as multi grade schools. In
the early 1900s the Americans introduced the single grade schooling. Multi grade
schools for remote barangays were established as a matter of necessity. The word
multi-grade teaching usually refers to a teaching situation where during a specified
time, a single teacher has to assume responsibility in educating pupils across more
than one curriculum. Schools with multi-grade classes are known as multi grade
schools.
Source: https://tvird.com.ph/canatuan-students-get-high-marks-from-deped/

According to Secretary of Education Armin Luistro (2012), most of the

students attending multi-grade classes are learners who belong to poor and
financially disadvantaged families, are indigenous peoples, and live in far-flung
mountains and islands where schools are far apart. Secretary Luistro then said,
“This is part of our move towards democratizing access to education and making
learning experience accessible to as many sectors as possible. “In reality we bring
more students to school.” He further explained that if the class does not achieve the
required number of students and thus it is not possible to perform a class with a
limited number of students, the supposed enrollees then are combined into a single
class under the tutelage of one teacher. The very limited number of students per
grade level, the lack of teachers, the community and school distance, the insufficient
funds and inadequate classrooms are the reasons why multi-grade classes need to
be more organized and recognized.

In the public-school system in the Philippines, classes of two grade levels are
called combination classes in which these students are in a single classroom and
supervised by the same teacher. Classes held in one classroom of three grade levels

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and managed by a single teacher are considered a multi-grade or multi-level class.
Secretary Luistro further clarified that, under the supervision of one teacher,
children with various skills, abilities, developmental stages, and needs are combined
into a class and they work together. As Secretary Luistro said, "The fact is, our
teachers were simply already living up to the word long before multitasking became a
buzzword."

While the Department of Education has always acknowledged the presence

of multi-grade classes, it was only in 1990 that the department began to accept the
formal organization and continued operation of multi-grade classrooms throughout
the world, in line with the goal of Education For All. Therefore, the Department of
Education continues to invest in teachers training, curriculum creation, and the
preparation of learning materials suitable for multi-grade classes, particularly in
underserved and remote areas, to enhance elementary education.

To avoid confusion on what really is in multi-grade teaching, the following are

cited.

1. Multi-grade class is consisting of students from different grade levels

handled by one teacher throughout the year.

2. Students varying in age, skills, learning abilities and developmental

levels are taught in multi-grade class.

3. Multi-grade should remain as a class for a minimum of two (2) years

but often for three (3) years. They should have the same classroom
teacher for all those years.

WHAT MULTI GRADE IS NOT?

1. Multi-grade is not one teacher running between two classrooms to teach

two separate grades with separate programs.
2. Multi-grade is not two classes working in isolation in the same room,
seated at each end of the classroom and being taught separate programs
by one teacher.

MULTIGRADE TEACHING IS DIFFERENT IN TWO WAYS:

1. The curriculum for the grades being combined is integrated, that is,
common elements from the different year programs are combined into
one program for the class. There are no two or three separate programs
operating, just one that provides different levels of challenge to the
students.
2. Students have the chance to work on their ability level since it is a student-
centered pedagogy. The activities provided by the teacher is not based on
the grade level but it focused more on what the students can do.

WHY MULTIGRADE CLASS EXISTS?

1. The organization of multi-grade classes arise in response to remote

barangay necessities where the number of children enrolled could not

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 meet the number needed to organize a single grade class and the need
to appoint the necessary teacher for each class.
2. Barrio gap and limited number of students per class
3. Shortage of funds for teachers and for school buildings.

Some more reasons for the adoption of Multi-grade practices

1. Increase access to education

2. Overcome teacher shortages
3. Modernize teaching methods
4. Reduce dropout rates and repetition
5. Achieve Universal Primary Education
6. Increase participation, cohort survival and literacy rates

Possible Effects of Multi-grade Teaching

1. Increase enrolment (make annual intakes possible in small schools)

2. More efficient use of facilities and resources
3. Employ teachers more effectively
4. Improve learning by allowing students to learn at different rates
5. Better quality of teaching

PHILIPPINE EDUCATION SUPPORT PROGRAMS FOR MULTIGRADE TEACHING

1. MULTIGRADE DEMONSTRATION SCHOOLS PROJECTS (MDSP)

With financial support from UNICEF, the Multi Grade

Demonstration Schools Projects (MDSP) was organized and coordinated
in selected divisions of the country. The aforementioned aimed at
enhancing the standard of education and thereby raising overall pupil
achievement rates in multi-grade schools

2. DepEd CCFPI LITTLE RED SCHOOLHOUSE PROJECT

In 1997the Little Red School House Project was organized by

the DepEd Bee and Coca Cola Foundation Philippines Inc. to enhance
access to complete elementary education.

The project components included are:

1. the 55 three - classroom multi-grade elementary school buildings
construction intended for the basic education of the under
privileged children
2. the multi-grade instruction trainings for educators
3. the community capacity building program of the beneficiary
schools

3. THE MULTIGRADE SCHOOL TRAINING VIDEO

This project is a multi-grade teaching practices documentary

video. It displays successful teaching strategies and other relevant multi
grade classes information.

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 4. CONGRESS ON MULTIGRADE EDUCATION

In 2004, the First Multi-grade Congress was held, this is in

accordance with the policy of the Department of Education to enhance
access to quality education.

5. PUPIL LEARNING ENHANCEMENT PROGRAM (PLEP)

A support plan (1996-2000) which was formulated through

the strengthening of the Multi-grade Program in Philippine Education
(MPPE) for the universalization of quality primary education as
supported by the United Nations Development Program (UNDP).

6. SEARCH FOR MULTIGRADE TEACHER ACHIEVER

Abiennial quest for the country’s most outstanding Filipino

teacher assigned in Multi-grade schools was initiated in 2000. The
purpose of this activity is to search for Multi-grade Teacher Achiever

WHAT DOES EFFECTIVE MULTIGRADE INVOLVE?

1. Systematic, clear and well-planned delivery of instruction and well -

organized grouping of students.
2. A conducive learning environment and well -managed classroom as
evidenced by the availability of the materials necessary to aid the
facilitation of the teaching and learning process including the discipline
that has been established among students so that they can concentrate
more on their learning.
3. A self-directed learning with teacher-driven practices, peer teaching, and
group work as observed in a cooperative learning environment.
4. A well-prepared teacher acting as learning facilitator and not just a
source of information but somebody who is well equipped to adapt a
range of strategies in teaching to match learners’ varied needs.
5. A curriculum that is well- designed for the integration of subject matter
and a range of activities as learning experiences.
BASIC PRINCIPLES OF MULTI GRADE TEACHING

1. CHILDREN ARE UNIQUE.

According to Robert John Meehan

(2019) every child is an individual, no
two children are alike, including
identical twins. Children differ
physically, emotionally, socially and
intellectually. Children of a particular
age or stage of development share
common needs and characteristics.
Each child must however be recognized
in its uniqueness by parents and Source:
teachers and individuality must be https://www.pinterest.ph/pin/552605816754281618/
valued. He further reiterated that all
children have different strengths and vulnerabilities. There is no ‘one-size fits all’
way to parent. What works for one child may not work for another.

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2. CHILDREN LEARN BEST FROM EXPERIENCE.

Children learn by doing using their senses, exploring their environment of

people, things, events and places. David Kolb, a famous psychologist gave emphasis
on the experiential learning theory that focused on how experiences influence the
learning process. He described experiential learning as the mechanism through
which information is created through the
transformation of experience. Knowledge
results from the combinations of grasping
and transforming the experience." (Saul
2017)

3. CAN AND DO LEARN WELL FROM ONE Source:

ANOTHER. https://www.pinterest.ca/pin/398709373236200027/

People learn concretely as they

work in groups or in pairs since different
people have different opinions. Hence,
children can be more honest with one
another especially children from ages
seven and above who are more
comfortable with peers. Peer learning can
Source:
provide a great support system among https://volanosoftware.com/the-link-between-social-
students. In the learning theories website interaction-and-innovation/
of Linda S. Neff, she made mention that
social learning theories help us understand
how people learn in social contexts (learn
from each other) and informs us on how we,
as teachers, construct active learning
communities and this statement was
strongly supported by Lev Vygotsky (1962)
who believed that we learn through our
interactions and communications with
others.

4.THE ROLE OF TEACHER

Educating the students under their
care is one of the roles that teachers are made known for. Setting the tone of the
classrooms, building a warm environment, mentoring and nurturing students,
becoming role models, listening and searching for trouble ignitions are just some
of the many roles of teachers. This is a mere indication that a teacher is not just a
source of knowledge and information but an individual performing multitasks.

5. THE IMPLEMENTATION OF THE

CURRICULUM MUST CONSIDER THE
Source:
ABILITIES, LEVELS AND INTERESTS https://blogs.miamioh.edu/edt431-531/2020/04/fostering-
WITHIN PARTICULAR GROUP student-resilience-how-to-deal-with-trauma-in-the-
classroom/
A curriculum designed to hone the
abilities, skills, levels and interests of a

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 particular group which is enhanced by a variety of activities as learning
experiences must be implemented.

Source:
https://www.slideshare.net/alvincaibog/implement
ing-the-curriculum-38312944

6.THE EVALUATION OF EDUCATIONAL

PROGRAM

The success of any educational program

must be measured in accordance to how
well the program’s aims will be met, if the
children learn what they are supposed to
know, and how well they have learned.

Source:
https://www.seameo-innotech.org/review-of-the-
multigrade-program-in-the-philippines/

7.INTERAGING OR THE COMBINATION

OF CHILDREN OF DIFFERENT AGES IS Source:
https://www.usaid.gov/results-data/success-
MORE RESPECTFUL OF INDIVIDUAL stories/rural-public-school-teachers-accelerate-
NEEDS OF LEARNERS AND REFLECTS learning-philippines
REAL LIFE.

This principle also suggests the “heterogenous groupings” wherein children

learn more by socializing with their peers who are more matured compare with
them. For instance, in a class of mixed students from Grade 1- Grade 3, it is expected
that the latter will assist the former so as to better cope up with the lessons
intended for their skills, interests and abilities.

PRACTICAL TIPS FOR TEACHING MULTIGRADE CLASSES

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 Source: https://www.slideshare.net/jenevel/multigrade-teaching-40132936

To assist and direct countries towards the achievement of education for

everyone is UNESCO’s special mandate. Hence, the bottleneck in reaching the
basic education goal for all, combined
with new demands for the expansion
of other education levels, places a
daunting burden in different
countries. Moreover, many countries
are facing extreme budget constraints
and have little to no space for
maneuvering. This is compounded by
the shortage of trained and highly
qualified teachers Schools with multi-
grade classes are a viable option for
small communities, often located in
rural, isolated, and poor regions of a
world. Source:
https://www.pinterest.ph/pin/
Despite of the desire of the multi- 407857309980508142/
grade teaching to fulfill the right to
education to more students, quality is more difficult for teachers to sustain as
they need to operate at the same time in more than one grade level. It may sound
very challenging to multi-grade teachers in making use of curriculum intended
for monograde classes and in responding to the interests and abilities of the
diverse students within their classroom Ballesteros and Ocampo (2016) cited
ten essential lessons that are considered beneficial for multi-grade teachers as
mentioned in the study of UNESCO in 2015 (Practical Tips in Teaching Multi-
grade classes) in attaining quality learning among students.

1. The diversity of students must be seen as an opportunity to be used to

acquire enhanced learning; thus, it must not be treated as a hindrance to
learning. Students diversity and complexity as to age, gender, socio-
economic background, family, ability, language and special needs must be
understood and accepted.

2. Respond to the various backgrounds and learning styles/ needs of each of

your student

3. Create a “child-friendly” classroom that accommodates students both old

and new so as to let them feel that their classroom is friendly, welcoming,
caring, safe and inclusive for children of varied backgrounds, abilities and
that it invites and promotes active participation of students in class.

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 Likewise, make them aware that you are that sensitive and responsive
enough to address their needs.

4. Adaption of the standard national curriculum to effectively apply it to the

local culture and context as well as to the situation in multi-grade class.

5. Show creativity and present ingenuity in the management of multi-grade

classrooms, organizing entire classes, mixed classes, big and small groups,
pairs and individual work space;

6. Flexibility must be evident as you use your time, switching from one
group to another, fairness must be exercised as you pay attention to the
more matured students acting as peer tutors and the less matured who
need extra care.

7. Innovativeness in the creation and replication of teaching and learning

materials must be observed using locally accessible tools and resources
and make them important to the local context and culture.

8. Students’ mother tongue must be used as an instructional tool to

guarantee the acquisition of initial literacy in that language thus helping
and guiding the students to transmit the acquired literacy skills in the
national language.

9. Resourcefulness must be manifested. Make the most of the resources

available that can support you in your work – your principal / head
teacher, parents and the local community, and other schools that are
fairly close to your school that can take part in contributing valuable
experiences, lesson plans and materials.

10. Learn certain skills necessary to help a small, remote, often poor (and
poorly supported) school thrive. Multi-grade teaching is in itself a
challenge, but working with your colleagues to "run" your little school
often needs certain skills: Making use of available resources and seeking
to collect more; implementing a school self-assessment of its successes
and needs and creating a school development plan; mobilizing support
from poor and sometimes disempowered and disinterested parents; and
receiving help from local community members – all of these are skills that
are valuable in multi-grade schools.

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Synthesizing Your Knowledge

Name______________________________________Section:_______________________Date:_________________

Activity 1.1-TRY TO COMPARE US

Directions: 1. 1 Majority of you might not have experienced attending

multigrade classes hence based on what you have read
about multi-grade teaching, make a comparison of the
multi-grade class and the regular class that you had when
you were still in the primary grades. Talk about your
personal experience in the regular class and the
experience that you might had if you attended the multi-
grade class.

Regular Class Multi-grade Class

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 Activity 1.2– THEMATIC EXPRESSIONS
.

Directions: 1.2 Write down your insights from each of the principles of
multigrade teaching mentioned in this unit.

PRINCIPLE 2
PRINCIPLE 1 PRINCIPLE 3

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 THEME :

“ BASIC PRINCIPLES OF MULTIGRADE

TEACHING ”

PRINCIPLE 4 PRINCIPLE 5 PRINCIPLE 6 PRINCIPLE

7

Name______________________________________Section:_______________________Date:___________________

Activity 2- ANSWER ME RIGHT

Direction: Give your reaction in each of the following situations.

1. You are designated as multi-grade teacher in a far-flung area, though you lack
the experience and you don’t have the necessary skills yet to handle multi-
grade class, what will you do then? Will you grab the opportunity or not?
Defend your answer.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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 ___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________________________________________________.

2. Mrs. Garcia is known for being an active multi-grade teacher, her hard work
and dedication made her so popular. She even reaped numerous distinctions
in her ten years of service. However, despite of those awards and the
popularity that she has, Mrs. Garcia began to dislike her job, she almost feels
like quitting. What must be her reasons of wanting to get out from her work? If
you are her principal, how would you advise her?
__________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________________________.

3. Maxeen, Rizza and Suzanne are grade three pupils mixed with the grades one
and two pupils. During the first few months of attending classes, they were
very participative and active in class, however, they were not able to sustain
their enthusiasm in class. You begin then to observe them as becoming
inattentive, they even display an attitude of boredom, more so, they are even
reluctant to participate in your class. Being a multi-grade teacher, how are you
going to deal with the problem and behavior of your three students?

______________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__.

4. How will you create a child friendly classroom to sustain the enthusiasm and
willingness of your pupils to take part in the different activities that will be
employed to them considering that they have different abilities, skills and they
even vary in age?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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 ___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________________________________________________.

5. What benefits and problems you might be getting in teaching multi-grade

classes?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________________.

6. Based on what we have discussed in this unit, write down your own
understanding on the following:
What multigrade is?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________.
What multi-grade is not?
_______________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________.

7. If you are asked to write an “amazing note” what kind of message or notes would
you like to receive as an affirmation from somebody who acknowledges your
effort in teaching pupils from different levels with varied abilities, skills and
interests? Show the sample letter below.

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 “AMAZING NOTES “
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________________________________________________.

References:
Ballesteros, Maricor and Ocampo, Ronaald (2016) Best Practices of Multigrade
Teaching in Luna Apayao, Philipines

Borabo, Milagros L.& Borabo, Heidi Grace L. (2015) Interactive and Innovative
Teaching Strategies (Volume 6). Quezon City: Lorimar Publishing Inc.

Intero Jane. Multigrade Teaching. Retrieved October 10, 2014 from

https://www.slideshare.net/jenevel/multigrade-teaching-40132936

Meehan, Robert John, Each Child Is Unique. Retrieved May 2019 from
https://www.boostmychild.com/blog/each-child-is-unique/

Official Gazette . Multigrade classes bring more children to school. Retrieved

March 29,2012 from
https://www.officialgazette.gov.ph/2012/03/29/multigrade-classes-
bring-more-children-to-school/#-

Sabian, Catherine . Multigrade Program in Philippine Education Retrieved

December 6,2013
https://www.slideshare.net/catherinesabian/multigrade-program-
in-philippine-education

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 Saul, Mcleod. Kolb’s Learning Styles and Experiential Learning Cycle Retrieved
2017 from https://www.simplypsychology.org/learning-kolb.html

Vicente, Richlyn . The Challenges of Multigrade Teachingfrom

https://www.slideshare.net/Pilmathe2001/the-challenges-of-
multigradeteaching

https://www.ea.gr/ep/muse/data/meth_function.htm

pd-mt-1-introduction-to-multigrade-teaching-lectur

https://www.easchooltours.com/blog/experiential-learning-learn-through-
experience

https://jan.ucc.nau.edu/lsn/educator/edtech/learningtheorieswebsite/
vygotsky.htm- Learning Theories Website – Linda S. Neff

file:///C:/Users/acer/Downloads/220101e.pdf

https://dokumen.tips/documents/basic-principles-underlying- multigrade-

https://thecornerstoneforteachers.com/combined-classmulti-grade- classes/

https://www.masterofartsinteaching.net/lists/5-tips-for-teaching-in-multi-
grade-classrooms

https://www.slideshare.net/Pilmathe2001/pp-multigrade

https://www.usasean.org/csr/member-projects/little-red-
schoolhouse

UNIT THE MULTI FACETED NATURE

II OF THE MULTI-GRADE
TEACHER

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 Source: https://www.thoughtco.com/what-is-the-role-of-a-teacher-2081511

Overview

To attain success and fulfillment in teaching, one must successfully discharge his/
her various functions and roles among his/ her students. Teachers come to class not
only to teach but to build skills and inculcate positive qualities and attitudes. This unit
will impart you the multi-faceted nature of the multi-grade teacher. Classroom
management strategies are likewise included in this unit so as to provide you with a
wide variety of skills and strategies that teachers use to keep students coordinated,
attentive and academically successful during class. Hence, for a smooth
implementation of multi-grade classes, it must be guided with the policies and
guidelines set by the Department of Education, thus the laws governing multi-grade
teaching will also be discussed.

Objectives
At the end of the unit, I am able to:
1. discuss the multi-faceted nature of multi-grade teacher depicting the
many expectations and responsibilities expected of him/ her;
2. analyze the vital roles that a multi-grade teacher performs;
3. describe how classroom management strategies aid for a better
facilitation of the teaching and learning process:

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 4. explicate the classroom management practices as best strategies for
an effective multi-grade teaching; and
5. demonstrate awareness and understanding on the laws governing
multi-grade teaching.

Activating Your Prior Knowledge

Directions: A. Identify the function of the teacher in the situations stated
below.
Choose from the words listed in the box.

planner social worker

action researcher

teacher facilitator

1. He/ She helps a group of people understand their common objectives

and assists them to plan to achieve them without taking a particular
position in the discussion. _________________________________________

2. He/ She supports individuals and their families through

difficult times and ensures that vulnerable people, including
children and adults, are safeguarded from harm.
____________________________________________________

3. He/ She delivers classroom instruction that helps students learn.

_______________________________________________________.
4. He/ She analyzes existing practices and identifies elements of change.
______________________________________________________
5. He/ She prepares a course of action to achieve specific objectives.
____________________________________________________

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 B. This is a picture of a multi-
grade
teacher from Jaro Leyte.
What do you think are her
reasons
why she looks so happy and
inspired despite of the many
works Source:
https://www.sunstar.com.ph/article/1767311/T
bombarding her? What must be her
acloban/Local-News/Barrio-school-teacher-
brings-innovation-inspiration-in-Leyte
functions as a multi-grade teacher?
What must be her strategies to
effectively manage her class?

________________________________________________________________________________________.
Expanding your Knowledge
THE ROLES OF MULTI-GRADE TEACHER
Multi-grade teaching is multidimensional because of the functions/
roles that a teacher needs to portray. It is in this sense that the tasks turn to be
complex and challenging than the teacher’s role in the monograde school. The
following are the roles normally perform by the teacher:

As Teacher
The teacher is expected to be flexible and use various techniques to
make learning successful and meaningful and beneficial to her/his students
despite of their diversity. Versatility is the name of the game in teaching multi-
grade class.
As Facilitator

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 Individual differences must be treated and handled by the teacher to
motivate and inspire more the students to learn and they must be guided to
use their learning materials appropriately. The teacher must serve as
facilitator of learning for both individual and group activities.
As Surrogate Parent

Ina multi-grade classroom, the atmosphere is more like that of a home

since students are combined regardless of the grade levels. The teachers then
are often observed as surrogate parent to most of the students. The teacher
communicates and interacts with the students on the basis of this relationship
rather than on the usual teacher/ student relationship.

As Finance Manager

Because of his or her education, the multi-grade teacher may also be

the most skilled person in the financial administration of the community, so
he/she may also be requested to manage the school's finances in some
circumstances, especially those found in remote and small communities.

As Planner
For a multi-grade teacher, planning is a vital feature as it involves
efficient expenditure of time for differentiated instruction considering the
strategies to be applied for the whole class, small groupings and individual
approach. Planning is much more crucial in a multi-grade class than in a
monograde class.
As Evaluator
Tracking the progress of the learning performance of the students in
order to ensure the quality of education is another significant role of a teacher
since assessment should be an integral part of the teaching and learning
process and it should be continuously done.
As Counselor/ Social Worker

The teacher is considered as highly regarded role model in which

advice is oftentimes sought. Thus, the targeted people aside from the students
that need to be catered may include the parents and other community
members.

As Designer of Materials
While the national educational authorities typically prepare various
curriculum materials, multi-grade teachers still need to create their own
supplementary materials. Such additional resources serve the purpose of
meeting within the local context, the actual and concrete needs of multi-grade
teaching.

As Quality Controller

Monitoring the quality of the teaching and learning outcomes of the

students is one of the major functions of the teacher. This involves the process
in teaching, the effectiveness of the materials used and the procedures
employed in the evaluation.

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 As Action Researcher

Teachers are not typically trained to be an educational researcher

since teaching is their ultimate task. Hence, the improvements in teaching
become evident because of research. It is not precarious for individual
teachers to be researchers especially in schools where there is easy access to
other resources as they can easily seek advice and help from a more
experienced teacher.
As Para-professional Trainer
The teacher plays a vital role in educating the parents and other
members of the local community to act as facilitators for student learning.
This type of activity is not the same with the usual method of teaching the
pupils since it requires the teacher's drive and creativity to build a successful
relationship between the teacher and teacher-aid.
As Contact with the Community
In most cases, the multi-grade school necessitates the cooperation and
assistance of the local community to enhance the quality of educational
services offered by multi-grade teaching. This can include group engagement
in varied activities like the preparation of the teaching devices, improvement
of the classrooms and buildings and serving as para professional teacher.

As the Representative of Cultural, Religious or Political Values

As an educated person, the multi-grade teacher portrays significant

role in the community. The tasks that the multi-grade teacher performs may
vary from one place to another as it greatly depends on the individual
situation.

MANAGING THE MULTI GRADE CLASSROOM

Source: https://www.cnu.edu.ph/cnu-a-multigrade-advocate/

Multi-grade teachers need to be very versatile in their classroom

management to suit specific teaching condition, the physical environment and the
class composition. Creating and implementing classroom procedures is the key to
achieving a positive climate in the classroom. Moreover, a well- disciplined
classroom can be sustained if different classroom strategies are employed. Behavior
management could likewise foster a supportive and compassionate classroom

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environment that promotes student learning, healthy relationships with peers and
teachers, and self-motivation.
TOP CLASSROOM MANAGEMENT STRATEGIES TO KEEP STUDENTS’
ATTENTION
Rules help students remain vigilant throughout the session
Plan and follow regular routines. Rules or standards set by the class must be
followed religiously. Such rules or procedures offer students specific instructions
on what needs to be done and what needs to be avoided in order to accomplish the
main goal of preserving silence and decorum.
Be clear about goals
Planned objectives must be given to students. Everything that they need to
accomplish and complete must be made known to them so that the possibility of
deviating from what is expected of them will be avoided. Be clear and specific with
what you want to achieve, this also reduces confusion among students. Give your
students the opportunity to work at their best.
Motivation must be combined with fun and frolic
It can be boring and monotonous to do any type of job as a chore. The same is
true with studying. Students will definitely love to attend to class and learn more if
they can find fun during class. Ultimately, school will be a friendly place for them
because of more fun and interaction and it might as well ignite their eagerness to
grasp the lessons well.
Each has his/her own set of interest.
One of the great factors that make learning successful is to keep the interest of
the students. It is but natural for a teacher to gauge what interest most their
students. There are students who opted to discuss things with their peers, hence
others prefer to learn more about the specific topics out of pure curiosity. If a
subject interacts with what the students want, willingness to take part in class
discussion in creative, critical and meaningful ways are seemingly evident. Student
interest in a topic holds so much power.
Visual instructions keep more students’ attention than lecture
A popular assumption is that students are really involved in photographic
lessons. It is a belief then that when lessons are taught with pictures, students’
interests aroused more. Pictures are important because they help the audience
understand and remember, increase audience interest, and act as notes or
reminders for the speaker. They hone fundamental abilities that enable students to
see and conceptualize visuals clearly as much as possible, try to bring more visual
devices while teaching the class. This brings enthusiasm to students to stay longer
listening to the topic. Thus, the possibility to increase retention by 29-42% (Daniels
2019) might take place.
Participation of students increases attentiveness
A lecture after a certain amount of time would undoubtedly become
uninteresting, resulting in communicative actions. In order to overcome this
situation, you can develop activities that demand and stimulate active participation
of the students, thus achieving a better facilitation of the teaching and learning
process.

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Humor gets a lot of attention
In order to catch the attention of students for a longer period of time, the
teaching must be coupled with humor. This aid the students to easily remember the
essential points of the lesson. More so, humor help students feel more relaxed and
more enthusiastic to learning if teachers share with them a laugh and a smile. The
use of humor brings joy, optimistic emotions and positivity among students.
Fairness and Consistency must be Observed in Class
An attitude of being fair and consistent in class must be exercised by the
teacher. As a teacher “Do what you say you are going to do.” A consistent teacher
does what he/she says he/she is going to do. Students must be aware then that
there are possible consequences if they commit something wrong that may bring
great effect on their classmates. Students must also be reminded that they must not
do things against their classmates, teachers or anyone especially if it may ruin
somebody’s personality or reputation. Consequences may include punishments. It
is crucial that serious misconduct be handled even though punishment is the last
option.
Classroom Meetings must be conducted
Conducting classroom meetings on a regular basis creates and retains a
positive environment in the classroom. Meetings as such promote successful
teacher-student communication and this gives the teacher the free hand to involve
students in all activities in the classroom.
With-it-ness
With-it-ness" is a term created by Kounin to describe the teacher's awareness
of what is going on in all parts of the classroom at all times. "Having eyes in the back
of the head.", is the idiomatic expression commonly associated with with-it-ness.
Children are less likely to misbehave if they know their teacher notices every single
thing that transpires in the classroom. It is vital for teachers to use their peripheral
vision. This allows them to track indirectly what is happening in all areas of the
classroom.
Rewards are one step closer towards assuring success
If compensated either intrinsically or extrinsically, students adhere to correct
behaviors. Students demonstrate interest and increase their participation in
learning and in performing their duties and obligations in class if they are being
recognized and rewarded. In order for the students to become more motivated and
encouraged to learn, various types of incentives or rewards have to be offered to
them. Thus, their daily dealings with classroom activities might lead in the
attainment of success.
Do the work responsibly and with passion
Students would be more inspired to put equal rates of effort if you as a
teacher make a100 percent effort in sharing your knowledge to students. In
addition, expressing excitement and zest when teaching will help raise the
motivation and inspiration of students to believe that achievement is not always
that difficult.
Feedback is equally significant
To help improve the learning process, feedbacking is considered as a
significant part of it. Feedback has a strong impact on the learning of students as it

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serves as a basis for self-assessment of abilities, skills and learning behavior, thus
making an impact to achievement. When you keep an eye on students, timely
feedback must be given to them for all the efforts they exerted so as to remind them
of the areas that they need to improve.

PREPARING THE MULTI GRADE CLASSROOM

A fundamental aspect of designing a conducive multi-grade classroom is
arranging the space so that individual students, individual grades, small groups and
the entire class can use it for various activities. The usual seating arrangement in
which a chalkboard is fixed on the wall is not any more appropriate in a multi grade
classroom where several activities are happening at the same time. Therefore, you
need to think about how your classroom can be divided into different areas. The key
word in this process is “flexibility” – the ability to move students and desks inside
the classroom to create learning spaces intended for students varied activities.

This requires some preparation before you start teaching, such as:

1. The space in the classroom as well as the resources available in conducting

classes must be considered.

2. The teaching methods and student activities possible to conduct in the given
space of the classroom must commensurate the number and grades of your
students .

3. The structure of the ideal learning activities must be taken into consideration
in planning to do a floor plan for the classroom. Instructional materials must
be displayed to augment the desire of the students to learn.

4. Students must experience barrier-free access to the most used areas within
the classroom as well as to the classroom resources, thus the need for a
spacious classroom must be designed to allow for individual and group
learning activities.

CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR AN

EFFECTIVE MULTI-GRADE TEACHING

A. INSTRUCTION

1. Different lesson in every subject intended for the two grade levels
must be provided
2. Learning activities appropriate for the pupils, abilities and interests
must be well planned
3. The class must be divided into individual as well as small group
within a day
4. Whole group and small group activities must be alternately employed
within a day so as to maximize the time allotted for the class
5. Different sets of tests by grade level must be provided
6. Necessary materials must be made ready and accessible to pupils so
as to give them the opportunity to work independently after whole
group or small group instruction
7. One grade level must be allowed to work or read independently or in
group while having a discussion with the other grade levels.

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 8. The two grade levels must be handled as one class hence the
provision of varied activities appropriate for their level must be made
available for the utilization of the pupils

B. PUPIL MANAGEMENT

1. Seats for individual and whole group activities must be designed

2. Classroom routine such as flag ceremony, attendance checking and
classroom management activities must be scheduled and must be
discussed with the pupils
3. Attendance sheet to be filled out by pupils once they arrive must be
provided
4. Daily/ weekly job chart that pupils need to accomplish must be
prepared
5. Class routines such as the proper way of passing the papers, falling in
line and doing individual work must be established and must be
made clear to pupils
6. Accessibility to all pupils must be established
7. The pupils must be involved in sustaining and maintaining positive
atmosphere through the use of “job chart”
8. Pupils must be permitted to sit by grade level as they face their own
blackboard
9. Daily routines and activities must be scheduled

C. DISCIPLINE
1. Classroom rules and regulations must be established for the pupils
to follow
2. Disruptive pupil must be communicated with in private
3. Classroom rules must be explained clearly
4. Rules in passing the papers, quizzes or assignments must be
imposed
5. Pupils must be treated with justice and fairness
6. A pupil acting as the class secretary to monitor and maintain the
behavior of the pupils must be appointed
7. The pupils must be oriented and acquainted to form a line before
entering and leaving the classroom
8. The accomplished daily routinely activities must be checked

D. CLASSROOM ACTIVITIES
1. Installation of blackboard must be in opposite walls of the
classroom
2. Flexibility in the classroom lay out to cater indoor game must be
imposed
3. Desks and chairs must be lighter so that they can be moved
easily to accommodate pupils for group activities
4. Furniture and other equipment must be movable so that they
can be easily arranged and re- arranged in case the pupils need a
wider apace
5. The learning materials must be prepared and properly arranged
by the teachers
6. Creativity in providing varied classroom arrangement
throughout the year must be observed
7. Furniture must be well arranged to ensure a comfortable and
convenient flow

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 8. The areas of the classroom and boxes of materials must be
properly labelled so as to lead the pupils for its proper function
and use
9. The classroom must look very appealing, neat and friendly
10. Orderliness and cleanliness in the classroom must be well
maintained
11. Every part of the room must be well ventilated

THE PHILIPPINE LAWS ON ESTABLISHING MULTI-GRADE CLASS

November 14, 1997

DO 96, s. 1997
Policies and Guidelines in the Organization and Operation of Multi-grade (MG)
Classes

To: Undersecretaries and Assistant Secretaries

Regional, Bureau, Center, Service Directors
Schools Division Superintendents

1. Pursuant to the provisions of the Constitution that the State shall protect and
promote the rights of all citizens to quality education at all levels and take
appropriate steps to make education accessible to all, it is a declared policy of
the DECS to build a school in school-less barangays where enrolment and
population growth trends warrant the establishment of new schools and to
organize multi-grade classes to offer the complete six (6) grade levels to
children in the remote barangays.
2. In support of this program, the following policies and guidelines in the
organization and operation of Multi-grade Classes in the country are being
issued:
1. Definition. A multi-grade class is defined as a class of 2 or more grades
under one teacher in a complete or incomplete elementary school.
2. Organization of Multi-grade Classes Regional Directors and Schools
Division Superintendents shall organize Multi-grade classes to
provide access to schools for children in far-flung barangays and to
complete incomplete schools. The minimum enrolment of 8 pupils
and the maximum of 35 pupils per class shall be observed. Whenever
possible and when teachers and other facilities warrant, MG classes
composed of more than three (3) grades per class should be
converted to at most 3 grades to a class.
3. School Plant, Facilities, and Furniture of Multi-grade Classes
Regional Directors and Schools Division Superintendents give priority
to
multi-grade classes in:
1. allocating 3-room school building to MG classes without
standard building or where the existing building is in need of
total rehabilitation. The existing standards for school-buildings
shall apply to MG schools.

The classroom layout as well as furniture should facilitate

multi-grade teaching and learning. It should allow for:
grouping/regrouping of school children according to age,
grade level, ability level or interest; the creation of learning
center or comers; and easy circulation of both teachers and
students. Suggested classroom layout of MG classroom is found

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 in Enclosure 1 while features of an effective MG
classroom/environment arc found in Enclosure 2.
2. the provision of textbooks and other support instructional
materials as follows:
1. Minimum Multi-grade Instructional Package (MIP) for
teachers which shall consist of: 1) Minimum Learning
Competencies for MG Classes (MLC-MG), 2) Budget of
Work for MG Classes (BW-MG). 3) Lesson Plan for MG
Classes (LP- MG), and 4) Multi-grade Teachers
Handbook (MG-HB).
2. Minimum Learning Package (MU) for multi-grade pupils
consisting of: 1) textbooks in all learning areas on at
least 1:2 textbook-pupil ratio or as much as possible on
a 1:1 ratio, 2) the Multilevel Materials (MLMs) on at
least 1 set to 3 pupils’ ratio.
4. Allocating teacher items and/or assigning teachers. In assigning
teacher items, priority should be given to schools with multi-grade
classes having an enrolment of more than 35 per class and classes
with more than 3 grades to a class.
5. The Multi-grade Curriculum and Program Multi-grade schools/classes
shall offer the New Elementary Schools Curriculum (NESC) and adopt
any of the suggested class program. Divisions may use any of the
suggested program options found in Enclosure 3 on a tryout basis and
report on the findings of the experiment after one school year. Full
implementation or use of a program should be based on results of the
tryout.
6. Support, Welfare and Incentive Program for Multi Grade Teachers
To attract and retain effective teachers in
multi-grade schools the following measures should be implemented:
1. regular monitoring of MG classes to sustain training gains and
to provide them with technical as well as instructional support.
In consideration, of the difficulty in reaching these schools due
to distance and poor and/or irregular transportation facilities,
principals or supervisors are authorized to collect actual
transportation expenses incurred during monitoring and/or
supervisory visits.
2. regular training of MG teachers on multi-grade teaching in the
district, division and /or regional level should be given priority
share from the 5% INSET funds.
3. whenever resources/situations permit, at least one (l)
classroom should be designated as lodging place of
teachers/school administrators whose residences are
considerably far from the school.
4. granting of the Special Hardship Allowance tor MG Teachers
(SHA-MG). All MG teachers qualified to avail of the “Hardship
Allowance to Eligible Public-School Teachers” provided for in
DECS Order No. 73. s. 1996, shall receive said incentive under
the said scheme. However, MG teachers who shall not meet the
requirements stipulated in the same scheme shall be granted
the “Special Hardship Allowance for MG Teachers” for handling
multi-grade classes. Criteria for the availment of the Hardship
Allowance for multi-grade teachers shall be issued in separate
DECS Order on a year to year basis.
3. Provisions of DECS Order 38, s. 1993 not superseded in this Order are
deemed still in effect.
4. This Order shall take effect immediately.

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 5. Immediate dissemination of and compliance with this Order is directed

POLICIES AND GUIDELINES IN THE ORGANIZATION AND OPERATION OF

MULTI- GRADE CLASSES

July 24, 2009

DO 81, s. 2009
Strengthening the Implementation of Multi-grade Program in Philippine Education

To: Bureau Directors

Regional Directors
Schools Division/City Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

1. The Multi-grade Education is one of the Department’s strategies to provide

access to quality education for all school-age children in remote
communities where enrolment does not warrant the organization of
monograde classes.
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multi-
grade (MG) Classes” the following guidelines are issued:
1. Strict implementation of Special Hardship Allowance for Multi-grade
Teachers as contained in Department of Budget and Management
(DBM) National Budget Circular No.514 dated December 5. 2007,
“Guidelines on the Grant of Special Hardship Allowance” shall be
observed;
2. Teachers assigned shall be trained on multi-grade instruction through
a continuing standards-based professional development program
managed by a core of division and regional MG trainers;
3. The Bureau of Elementary Education (BEE) shall provide the Multi-
grade Training Resource Package (MG-TRP) and the Multi-grade
Teach-Learn Package (MG-TLP). The second contains lesson plans and
pupils learning exercises in the different learning areas;
4. A core of trainers (list enclosed) for the division-based training of MG
teachers has already been organized and trained for this purpose.
They will continuously provide training with financial assistance from
the Bureau of Elementary Education;
5. As much as possible, trained multi-grade teachers shall not be
transferred to another school within two years. All divisions are
strongly encouraged to provide additional incentives for these
teachers;
6. Regular monitoring and technical assistance on the implementation of
MG program shall be conducted at the division level. Monitoring
report on the findings/results shall serve as basis for planning
enhancement programs and policy formulation at all levels.

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Synthesizing Your Knowledge

Name______________________________________Section:_______________________Date:_________________

Activity 3.1- FORCED ANALOGY

Directions: 3.1 Using “Forced Analogy”, you are now to think of an object that
could be related /associated to the roles portrayed by a multi-
grade teacher. Your explanation must be supported with an
illustration and it must not be lifted from the internet. You may
use extra sheet if the space is not enough.

ILLUSTRATION OF AN OBJECT

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 Name______________________________________Section:_______________________Date:_________________

3.2. Explain why did you come up with that illustration as regards the roles of a
multigrade teacher .

________________________________________________________________________________________
___________
______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
___________

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 Name______________________________________Section:_______________________Date:_________________

Activity 4.1- KNOW ME MORE

Directions: A. Classroom management practices is one of the topics discussed in

this unit. Cite then a classroom scenario to show how each of the
four practices be effectively applied in a multi-grade class assuming
that you are the multi-grade teacher.

INSTRUCTION

PUPIL MANAGEMENT

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 DISCIPLINE

CLASSROOM ACTIVITIES

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 Name______________________________________Section:_______________________Date:_________________

B. Make some reflections on the following questions concerning the

management strategies and the laws governing multi-grade classes.

ACTIVITY 4. 2: REFLECTION LOG

From among the top classroom management strategies employed in a multi grade
class, choose five which do you think are very applicable in this time of pandemic?
Cite your reasons of choosing those.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________.

How are you going to convince the parents to allow their children to attend multi-
grade class since the advocacy of the Department of Education is “No child must be
left behind”.?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________.

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What must be the reasons of the Department of Education in the issuance of the
DO 96 s. 1997 on the policies and guidelines in the organization and operation of
multi-grade classes?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___________________________________________________________________________________.

Since multi-grade classes are mostly found in remote or far flung areas, what must
be the intention of the Department of Education why they need to strengthen the
implementation of multi-grade program as stipulated in DO 81s.2009?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________________________________.

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REFERENCES:
Department of Education. Policies and Guidelines in the Organization and
Operation of Multigrade Classes Retrieved November 14, 1997 from
https://www.deped.gov.ph/1997/11/14/do-96-s-1997-policies-and-
guidelines- in-the-organization- and-operation-of-multigrade-mg-classes/

Department of Education. Strengthening the Implementation of Multigrade

Program in Philippine Education Retrieved July 24, 2009
fromhttp://www.deped.gov.ph/orders/do-81-s-2009

Dr. S. Daniels. Why Visual Learning and Teaching? Retrieved April 26, 2019 from
https://www.insightresources.org/2019/04/26/why-visual-learning-and-
teaching

Vicente, Richlyn. The Challenges of Multigrade Teaching. Retrieved July 11, 2012
from https://www.slideshare.net/Pilmathe2001/the-challenges-of-
multigrade-teaching

https://www.ea.gr/ep/muse/data/meth_function.htm-pd-mt-2-managing-
multigrade-classroom-student

https://aminghori.blogspot.com/2016/03/classroom-management-in-multi-
grade.html

http://petermerckx.tripod.com/multinset/id3.html-
https://www.edsys.in/7-classroom-strategies-to-help-students-motivate-
themselves/

https://www.edsys.in/top-classroom-management-strategies
https://www.edsys.in/smart-classroom-management-strategies-to-tackle-bad-
behaviour attitude/

https://aminghori.blogspot.com/2016/03/classroom-management-in-multi-
grade.html

https://www.edsys.in/top-classroom-management-strategies-for-keeping-the-
attention-of-your-students/file:///D:/MODULE-MULTI%20GRADE%20CLASS/pd-
mt-1-introduction-to-multigrade-teaching-lecturer.pdf

http://www.nea.org/tools/52165.htm

https://www.google.com/search?q=with-it-ness&oq=With-It-
Ness&aqs=chrome.0.0l7.999j0j7&sourceid=chrome&ie=UTF-8

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 UNIT THE IMPACT OF MULTI-GRADE
III
TEACHING APPROACH

OVERVIEW

The ultimate goal of education is to give optimum learning experience to the students,
for they are the center of the teaching-learning process. On the other hand, students must do
their part to become diligent and responsible for them to achieve their learning goals. In the
multi-grade class, it is a challenge for the teacher to tailor his or her instructional strategies to
fit the varied needs of the students. In this unit, we will learn about the different strategies and
activities for the multi-grade classroom.

Objectives

At the end of the unit, I am able to:

1. differentiate strategy from approach and vice versa;
2. discuss the different strategies and approaches used in multi-grade
teaching;
3. determine the activities mostly found and observed in multi-grade
classrooms that may lead in the enhancement of the teaching and
learning process;
4. identify the appropriateness of each classroom activity in the multi-grade
setup; and
5. create sample activities that can be used in teaching multi-grade learners.

ACTIVATING YOUR PRIOR KNOWLEDGE

Mobile Legends: Bang Bang

“You destroyed a turret!” “An

enemy has been slain!”

Are you familiar with these

lines? Probably, you have already
heard either of these from the
infamous Mobile Legends: Bang
Bang. Moonton, the game creator,
with their tagline "We didn't
invent the smartphone, but we https://s3.amazonaws.com/sensortower-itunes/blog/2018/07/mobile-legends.jpg

invented the MOBA for it" is successfully known for creating this Multiplayer Online
Battle Arena game that can be played conveniently using our smartphones unlike
other MOBAs such as Defence of the Ancient (DoTA) and League of Legends (LoL).
Since day 1 of its release until today, it has become a staple part of the international
gaming scene.

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 The objective of the game is to destroy the enemy base by forming a team of
five players. Each member of the team plays a hero with a specific role or position.
Each hero has a special ability that can complement with the other team members to
win the game. Items which can be bought using gold obtained in killing minions and
jungle monsters can be used in building equipment to increase hero power.
Whoever destroys first the main enemy base wins the game. MLBB has several
modes namely custom (versus computer), brawl, arcade, classic, and rank. If you
win in ranked mode, you will earn a star thus increasing your rank. The higher your
rank is, the more power your hero will gain.

MLBB is a game that requires humungous amounts of patience, sustainable

strategies, and flexible game planning, but did it ever come across your mind why is
it so popular among people of all ages nowadays? One major reason that popular
players and streamers of this game always say is that they can a sense of purpose
and achievement in life because of MLBB. Winning battles and gaining stars gives
the players a sense of fulfillment, even if it is just a game. Their self-esteem increases
because finally, these players can say that MLBB is something that makes them
happy and it is something that they are actually good at.

Mini Task:
1. Research about the different hero positions in Mobile Legends namely tank,
support, mage, assassin, fighter, and marksman. Find out how they contribute
individually and as collaboratively during gameplay. Write your answer
below.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_

2. Do you believe that playing games can be likened to teaching and learning?
Why or why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________
Expanding Your Knowledge

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The Borderline Between Strategy and Approach

In Principles of Teaching, there are a variety of terms used in the

teaching process and two of which are strategy and approach. Along with
method and technique, these terms are often interchanged. As future teachers, you
must know the differences among these terms in order to deliver an effective and
efficient teaching and learning experience in the classroom.

Strategy is an action plan to reach and accomplish an ultimate goal. In other

contexts, strategy is also used in the military context wherein the army must win
several battles that can last for an indefinite period of time so that they will be
declared as winners of the war.

Meanwhile, which consists of ideas, principles, and beliefs about the nature
of learning that are employed by the teacher in the classroom . Before being
able to form a set of teaching strategies, there must be a firm approach to the
learning situation. The teacher’s approach may be influenced by educational
philosophies, perspectives on the role of teachers and learners, and the nature of
education itself (Corpuz and Salandanan, 2013).

Approaches in Multi-Grade Teaching

Approaches used in multi-grade teaching depend upon the teacher which of

these approaches she thinks is or are appropriate to his or her set of learners.

Analyze the table:

EXAMPLES OF TEACHING APPROACHES

Teacher-centered Learner-centered
Individualistic Collaborative
Disciplinal Integrated
Guided Direct
(Corpuz and Salandanan, 2013)

The teaching approaches shown above are placed in two parallel columns to
show which among these approaches can be paired because of their strong contrast.

Teacher-centered vs. Learner-centered

In the teacher-centered approach, the teacher is believed to be the main

source of knowledge in the classroom. The students look up to the teacher as the
‘sage on the stage’ and believe that everything she tells in the class is gospel truth.
This approach is deemed to be
perennial because this is how teachers
put up their image in the early years of
educational history. Also, the classroom
becomes dominated by the teacher
therefore having less participation
coming from the learners. It becomes
subject-centered because the teacher
aims to finish the lessons immediately
regardless of the learners’ own, https://encrypted-tbn0.gstatic.com/images?q=tbn
%3AANd9GcTsahUssfDYgf9X3L8mG62IgE5TuuN
KAlPZFg&usqp=CAU
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individual pace. Teacher-centered environments often become passive when
overemphasized.

On the other hand, without the learner, the teacher has no purpose at all. The
teacher must always plan and teach based on the learner’s needs, wants, issues,
struggles, strengths, and weaknesses. Thus, this approach is concerned with the
holistic welfare of the learner while viewing the teacher as a facilitator of learning or
guide on the side. More participation among the learners is expected in the
classroom. However, if not properly managed, the classroom might become unruly
and learners have the tendency to feel entitled and to disobey or ignore the rules set
by the teacher.

Individualistic vs. Collaborative

This pair of approaches is often effective in multi-grade teaching.

Individualistic approach allows the learners to accomplish tasks on their own thus
promoting self-learning whereas collaborative approach enables learners to work
together with other learners as a dyad, group, or team. Since simultaneous classes
are going on in a multi-grade classroom, the teacher can provide activities that the
learners can accomplish on their own or as a team depending on the level of the
learners’ abilities and capabilities and the grade level that they belong to. For
example, learners’ in the intermediate grades can work alone or in a group in both
oral and written activities because they can communicate themselves better with
others. On the other hand, students in the primary grades are better to work alone
or in pairs so that the teacher can closely supervise their activities.

Disciplinal vs. Integrated

Disciplinal teaching focuses on a single subject matter during the teaching-

learning session. The teacher limits herself to teaching content about the subject
that she is teaching at the moment. In a multi-grade classroom, this can create
monotony if overused. However, this approach can help the teacher focus and finish
lessons on one subject at a time. Meanwhile, integrated or interdisciplinary/
multidisciplinary teaching approach allows the teacher to connect the lessons in one
subject to other subjects. For instance, the inculcation of values in all subjects is
considered as an integrated teaching approach. Another one is combining concepts
in Science and Mathematics which are subjects that are objective, specific, and
methodical. There is an appropriate time where you can be a disciplinal or
integrative teacher.

Guided vs. Direct

These teaching approaches are helpful in multi-grade classrooms to facilitate

multi-tasking. Guided approach is more effective in the intermediate grades.
It is the process of teaching wherein the teacher is merely giving
instructions to the learners. On the other hand, in the direct approach she does not
only give instructions to here learners, but she demonstrates how to do things or
accomplish tasks to her learners. This is more effective in primary grades since
these types of learners are younger and are in most need of guidance and assistance
from the teacher.

Strategies in Multi-Grade Teaching

As the teacher, you have the power to choose strategies that you think will be
effective in a multi-grade classroom based on the current learning level of your

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students the level of difficulty of the lessons, the purpose of your instructional
materials, the ability of your learners to work alone or with their peers, and lastly,
the tasks that can encourage your students to become more confident and self-
reliant. Considering these factors will allow more room of experimentation for you
as the teacher until you discover which combination of strategies works best in your
classroom. Below are suggested by UNESCO (2015):

1. It is possible to teach learners from different groups together.

The older students or those from the intermediate grades can act as peer
tutors to the younger or primary grade students. Meanwhile, in content subjects
like English particularly in grammar and literature, the older students can guide
the younger students in diagramming sentences, filling out the correct verb
tenses, and interpreting literary texts.

2. You may teach one group while the other group is doing a task on their own.

This is a common scenario for multi-grade teaching in the Philippines. Ma’am

Josie expressed her sentiments when she was just a newly-hired teacher
assigned in Camachille Elementary School in Gabaldon, Nueva Ecija. She said that
she prioritizes discussing lessons to the primary grade while the higher-grade
students are doing their seatwork and vice versa. Another personal experience
of a DepEd teacher was shared by Ma’am Cherilynn of Angelsville Elementary
School in Santa Rosa, Nueva Ecija. According to her, the classroom only fits 40
students in a regular monograde class. Since she handles Grade 4 and Grade 6
students, each grade level has only 20 students. As a result, Ma’am Cherilynn has
to multi-task to maximize productivity in her classes. Formulation of such
activities will be discussed on the latter part of this unit.

3. You may teach one subject across grade levels with different levels of difficulty.

When you become a full-pledged teacher, you will experience In-Service

Training (INSET) to prepare you further in the coming school year. A month or
two before the opening of classes, teachers must already have lesson plans and
learning materials ready for utilization in the classroom. In preparing classroom
activities, there are a lot of matrices that are usually accomplished by subject
area and by grade level and one of which is the Horizontal Articulation Matrix.
Also known as HAM, the Horizontal Articulation Matrix is a table that lists down
all the performance tasks and mini tasks that are aligned to the subject area and
can transcend across different grade levels. In the same subject area, different
grade levels can collaborate to produce an output such as models, dioramas, or
realia or even put up a performance like one-act plays or music videos. This is
possible in both monograde and multi-grade classrooms.

4. Formulate specialized and well-thought of activities for non-taught groups.

Non-taught groups are learners who belong to the higher or intermediate

grade levels such as Grades 4, 5, and 6 in the elementary. Since they belong to
higher grade levels, they can work in varied environments without too much
supervision from the teacher. You must be able to prepare self-paced activities
for all subjects where in you handle these types of learners to maximize your
instructional time and multi-task with the other class. Some effective activities
for non-taught groups are reading activities, problem sets for Mathematics and
Science, and creativity booster tasks such as drawing, painting, and puzzles.

5. Consider other factors that may affect your formulation of teaching strategies.

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 Have you ever experienced asking a friend of yours to help you with
homework or to explain to you the lesson based on his or her understanding?
This strategy is called peer-tutoring. Students who help other students in their
homework or other school stuff are called peer-tutors. Often times, this happens
when a student is stuck with a certain lesson and the peer tutor asks questions
to the student about which part is, he or she having difficulties with. These
difficulties may spring from several reasons such as anxiety from the subject
itself, lack of schema on the subject, or honest mistakes in learning process. This
strategy works effectively to students who have special education needs such as
those who belong to the cultural minorities or indigenous people, to new
students who are experiencing culture shock, or to those who lack knowledge of
the fundamentals of the subject.

6. Relate learning with daily experience.

"Who dares to teach, must never cease to learn" -

John Cotton Dana.

It is not enough to simply know them by

their names, their ages, or their parents’ names.
We, teachers, must always go for the extra mile
when it comes to our students. We must be
aware of our students’ learning styles, cultural
and ethnical origins, living situations, health
status, and even religious affiliations. If we
know more about them, the more we can adjust https://miro.medium.com/max/
our teaching approaches, strategies, methods, 1200/1*Ow5_DPfdiCvJi_wMD3ilOw.jpeg
and techniques thus leading us to become more
effective and efficient facilitators of learning.

Teaching Strategies Commonly

Used in Multi-Grade Classes

WHOLE CLASS TEACHING

This is the simplest
approach for the teacher. There is
only one lesson to prepare and the
lesson is aimed at the average
ability in the class. It brings
convenience on looking after your https://www.slideshare.net/shev_22/group-management-in-multigrade-
students as well as maintaining teaching
discipline in the classroom.
However, there are disadvantages for the multi-grade situation if you use this way
of teaching all the time.

However, this strategy is often very teacher-centered. The lesson is aimed at

the average student and in the multi-grade classroom, there is a wide range of
abilities. Low achievers may get frustrated, high achievers may get bored.
Maintaining discipline in the classroom may be problem because of the varied level
of interests among the students. As a result, activities must always be learner-
centered.

Some activities in whole class teaching that works well in multi-grade classes
are:

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  storytelling and reading by the teacher
 sharing of news and current events by the students
 introduction to lessons where the whole class works together with the
teacher then breaks them into groups to complete activities.
 modelled reading and writing by the teacher to introduce the language
lesson
 physical education, music, and drama.

INDIVIDUALIZED TEACHING

The teacher works on a

one-to-one basis with a student.
The student may be working on
the same task as others, or may
have special work to suit the
level of the student’s ability. The
rest of the class must be
engaged in purposeful activity if
the teacher is to focus on one
student only. This can be hard to
https://www.edc.org/new-approach-literacy-philippines
organize if you have a lot of
students in a crowded classroom.

One of the common ways teachers spend individual time with students is
hearing the student read aloud. You may schedule this when the whole class is busy
with independent activities or after designating a reading task to a student within a
week. You must be sure that all students at some time get your individual attention,
not just the ones who maybe experiencing difficulties.

SELF-DIRECTED LEARNING

If individualized teaching focuses on the

teachers, self-directed learning focuses more on the
students. In this strategy, students have the power to
choose how they can learn best. Learning using this
strategy is based on the intrinsic motivation of the
learners, their decision-making skills, and their own
responsibility. Self-directed activities require more
learner participation in the selection of the topic,
learning resources, mode of study, and assessment.
https://www.google.com/url?sa=i&url=https%3A%2F
%2Fevelynlearning.com%2Fstrategies-for-self-directed-
learning
%2F&psig=AOvVaw16Y_h9jmAvP2HZb2lJPDZW&ust=159

SMALL GROUP TEACHING 5509290630000&source=images&cd=vfe&ved=0CAIQjRx

qFwoTCKCoycX14OoCFQAAAAAdAAAAABAD

This is the most effective way of allowing

for student centered learning at a level to meet
the needs of the students. Students who work in
small groups enable them to:

 clarify to one another their level of

thinking and learning;
 brainstorm individually;
 learn, teach, explain, and question one
another more comfortably; https://www.youtube.com/watch?v=AF3T2aZM3ko

1|P a g e
  share their personal experiences to one other;

In the multi-grade classroom (and also the traditional classroom), there will be
students of different ages, abilities, needs and interests. If we are catering for the
needs of students in the class, we can’t give everyone the same work to do all the
time. A variety of activities, requiring different outcomes can better cater for the
individual student. Working in groups is one way to enable students to engage in
different activities at the same time.

Groupings enable them to work on tasks suitable to their needs. It promotes

active learning because the teacher helps the students become responsible for
working independently in their own pace.

DIFFERENTIATED INSTRUCTION
Differentiated instruction is a student-centered
strategy in multi-grade classrooms. It provides
multiple approaches to assessment, teaching and
learning processes, and learning outcomes to meet
students’ needs and abilities. Differentiated
instruction can be organized by following these
steps:
1. Plan to provide different students with
different levels or kinds of content
2. Devise different ways how students can
learn and understand more effectively
3. Design different learning outcomes for https://www.amazon.com/
different students. Differentiated-Instruction-Made-Easy-
Multi-level/dp/B00FFBB1B6

This strategy works when the teacher presents the lesson and uses different
techniques to respond to the different personal needs of the students
Differentiating lesson content

Students in different grades can be given different content or the same

content but be asked to use it differently. Bloom’s taxonomy is sometimes used to
differentiate lesson content.

Remembering rote memorization and repetition

Understanding rephrasing and explanation

Application: application of what was learned

Analyzing examination of structure, details,

and elements

Evaluating formulation of judgments and

opinions

Creating production and problem solving

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Differentiating teaching and learning processes

This means providing varied activities or strategies to support different

students learning. It is important to give students alternative pathways to
understanding ideas. The following are examples of differentiated teaching and
learning strategies.

Flexible grouping

Students move from independent work to pair, small and large group work
depending on their purpose. Flexible grouping allows students to be appropriately
challenged and supported. Students should not be kept in the same groups all the
time

Learning preferences

Students can be assigned tasks according to their learning preferences, e.g.

 Auditory (hearing information)

 Visual (seeing information through images and diagrams)
 Active (seeing actual examples or performing the steps and guidelines)
 Putting students in a preferred learning environment (quiet or noisy, sitting
at the desk or on the floor, inside or outside the classroom)

Anchoring activities

These are activities that a student may do any time. They may include
problems to solve, journals to write, project work, etc. These activities may also
provide the teacher with time to provide additional specific help and instruction to
students.

Tiered activities

Tiered activities are series of related activities that increase in difficulty. The
activities are linked to key understandings and skills students that need to be
acquired. Teachers organize different activities around the same objectives,
different ways of reaching the same goals.

Adjusting oral and written questions

During large group discussion activities, teachers adjust questions for

students with different needs. In written tests, the teacher may assign specific
questions for different grades or groups of students.

Learning centers

Learning centers typically cater to the varied needs of the students. However,
still there are required activities that the students enrolled in this kind of facility
have to accomplish aside from the specialized activities. How these activities were
constructed depend on the learning level of the students.

Independent and shared study projects

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 Independent study and small group sharing can be done simultaneously. For
instance, each student must review for a test or work on a project independently.
Then, they will meet as a small group of say about three students and then they can
question themselves during review or compare and share how they completed their
projects.
How did you do this
How to prepare for differentiated instruction?

 Shift the focus from teaching to learning

 Explore what students are capable of doing independently
 Provide tasks of varying difficulty
 Encourage learners to work on tasks with a partner
ONE INPUT, MANY ACTIVITIES:
 Help learners to analyze tasks
SHARED OUTPUT
Provide GROUPING STRATEGY
the learner with choices for the outcome of what they
are doing.
It is a strategy that teachers
Help learners can
verbalize theuse in a multi-grade
strategies setting.
they are using, Teachers
asking them, “Howplan fordida
shared experience with the whole class, for example, the experience could be shared
you do this?”
readingwith a Big booktoorengage
Help students an excursion to an
and remain interesting
engaged in small venue.
group Theandexperience
whole is
used as a groupspringboard
situationsto develop different learning activities. The activities are
designed  Explore ways of puttingobjectives
to meet the learning learners inidentified
control of by
theirthe teacher for the multi-
learning
grade; that will cover
 Explore waysmore than one
of working withgrade. Students
individual work
students in groupsteaching
in one-to-one on different
tasks, which situations and then in small group and whole class discussions the groups
meet different outcomes. Representatives from each of
come together and share their completed work. Each representative talk about the
work that has been done and how it was
completed. The unit may be completed by
bringing all groups together for a shared
output, where students create a ‘class’ piece
of work represented by a member of the
group. A simple example of this strategy
could be when a teacher reads a story to the
3/4 class; group one draws a picture from the
story, group two writes the story in
vernacular, or in their own words, group
three creates a different ending for the story. https://www.slideshare.net/shev_22/group-
management-in-multigrade-teaching
It is expected that the degree of difficulty in
the outcomes vary.

PEEL-OFF GROUPING STRATEGY

This strategy allows for a common input with ‘layered’ outputs; that is the
whole class begins with a concept being taught by the teacher in a direct
teaching method. After the teacher has completed the first part of the teaching, one
group ‘peels off’ or leaves the teacher to complete an activity. This group will

1|P a g e

https://www.slideshare.net/shev_22/group-management-in-multigrade-teaching
complete an activity at the simplest level of outcomes. The activity should be
designed, so the group can complete the task without the assistance of the teacher.
Direct teaching again takes place with the students remaining. The teacher will
continue to build on and extend the outcomes for this group. When the teacher has
completed teaching to the level of outcome expected, a second group will ‘peel off’
and leave the teacher to complete an activity which is more challenging than the
first group’s activity. The teacher will remain with the last group of students who
will be working on more difficult concepts or outcomes. After some direct teaching,
this group will ‘peel off’ to complete activities at the most difficult level. The teacher
concludes the lesson by bringing the groups together to share their work and
summarize the salient points of the lesson.
Activities Found in Most Multi-Grade Classrooms

Since multi-grade classrooms are made up of students of a variety of

students, you as the teacher must be resourceful and creative in terms of
classroom activities. You must ensure that your activities are not only to help
you survive the class, but most importantly, maximize the potential of your
learners. Some of the activities that are often used in most multi-grade
classrooms are:

1. Quiet or individual study

Some students prefer to be alone rather than working with a partner

or a group. These students have intrapersonal intelligence thus they learn
more by reflecting by themselves. Individual studying is mostly evident in
doing homework or reviewing for an assessment.

2. Testing

Taking a test will forever be a part of being a student. However, there

are several kinds of tests depending on the needs of the students. If you
want to know how much your students know about the subject before
actual teaching, you must give them a diagnostic test. Say, you want to
group them based on their cognitive abilities or schema, you can conduct
a placement test. Another popular type of test is the pair of pre-test and
post-test, wherein the teacher conducts the former before a lesson and
the latter after the discussion to know if the students actually learned
from what the teacher just discussed. Meanwhile, summative tests are
conducted after a unit. The formative test is a kind of assessment that is
recorded but not graded for it only aims to track the progress of the
student in the learning process. Lastly, at the end of the school year,
achievement tests are given to measure the over-all learning experience of
the students.
These types of tests are not only applicable to monograde classes but
can also be utilized in multi-grade classrooms. You must decide which
among these types of tests must go first or last depending on your aim for
that particular lesson or topic in your class.

3. Whole class interaction

Efficient and effective classroom management must be exercised for a

whole class interaction activity. For instance, if you plan to use
instructional games such as jeopardy or charades, you must discuss clearly
to the class beforehand the instructions to avoid glitches in the middle of
playing. When students get overexcited, it will be difficult to pacify them
and the aim of having fun while learning will be difficult to achieve. To

1|P a g e
 avoid this, you may ask help from a fellow teacher of yours to help you
facilitate or you may assign class officers to serve as student facilitators
so that there will be peace and order in the class. Also, during class
recitations, you must establish a clear point system or rules whenever a
student participates. Are you going to reward them with additional points
in the upcoming quiz? Do you want to give them colored stickers? Do you
prefer to give them stamps of stars and other motivational images? Or
you want to give them tokens like chocolates and candies as rewards for
their hard work? You must carefully decide how to motivate and at the
same time make your students learn as a whole class.

4. Partner work

Sometimes called dyad or pair work, partner work is a method of

teaching through learning with peers. As the saying goes, “two heads are
better than one.” Pair work makes task distribution more convenient
because there are less people who will work on the project. At the same
time, if there are students in the class who are not that sociable, they will
not be overwhelmed because they will only have to communicate with
one person at a time.

5. Group discussion

This is another method of teaching through learning with peers. There

is no limit on how many groups or how many members must be there in
each group. The groupings are often determined based on the difficulty of
the lesson, volume of tasks, number of topics, or population of the class.
They say, “the more, the merrier,” but some students complain whenever
the teacher assigns groupings I in the class. Are you one of them? Do you
remember a groupmate of yours who did not help you at all? Who was
absent the entire preparation period and only present during the
presentation day? Who did not contribute anything but takes all the
credit? Or do you remember someone who merely exists in the group but
did not help you by choice? If your answer is yes to any of these
questions, then you probably have experienced a problem with
groupings. Other students prefer to work with people they are familiar
with so that there will be no sense of awkwardness during meetings and
preparation, and this is also the case for pair work. On the other hand,
there are students who want the groupings to be randomized so that
whoever their groupmate is, they are willing to accept the strengths and
weaknesses of these members.

In multi-grade classes, groupings can be done across grade levels

depending on the task at hand. Collaboration among the students can
help them learn better by exposing them to other students who are either
older or younger than them.

6. Reference work

Now that we are in the digital age, information is voluminous. Any

question can be answered with just a voice prompt or a click on the
screen. We are at an advantageous generation wherein research is part of
the pedagogy across grade levels.

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 However, what is saddening is that most students rely online when
looking for scholarly information and references. As a result, many of
them cite unreliable sources or worse, commit plagiarism. To avoid this,
as teachers, it is our duty to raise awareness to our students how
information must be handled and protected. We must teach them how to
properly search for sources that are authentic and also how they borrow
ideas from these sources with proper recognition and citation. Giving
reference work to the students such as going to the school library,
indexing sources using APA format, using in-text citations, and practicing
cross-referencing in technical paper requirements will inculcate in them
the importance of research and proper citation of information.

7. Teacher Tutoring

In the primary grades, some students are given more attention when
they have learning difficulties particularly in Reading and Mathematics.
Depending on the policy of the school, the teacher can provide
remediation towards students whom they think are in need of close
supervision in their learning process. In the DepEd system, teachers are
obliged to provide intervention modules and programs to assist learners
who are low performing in different subjects. Meanwhile, in the case of
private schools, they allow teachers to tutor students provided that they
are not under the class of the tutor to avoid accusations of favoritism.

Tutoring in the multi-grade setup is a must. Teaching in an

environment where in the teacher has a divided attention between two
sets of learners is difficult not only on the part of the teacher, but most
importantly to the students. Not all learners are comfortable with multi-
grade approaches. Some may excel and some may have difficulties in
following lessons. As a teacher, you must ensure that nobody gets left
behind by focusing on students who need more help than the others.

8. Small Group Instructions

A small group ranges from three to five members or four to six

members. Sometimes, it can be more than five or six depending on the
available class size. You may utilize this kind of activity if you teach using
the deductive method. First, you discuss the lesson and explain it to the
whole class. Then, to accomplish a specific task, you now divide to groups
and you visit them one by one to supervise if they are following your
instructions. This is an offset combining indirect and guided teaching
approach. To fossilize learning to the students, reiteration by the teacher
through discussing with a smaller group of students can be done.

In a nutshell, a time-tested approach and a well-planned strategy will

not be effective if the teacher does not have her own technique to carry out
the lessons. You must be able to apply your personal touch in the teaching-
learning process in order for your teaching practices to become more
effective, especially in the multi-grade setup. Furthermore, there is no
single approach or strategy that is more effective than the other. What is
more effective is the selection and combination of appropriate strategies for
your learners.

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Synthesizing Your Knowledge

Name ____________________________________________ Date of Submission _________

Program and Section __________Subject ______________ Score_______________________

ACTIVITY 5. Let’s Try and Be Creative

Directions: From the types of multi-grade teaching activities in the unit, choose two
(2) and construct a sample activity for each kind. Write your answer on the space
provided below.

1.)
Activity Title: Type of Activity:
________________________________________ ___________________________________
Materials:
______________________________________________________________________________________________
Grade Level: Duration:
______________________________________________ ____________________________________________
Mechanics:

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

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Follow-up
a. What approach did you employ in executing this activity? Why you choose
that approach?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________

b. What strategies do you used in this activity and Why do you think it’s the
best strategies for this activity?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_______
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

2.)
Activity Title: Type of Activity:
_______________________________________ ___________________________________
Materials:
______________________________________________________________________________________________
Grade Level: Duration:
______________________________________________ _____________________________________________
Mechanics:

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

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______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Follow-up
a. What approach did you employ in executing this activity? Why you choose
that approach?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________

b. What strategies do you used in this activity and Why do you think it’s the
best strategies for this activity?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________

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REFERENCES

Book:

Corpuz, B. B., & Salandanan, G. G. (2013). Principles of Teaching I. Quezon City:

Lorimar Publishing, Inc.

Websites:

A New Approach to Literacy in the Philippines | EDC. (2018, July 31). Retrieved July
22, 2020, from Education Development Center: https://www.edc.org/new-
approach-literacy-philippines

Dimaandal, S. M. (2015, September 13). Group Management in Multigrade Teaching.

Retrieved July 22, 2020, from Slideshare.net:
https://www.slideshare.net/shev_22/group-management-in-multigrade-
teaching

IGI Global. (n.d.). What is Self-Directed Learning | IGI Global. Retrieved July 22, 2020,
from IGI Global: https://www.igi-global.com/dictionary/self-directed-
learning/26210

Pickford, S. (2002, November 11). Teaching in the Multigrade Classroom. Retrieved

July 22, 2020, from
https://www.education.gov.pg/TISER/documents/pastep/pd-mt-3-
teaching-in-the-multigrade-classroom-student.pdf

Smartamath. (2013, January 3). Effective Small Group Differentiated Instruction.

Retrieved July 22, 2020, from YouTube: https://www.youtube.com/watch?
v=AF3T2aZM3ko

The Souther African Development Community Ministries of Education. (2000,

October). What Is Multigrade Teaching? - OAsis, COL's Open Access. (K.
Motlotle , Ed.) Retrieved July 20, 2020, from OAsis, COL's Open Access:
http://oasis.col.org/bitstream/handle/11599/725/Module01.pdf?
sequence=1&isAllowed=y

UNESCO. (2015). Practical tips for teaching multigrade classes- ResearchGate.

Retrieved July 11, 2020, from ResearchGate:
https://www.researchgate.net/profile/Prem_Baboo/post/How_do_you_man
age_the_challenges_in_teaching_students_from_different_content_areas_in_on
e_class/attachment/59d635b879197b807799338e/AS
%3A385440155750400%401468907502405/download/220101e.pdf

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Webster, R., Kaplan, P. R., & Rogers, V. (2008, January 1). Differentiated Instruction
Made Easy: Hundreds of Multi-level Activities for All Learners. Retrieved July
22, 2020, from Amazon: https://www.amazon.com/Differentiated-
Instruction-Made-Easy-Multi-level/dp/B00FFBB1B6

UNIT TALE OF A MULTI-GRADE

IV TEACHER

OVERVIEW

One of the topics that will be discussed in this unit is the story of a famous multi-
grade teacher, her successes and struggles that made her an inspiration to many
teachers. As you will be reading the whole story, you will realize then that the
challenges that she encountered brought her a lot of motivation to be more passionate
in her teaching career. More so, the advantages and disadvantages and other
challenges that multi-grade teachers have to be dealt with will also be tackled in this
unit.

Objectives

At the end of this unit, I am able to:

1. describe how the students in different grade levels in a single grade

classroom is being manned by one teacher for an entire school year;
2. elucidate the plight of teachers working in isolated rural environments
where they must deal with the challenge of multi-grade classrooms on a daily
basis; and
3. discuss fully the challenges, advantages and disadvantages that can be
encountered in multi-grade classes.

Activating Your Prior Knowledge

Before reading this unit, answer the following questions based on your
experience:

1. Have you experienced being in a multi-grade class during your primary or basic
education years?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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_________________________________________________________________________________________________
_______________________________________________________________________________________________.

2. If so, what were your experiences being in a multi-grade class?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________.

3. If not, what do you think is the feeling of being in a multi-grade class?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________.

Expanding Your Knowledge

THE LIFE OF A MULTIGRADE TEACHER

Below is a story of a multi-grade teacher from the Department of Education,

she has been an inspiration to many because of her dedication and commitment to
work. We hope that after reading her story, your intention to teach in the multi
grade class will be ignited. Her story is based from the article written by the
Education Program Supervisor from the Department of Education in Region 2, Sir
Romel B. Costales.

Source: https://www.pna.gov.ph/articles/1049575

A forty-year old teacher named Teacher Reycel R. Jugo, has been so famous in
the field of multi-grade grade teaching because of the numerous distinctions she
received. Her experiences in dealing with her multi-grade classes made her fulfilled
and she considered it as her most significant accomplishment though at times her
work is too challenging. In 2011 she was deployed in Tanay, Rizal where she started
teaching multi-grade class. As neophyte in the field, she had to deal with daunting
challenges in handling multi-level pupils with different ages, learning abilities and
behavior. In her desire to teach effectively in the grade levels assigned her, she kept

1|P a g e
herself abreast with the trends in teaching multi-grade class through professional
readings and consultations with teachers who had already experienced such. This
method of her of being innovative made her successful and effective, she was able
then to fine tune her teaching style. The problem of transportation services did not
hinder her to stop from teaching but it actually motivates her to improve more her
craft in transforming her pupils into a better individual equipped with sufficient
knowledge and positivity in life. In an interview with Teacher Reycel, she stated that
“Being a multi-grade teacher is like having special powers, you target several
competencies in one execution.

A scholarship program for multi-grade teachers was offered by the

University of the Philippines Diliman in which the aforementioned includes several
educational techniques and approaches. Because of Teacher Reycel’s dedication and
commitment to work, she was recommended to avail such grant. Her completion to
the program gave another opportunity to be transferred to a single grade school.
However, due to her passion in teaching multi-grade class, she preferred to stay in
her first designation as multi-grade teacher, hence she was re-appointed in Aguho
Elementary School in Tanay.

Her name became so popular because of her contributions to the national

curriculum as writer and an instructional materials designer for single grade,
multigrade and Indigenous Peoples Education Program (IPED) as well. She does
multi tasks as teacher, facilitator, planner, evaluator, researcher and she even took
the initiative to establish collaboration with the members of the community and
stakeholders. More so, she even served as trainer in 43 multi-grade and IPED
teachers in Rizal.

Some of her innovations which were based from research focused on the
localized and contextualized instructional materials in consonance with government
thrusts such as conservation of the natural resources, financial literacy, climate
change and culture and arts. Moreover, her Self Learning Kit became very useful in
their province and it was even included in the publication of Prudence Foundation
under Plan International.

An indication of her innovativeness is her incorporation of solar panels in her

classroom due to the inaccessibility of the area where she teaches. More over her
orientation, knowledge and skills in multi-grade teaching made her famous in the
demonstration teaching in the district, division, regional and national levels because
of her compassionate approach. She is really a true-blue educator as she does
multitask, most importantly her advocacy on illiteracy.

Her seven years of stay as multi-grade teacher became so fruitful and fulfilling
because of the various distinctions awarded to her as recognition of her exemplary
performance. These are as follows:

 Most Outstanding Multi-Grade Teacher

 Gurunasyon Outstanding Elementary School Teacher in the Province of Rizal
 Gawad Kampilan Most Outstanding Teacher (Elementary Level).
 Gawad Pagkilala in Edukasyong Multi-grade
 Finalist in the Regional Search for Gawad Patnugot Most Outstanding
Elementary Teacher in DepEd Region IV-A
 Civil Service Commission (CSC) Pag-Asa Award Category (2018)

Teacher Reycel further reiterated, “Teaching for me is a blessing because I can

help so many souls, who hunger for knowledge and wisdom. It is an amazing and

1|P a g e
rewarding feeling to see my pupils learn and improve. It is priceless – knowing that
Ihavemade a positive difference in their lives. “

Transforming the whole nation by giving emphasis on what the children can
achieve is what Teacher Reycel greatly believes.

CHALLENGES OF MULTIGRADE CLASSES

It is clearly noticeable that multi-grade classes vary from the usual type of
monograde class. It only means that multi-grade classes should be taught differently
as compared to the monograde class. The role of a multi-grade teacher is multi-
dimensional because multi-grade classes are more complex and challenging than
those of mono-grade classes.

On the conference on Multi-grade Teaching in 1988 organized by UNESCO,

five general problems came out:

1. Inadequately trained teachers

2. Scarcity of varied levels and types of materials
3. Lack of flexible and special types of curriculum organization
4. Inadequate school facilities
5. Lack of incentives for teachers in multi-grade classes

RESEARCHES ON THE ADVANTAGES OF MULTIGRADE CLASSES

Educators may be attracted by the benefits of what an ideal

multi-aged/multi-grade classroom can bring to schools. An ideal classroom creates a
diverse but balanced grouping of students of mixed ages and various abilities,
including gifted and special students. The enhanced social and natural settings in
multi age classrooms can help raise students' social and emotional skills. Logue,
2006 shows that disobedience among students from multi-grade class are less
rampant than in single-grade classrooms. There is also an evidence of higher
language development because of the high language exchange of a multi-grade class.

Some research also supports the findings that students in multiage

classrooms show significant gains in reading and language skills (Skapski, 1960).
Current research is lacking substantiate significant academic achievement gains in
multi-grade/multi-aged classrooms. Another evidence also showed that multiage/
multi-grade classroom show that higher cognitive development develops faster than
those in a classroom of the same age. (Frosco et al., 2004).

Furthermore, having a multi-grade class makes a caring environment. It

makes the older students to be role models and mentors to the younger ones. Since
that teacher is usually required to teach a multi-grade class for two to three years,
thus it makes the teacher more familiar with the students and their families, making
them build a strong sense of continuity. An environment that serves as a bridge in
connecting the school and the families, which could lead to a healthy parent-teacher
relationship and increased parent involvement (Miller, 1994) Research also
revealed that the first day of school in multi-grade school tends to be more relaxed
and clam than those of the same-aged classrooms (Fu et al., 1)

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 After having such discussion, the challenges and advantages of multi-grade
teaching as experienced by the learners, teachers and the school community are
presented below:

LEARNERS

Source: https://www.baguioheraldexpressonline.com/philex-school-beneficiary-wins-multi-grade-award

ADVANTAGES

1. The opportunity to exercise maximum social interaction between and among

classmates/ peers
2. Predominant collaborative learning is manifested
3. Students learn to become independent, self -directed and resourceful
4. Students are engaged in real-life situations thus they interact more with people
having various skills and abilities.
5. Leadership skills can be acquired in various situations
6. Removal of the stigma associated with repetition and failure
7. More opportunities to access education especially for girls who are given the
responsibility to take care of their siblings since the location of the school is near
the community.

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8. Students can possibly attain higher achievement levels especially in math,
science and language.

CHALLENGES

1. In order to have a positive result from varied teaching techniques like groupings,
peer teaching or self- directed learning, discipline and focus of students are
needed.
2. Less dependence on teacher’s direct supervision.
3. Innovativeness and creativity are involved for a successful multi-grade class.
4. Inexperienced teachers may give less individual attention

TEACHERS

https://www.lionheartv.net/2019/06/50-multigrade-eastern-visayan-schools-receive-school-in-a-bag-
portable-digital-classrooms/

ADVANTAGES

1. Facilitates learning process by making the most of multi-grade situations

2.There is a bigger opportunity to assess the students as to background and needs
so as to apply teaching strategies suited to them.
3 The curriculum content areas can be dealt with so as to be able to do innovations
for group of different ages
4. There is a chance to share the responsibility in the facilitation of learning to pupils
5. The inclination to engage more in activities and experience – based approaches
than in the usual method like lecture, drill, groupings is evident.

CHALLENGES

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1. The need to devote longer period of time in the preparation of curriculum
learning materials.
2. In- depth study of students ’developmental characteristics is required as well as
careful study of the teaching strategies that are appropriate and effective for
diverse learners
3. The need to invest more on the physical appearance of the classroom
4. A careful and organized records keeping is required to monitor the improvement
of each student as well as the curriculum development and implementation

COMMUNITY AND SCHOOL

SYSTEM

https://www.seameo-innotech.org/multigrade-schools-receive-school-in-a-bag-to-help-improve-teaching-and-
learning-in-samar-and-northern-samar/

ADVANTAGES

1. Educational services are efficiently provided to sparsely populated areas

2. Proficient utilization of limited educational resources
3. Preserve the identity of the community through the continuous help
extended by the small barrio schools

CHALLENGES

1. If the resources required for the program are lacking and if teachers are not
properly trained, the possibility for the students to get poor achievement
might occur

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 2. The need to invest for the trainings of educators, administrators and
administrative personnel to address the demands of running multi grade
schools

ADVANTAGES OF MULTIGRADE CLASSROOM

1. A multi-grade class brings together students and teachers while preparing

better stages of development in school
2. Students Performance: Students can have an improved community relation,
improved leadership abilities and develop various vital skills.
3. Easy to Use: Teachers can device syllabus and curriculum plans for the
utilization of the learners
4. Enhance Learning: Development of learning methods, higher level thinking
skills, problem solving skills are evident due to the immersion experience
from the students.
5. Teacher- Student Rapport: Familiarity between the teacher and the students
usually takes place since
students will be spending several years of their education with the same
teacher
6. Pre-learning and Re-teaching: Students are exposed both in pre- teaching
and re-teaching thus stimulating their thinking skills.
7. Classroom Management and Organization becomes better
8. Two or more grade level scan be handled by the teacher at the same time

DISADVANTAGES OF MULTIGRADE CLASSES

Others are doubtful about the multi-grade classroom because of the

problems encountered in the application of the program. The first disadvantage is
dissatisfaction and rejection from the parents. The excellence of education is probed
since that a student will be included in a classroom of various ages. Problems also
include the execution of the lesson for the older and younger students. Some parents
of older students think that their children will learn less. On the other hand, parents
of younger students worry that their children might be challenged too intensely and
lose their confidence in learning. Another problem that might be experienced in
multi-grade classes is that of having homogenous groups because other parents
prefer to have their children in multi-grade classrooms. Teachers preparation is
limited for the instruction of learners of various ages. Some teachers opposed
differentiated instructions to be applied in multi-grade class. They hesitate about
making collaborative works with the students of various abilities and ages. (Farkas
& Duffett, 2008). Workload is also a point of discussion because some teachers
accept the arguments in favor of multi-grade teaching, however, they do not
implement the program correctly. Hence, other disadvantages that may be
encountered in multi-grade class are:

 Implementation of multi-grade system in large schools with a big number of

populations is difficult

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  The utilization of the books only addresses the need of the single class
 Schools with multi-grade system frequently suffer from inadequacy of the
learning resources
 Far-flung school teachers’ inactiveness and incompetency generate a low
school profile.

Synthesizing your Knowledge

Name______________________________________Section:_______________________Date:_________________

Activity 6 : PARODY

Directions: After a thorough reading and discussion of this unit , you need to
compose a song related to the topics discussed . The lyrics must be
your own composition , hence it can be accompanied by any popular
tune. It must be in a form of video presentation to be uploaded in your
respective FB Social Learning Groups. The title and lyrics of the song
must also be uploaded.

______________________________________________________

(Title of the song )

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 Name______________________________________Section:_______________________Date:_________________

Activity 7– I RESEARCH MO AKO

Directions: The story of Teacher Reycel is really very inspiring , challenging and
very rewarding. She is really a teacher that has to be emulated
because of her commitment and dedication in teaching multigrade
class. In this regard, you need to do a group research wherein each
group shall compose of ten members. Each group must have a
leader and assistant leader and everyone needs to participate in
order to come up with a quality research paper.

Suggested topics:

 Pupil’s Holistic Development in a Multigrade Class

 The Success and Struggles of a Multigrade Teacher
 Challenges of Multigrade Teaching
 Best Practices in Teaching Multigrade Classes

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References

Teacher Reycel: Tale of a Multigrade Educator Retrieved October 1,2018 from

https://www.pna.gov.ph/articles/1049575
Vicente, Richlyn. The Challenges of Multigrade Teaching Retrieved July 11, 2012
from
https://www.slideshare.net/Pilmathe2001/the-challenges-of-multigrade-teaching
h􀀃p://mul􀀊grade01.tripod.com/id3.html
Teacher Reycel: Tale of a Multi-grade Educator Retrieved October 1, 2018 from
https://pia.gov.ph/news/articles/1013410
Advantages and Disadvantages of a Multi-grade classes: Retrieved 2009, from
Ruiting Song, Terry E.
Spradlin, and Jonathan A. Plucker, Volume 7, Number 1, Winter 2009, (Advantages
and Disadvantages of
Multi-age Classrooms in the Era of NCLB Accountability)
https://files.eric.ed.gov/fulltext/ED504569.pdf
https://www.edusys.co/blog/what-are-multi-grad-classroom-advantages-
disadvantages

1|P a g e
 UNIT MAKING A SCHEME OF A
V
WORK AND A UNIT PLAN

OVERVIEW

“Failing to prepare is preparing to fail.”

Teachers are often expected to be organized in any way possible, not only
in their profession but also in their personal lives. Planning and organization are
both inevitable in the teaching-learning process, especially in the multi-grade
classroom setup. The teacher must construct a well-thought of learning plan for the
students to have optimum learning experience. In this unit, we will discuss how to
create a scheme of work, unit plan, and lesson plan for multi-grade classes.

Objectives

At the end of the unit, I am able to:

1. Define planning.
2. Analyze a scheme of work.
3. Enumerate the various steps involved in planning a scheme of work.
4. Apply my knowledge about planning in creating a scheme of work.
5. Create a lesson plan.

Activating Your Prior Knowledge

The Art of Multi-Tasking

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 There are lot of things to do in our busy world today. People of all ages and
all walks of life have their own tasks to do or responsibilities to accomplish. Parents
have to take care of their children , go to work, and finish household
chores. The children have to go to school, socialize with their friends and
classmates, and embrace their inner child by playing games and other recreational
activities. Corporate employees and business executives have to work on their
pending company projects, attend business meetings, and provide client satisfaction
through excellent customer service. Celebrities have to wake up early and sleep late
because of their hectic schedules, TV guesting, drama and movie tapings, photo
https://blog.internetcreations.com/wp-content/uploads/2016/04/social-checklist.png
shoots for endorsements, and attendance to various events. Indeed, the world we
have today is a busy world.

Did you ever wonder how do we continue to survive in this kind of world
that we live in? How do we manage ourselves and our time for all these things
considering that our capabilities are only limited and going beyond will make things
too much to handle? If you are one of those people who can do simultaneous things
with ease, then you are a ‘multi-slashie’ or in a more formal term, a ‘multi-tasker.’
This ability will help anyone to survive in our changing world. You have to think
about and work on different things all at the same time.

It may seem hard at first to multi-task, but once you have developed
strategies like making a to-do list or checklist of what you have to do for
the day, the week, or the month, it is so fulfilling to cross out or put a check on
the tasks that you have already done. To effectively multi-task, you must not only
plan must also put them into action.

Mini Task:

3. Write down the things that you have to do for the day in chronological order.
Put the list in a place where you can easily find it or check on it. Cross out the
things that you have already done for the day and encircle those that you
weren’t able to accomplish (if there are any).
4. How did you feel when you finally began accomplishing all the things in your
list? Did you encounter any difficulty as you go on with your tasks? Elaborate
the situation.
5. At the end of the day, reward yourself by doing a recreational activity or
eating your favorite food.

Expanding Your Knowledge

What is Planning?

Planning is the process of laying out objectives, steps, and methods to

accomplish a particular task (Merriam Webster). In education, planning can
be viewed at large through the field of research, development of curricula,
programs, and educational policies and at a smaller scale which is the
creation of learning plans or lessons plans by the teachers (Learn.org,
Educational Planning). Not only the teacher but even the other stakeholders
such as the school administration and the parents can become part of the
planning stage especially in the unique context of multi-grade teaching
wherein it aims to address varied educational needs of a variety of students.

Planning is essential to successfully achieve instructional objectives in

multi-grade teaching. As teachers, planning allows us to determine valuable

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 objectives, goals, and aims, produce relevant decisions on the overall plan of
the teaching-learning process, maximize available teaching-learning
resources, and decide on the effectiveness of instruction. Therefore, it cannot
be haphazardly done overnight for it requires both competence and
commitment on the part of the teacher. To come up with a well-though of
instructional plan can help in addressing the different concerns of both the
teacher and most especially the learner in a multi-grade classroom.

What is a Scheme of Work?

A scheme of work does not only involve the content itself, but also the
expected time frame for them to be taught, the general and specific
objectives, and the recommended activities and forms of assessment to be
used. On the other hand, the British Council simply states that the overall
plan for teacher and student activities in the classroom is called scheme of
work. In producing a scheme of work, the students must partake and must be
considered by the teacher. Through student involvement, the teacher can
further encourage the students to learn.

Specifically, in multi-grade teaching, a scheme of work contains the

weekly schedule of what a multi-grade teacher will teach in a multi-grade
class for the entire school year. Based on the prescribed curriculum of the
school, all teachers are required to produce a scheme of work and must
adjust it accordingly if it has to be revised. A scheme of work helps multi-
grade teachers to teach in an orderly manner. If it were to be likened to an
object, it serves as a map to help teachers navigate through the teaching-
learning process. Without it, a multi-grade teacher might miss most if not
some of the topics that he or she is supposed to teach. In some cases where in
the teacher is on a leave or attending to an emergency and a substitute
teacher must fill in her place, the ‘sub’ will not have difficulties in continuing
the lesson from where the teacher on leave stopped.

Therefore, a well-planned scheme of work will allow learners to remain

interested in the lesson, find the lessons meaningful and engaging, and to feel
comfortable in their physical learning environment. To achieve this, the
multi-grade teacher must completely relate and understand the process of
student learning, devise appropriate approaches, methods, strategies, and
techniques, and master the steps in planning a scheme of work.

Steps Involved in Planning a Scheme of Work

Factors to Consider in Planning a Scheme of Work

Before the opening of classes, the teacher must already have this at hand. The
period of coverage of a scheme of work can be a week, a month, a quarter, or a

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 year. In preparing a scheme of work, a lot of things must be considered. On the
next page, analyze the diagram.

As shown in the diagram above, most of the considerations done in

producing scheme of work involve the learners. It is important for the teacher to
take into consideration all aspects that can affect the learners like intrinsic
motivation and their personal needs and interests. The teacher may embed his or
her own experience either as a learner or as a teacher. These previous experiences
may give him or her ideas for long term planning such as creating a feasible unit
plan. Also, the multi-grade teacher must always take into consideration the national
curriculum and syllabus.
In the Philippines, the preparation of the scheme of work varies. It may be
centralized or localized. For example, the Department of Education provides a
Curriculum Guide where there are Learning Standards that the teachers must
consider for every topic in the subject that they are teaching. Public school teachers
must ensure that these standards or competencies will reflect in their learning plans
while the teachers in the private institutions mainly use the Curriculum Guide only
as a basis for teaching their lessons using their own standards. On the other hand,
the Commission on Higher Education has CHEd Memorandum Orders for programs
and course offerings. These CMOs contain provisions such as who are qualified to
teach in the program, what subjects must be taught and taken up, how to conduct
laboratory courses and practicum, and other relevant guidelines. Therefore, the
curriculum has to be translated into a syllabus, to a scheme of work, to a unit plan,
and finally reduced in a lesson plan.
According to Makokha and Ongwae, the following are the steps to consider in
planning a scheme of work:

1. Have an overview of the subject.

Having an overview of the content will be of great help to you as you come up
with the schedule of activities that you are supposed to do in your multi-grade
class.

2. Tasks to be accomplished shall be listed beforehand as you brainstorm.

Teachers are naturally creative and innovative. You will surely experience an
overflow of ideas before actually coming up with your scheme of work. Make
sure to jot them down on your teaching journal or organizer so that you can get
back to them later to pick the idea that works best for your scheme of work.

3. Establish the connection between content materials and support materials.

Instructional materials are not meant to replace the teacher rather they must
complement the teacher’s methods. You must ensure that the subject content
can be properly reflected through the instructional material of your choice. For
instance, in teaching Reading, pictures may be good icebreakers during reading
sessions but overuse of them may distract the students’ attention. Also, in a skill
subject like Mathematics, some teachers would prefer using PowerPoint or Prezi
in presenting diagrams and equations but time-tested methods such as using the
pen and paper for drill and practice can still be considered.

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4. Determine the basis for long-term or short-term planning.

Have you ever thought that maybe there are situations you cannot control
and may disrupt your scheme in the first few weeks of your teaching? This is
common especially to freshly graduated teachers that things may not really go as
planned. As a future educator, you must anticipate unexpected situations that
may possibly arise in the teaching –learning process. You must be ready to
adjust yourself and your work plan on these possible changes.

Elements of Scheme of Work

1. Name of Institution

Always indicate the name of your school or institution in your scheme

of work.

2. Grade Level

This pertains to the grade level of students, primary or intermediate,

whom the scheme of work is for.

3. Subject

This refers to content or skill, lecture or laboratory, and theoretical or

practical subjects taught by the teacher.

4. Date of Preparation

The indicated date can be a day, a span of a week, month, quarter, or

year depending on the basis of planning of the teacher.

5. Date of Revision

The scheme of work must be subjected for checking and evaluation by

the head teacher, principal, or whoever is the immediate supervisor of the
teacher. In case of corrections and improvements made, the date of revising
the scheme of work must be indicated.

6. Units

These are the major topics to be discussed by the teacher.

7. Week
Lessons are taught in different time frames and activities are also
scheduled before, during, or after the lesson. The number of weeks based on
the number of required school days must be indicated. For each week, the
lessons activities to be done must be indicated.

8. Number of Periods

The periods pertain to each quarter of the school year.

9. Content
This part shows an overview of the unit or lesson.

10. Objectives

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 The objectives can be divided into general objectives and specific
objectives depending on the length of the lesson. These must be written
using measurable action verbs.

11. Methods
Your ways of teaching such as lecture, discussion, instructional games,
and the like must be indicated and presented for each lesson.

12. Teaching and Learning Aids

Are you going to use modules? What about text books and work
books? Will students have to bring their own calculators, set of measuring
instruments, or colored? Are you going to present the lesson through
Microsoft PowerPoint? These things must also be indicated in your scheme of
work.

13. Learner’s Activities

This part involves all the tasks that learners must accomplish in the
various lessons and topics. Are you going to give quizzes, pre-tests, post-
tests, or reflective activities? Will they have their summative tests or unit
tests? Are there any group projects or individual requirements? You must
specify in your scheme of work these kinds of activities to be done by the
learners.

14. Notes Remarks

Upon checking by your immediate supervisor, this is the part where in he or

she may put her comments and suggestions to your scheme of work e.g.
approval, rejection, and commentaries. You may also indicate upon
submission the activities or parts of your scheme of work wherein you need
approval for the said activities to prosper.

Unit Plan

After creating a scheme of work, you can already produce your unit plan.
A unit plan must be based on the syllabus of instruction and the
accomplished scheme of work. This contains important guidelines in
choosing suitable instructional content and student activities for a multi-
grade classroom. Rather than a bird’s eye view, a unit plan focuses on the
specific topics or themes involved in the teaching-learning process. Mainly, a
unit plan must contain goals, concepts, skills, and attitudes, objectives,
activities, materials, and evaluation. Furthermore, multi-grade teachers have
to produce a unit plan as a matter of organization of the subject matter,
teaching-learning approaches, methods, strategies, and techniques, as well as
to arrange various assessment methods and activities for the multi-grade
students. The title must also be indicated as well as the level which it is
appropriate and the duration of the instruction, the activity, or the
assessment.

Tips in Constructing a Unit Plan

1. Refer to the syllabus in choosing a unit topic or unit theme.

2. Come up with activities related to the chosen theme or topic.

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3. When you are lost, refer again and again to your scheme of work.
4. Review your unit plan by revisiting the needed competencies.

Lesson Planning

As a future educator, you may think that the most important thing that
you must carry in class is a pen, but teaching isn’t reliable without a lesson
plan. Preparing a lesson plan makes sure that the teacher is ready before
facing his or her students for the day. This serves as the teacher’s guide on
how to go about the lesson for a particular session. The lesson plan contains
the goals of the teacher in teaching as reflected in the objectives, the
activities that the teacher intend to do in order for the students to remain
motivated to learn, the content or topic as well as the assessment type to be
used, and the homework which allows the learners to utilize what they
already know and to research about the topics that they are about to learn.

Curricula for schools are often designed for monograde classes. As a

result, multi-grade teachers must review and revisit the curriculum before
making a lesson plan in order to align the content to the teaching-learning
process. Every aspect of learning must be considered to achieve this
particularly the cultural and socio-economic aspect. Unlike monograde
lesson plans, lessons in the multi-grade setup are delivered at an optimum
through integrative methods. This means that activities must be precise,
chronological, and simultaneous without compromising the learning
situation. The presentation of the lesson must be thematic, not by subject or
level (UNESCO, 2015).

Study the figure below:

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 Stages on Lesson Planning (UNESCO, 2015)

Based on the figure, multi-grade classes are still anchored to the teaching
principles of the traditional monograde classes. Although, it is noteworthy that
multi-grade lesson planning is heavier on monitoring and classroom activities than
that of the mono-grade lesson plan due to a greater number of students. As a
teacher, you must reflect after the learning session to determine the parts which are
appropriate and effective and those that you have to remove or replace for better
learning experience.

Activities in the multi-grade lesson plan may range from a variety of

traditional and modern methods used in monograde classrooms. For instance,
textbooks, workbooks, and modules can still be used as supplements for instruction.
If possible, field trips and museum tours can also be included as part of the
activities. Also, the use of technology must be taken into
utmost consideration, especially now that we are gearing towards the new
normal because of this pandemic.
The Multi-Grade Lesson Plan
In the multi-grade classroom, the teacher must take into consideration a lot
of teaching-learning components all at the same time. In a class where there are
students that belong to different grade levels, the multi-grade teacher must produce
first a timetable on how he or she plans to teach each grade level, guarantee that all
topics will be covered, and apportion equal amount of time for each class and
subject. Topics and subjects, grade levels to be taught, and time duration for
instruction and other activities must be indicated as well. Attendance and other
non-instructional activities must be considered in creating a multi-grade lesson plan
Depending on the school that you are in, you will encounter several formats
of lesson plans depending on the mandate of your institution. However, all lesson
plans have the following common parts such as objectives, motivation, lesson
proper, assessment, and assignment. Below are the various elements of a multi-
grade lesson plan:
1. Subject or Topic

Since your students belong to varied grade levels, there is a higher

chance that some if not most of them are unfamiliar with the topic that you
are going to discuss. If that is the case, make sure that you will provide
stimulus to provide them background information about the topic in the form
of pictures, videos, printed media, and other instructional materials that you
deem appropriate for the learners.

2. Grade Level

Are you going to teach primary or intermediate students? Devise ways

to make learning engaging and motivational for learners of all levels. Activate
their schema by employing different strategies and techniques that you think
are appropriate for them.

3. Time Required

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 The time required refers to the duration of the session itself and the date,
month, and year when the lesson will be taught.

4. Objectives

They are usually presented with the opening statement, “At the end of the
lesson, the students must be able to…” and are constructed by using measurable
verbs. Remember this acronym when formulating your objectives.
Specific
Measurable
Attainable
Result-oriented and;
Time-bound.
5. Instructional Materials

Also known as IMs, instructional materials are not meant to replace the
teacher in the process of instruction. IMs only serve as supplements to enhance
the teaching-learning process. Ensure the appropriateness of IMs among your
multi-grade learners by adjusting your materials to their age or grade level (e.g.
not too childish, not too mature etc.)

6. Content

The content is embedded in the lesson proper. It may be arranged in

order of difficulty, chronological or sequential, deductive, inductive, and familiar
to unfamiliar knowledge and vice versa.

7. Teaching Methods and Learning Activities

This part contains the teaching methods while the learning activities are
reflected in the entire lesson plan. Generally speaking, teaching methods and
learning activities pertain to the lesson presentation in a multi-grade classroom.
Lessons must be presented in a manner as if you are writing an essay or telling a
story; it must contain an introduction, development or procedure and
conclusion. On the other hand, activities may be motivational or done at the
beginning, practical or application, and evaluative or in the form of
performances or production of an output.

8. Evaluation

This is the part in which you need to gauge the progress or success as well as
to assess if the targeted objectives were really met. Learners’ performance on
the given activities indicates their extent of mastery of the lesson. If the learners
were not able to achieve the objectives that have been set, you may review the
lesson with them or you may use another intervention to enhance the lesson.

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 9. Assignment

The purpose of homework is to increase the learning capabilities of the

students. Although learners can learn more by reading lessons at home, the
supervision of their parents is still necessary.
Synthesizing Your Knowledge

Name __________________________________ Date of Submission ____________

Program and Section _______________ Subject _________ Score______________________________

ACTIVITY 8. Creating Your Own Scheme of Work

Directions: Review the steps on constructing a scheme of work. Using the table
below, create your own scheme of work for the subject and grade level of your
choice. You may use any textbook for both primary and intermediate grades. It must
be tailored for one meeting.

Scheme of Work Grade 2 & 3

Planned
Dat Subjec Topic Material Objective Referenc Remark
Activitie
e t s s s e s
s

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 Scheme of Work Grade 4 & 6

Planned
Date Subject Topics Materials Objectives Reference Remarks
Activities

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 Name __________________________________ Date of Submission ____________
Program and Section _______________ Subject _________ Score______________________________

ACTIVITY 9. My First Lesson Plan

Directions: Based on your previously made scheme of work, create a simple lesson
plan for the subject and grade level of your choice. Ensure that the objectives are
SMART (specific, measurable, attainable, result-oriented, and time-bound). Indicate
the instructional materials that you intend to use as well as the sample questions
with proper instructions for your assessment and assignment.

Name of Subject Teacher _________________________________ Date of Submission ______

Name of Institution _______________________________________ Date of Preparation ______
Subject ______________________ Grade Level ____________ Time Allocation__________________

LESSON/ TOPIC:

I. Objectives
a.
b.
c.

II. Motivation

III. Lesson Proper

IV. Assessment

V. Assignment

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