PROFILE OF MULTIGRADE TEACHING

Multigrade schools and multigrade instruction are neither a new educational

innovation nor a recent experiment introduced by education experts.
Multigrade classes have been adopted for over a century, a reality based on
geographical and economic necessity for many countries in the developing
world. The multigrade approach has become an imperative in these countries,
particularly in poor, rural and remote locations, as part of broader efforts to
widen and improve access to quality education for all.

A Background on Multigrade Education

Multigrade education incorporates more than one grade in a classroom,
allowing students to work independently or together toward their respective
grade level’s curriculum goals. Teachers employ activities that foster students’
holistic development, such as peer tutoring and collaborative work. Multigrade
classrooms allow teachers to allot adequate attention to each student.

The Significance of Multigrade Education

The Philippines has embraced the multigrade schooling approach subscribing
to international research findings that multigrade schooling is a cost-effective
means of raising participation rates and student achievement in poor, remote
areas. It believes in the potential of the approach to bring education closer to
remote and marginalized communities. Thus, multigrade schools in the
Philippines have increased in number and organization over the past
decades.

As of 2009, close to a third of the public elementary schools in the country

have some form of multigrade instruction. Issues and challenges have
emerged as a consequence of rapid growth. Despite these, the importance of
multigrade classes cannot be overstated for areas where access to education
is made difficult by issues with distance, time, finances, as well as family
problems.

(Related article: Review of the multigrade program in the Philippines.)

SEAMEO INNOTECH’s Review of

Multigrade Schools in the Philippines
This survey research, jointly conducted by the Department of Education’s
Bureau of Elementary Education and SEAMEO INNOTECH, provides a
glimpse of what these multigrade schools currently look like, what curriculum
and pedagogies they use, who their teachers are, what are the conditions of
their learning environment, and the challenges multigrade classes face.
Findings from this research tend to re-confirm the complex and demanding
nature of teaching a broad range of grade levels. And while there are
limitations in the sample, the study still provides baseline data from which
policymakers, implementers, region and division officials, school heads, and
teachers may derive basis for policy and program changes, as well as
comparative information for monitoring of progress in the future.

The Impact of Multigrade Education

Multigrade schools have become an integral part of the Philippine education
scene, making a real and significant contribution to the EFA goals of access
and equity. The study highlights both the strengths of the current multigrade
system and issues and concerns that need to be addressed to improve the
quality and effectiveness of instruction. It also identifies some possible areas
for policy reform to enhance the possibilities for multigrade education to
further contribute to the achievement of the educational technology
organization’s goal of Education for All.

What is multigrade teaching in the Philippines?

Profile of Multigrade Schools in the Philippines - SEAMEO ...
Multigrade education incorporates more than one grade in a classroom, allowing
students to work independently or together toward their respective grade level's
curriculum goals.

What are the legal bases of the multigrade program in the Philippines?
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 ...Nov 14, 1997

NOVEMBER 14, 1997 – DO 96, S. 1997 – POLICIES AND GUIDELINES IN

THE ORGANIZATION AND OPERATION OF MULTIGRADE (MG) CLASSES

November 14, 1997

DO 96, s. 1997
Policies and Guidelines in the Organization and Operation of
Multigrade (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 multigrade 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 Multigrade Classes in the country are being issued:
1. Definition. A multigrade class is defined as a class of 2 or
more grades under one teacher in a complete or incomplete
elementary school.
2. Organization of Multigrade Classes
Regional Directors and Schools Division Superintendents
shall organize Multigrade 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 Multigrade Classes
Regional Directors and Schools Division Superintendents
give priority to multigrade 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 schoolbuildings shall apply to MG
schools.
The classroom layout as well as furniture should
facilitate multigrade 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 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 Multigrade 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)
Multigrade Teachers Handbook (MG-HB).
2. Minimum Learning Package (MU) for multigrade
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.
3. allocating teacher items and/or assigning teachers
In assigning teacher items, priority should be given to
schools with multigrade classes having an enrolment
of more than 35 per class and classes with more than
3 grades to a class.
4. The Multigrade Curriculum and Program
Multigrade 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.
5. Support, Welfare and Incentive Program for Multi Grade
Teachers
To attract and retain effective teachers in multigrade
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 multigrade
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 multigrade classes. Criteria for
the availment of the Hardship Allowance for
multigrade 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.
5. Immediate dissemination of and compliance with this Order is
directed.

Incls.:
As stated
Reference:
DECS Order (No. 38, s. 1993)

To be indicated in the Perpetual Index under the following subjects:

CLASSES
POLICIES
PUPILS
SCHOOLS

DO_s1997_96

What is the multigrade teaching method?

In multigrade teaching, the teacher can follow different approaches like direct
observation, guidance of peer group students, lesson oriented teaching, group learning
and supervision method. A single teacher may face a situation to handle two or three or
five classes at a time.

What is your own definition of multigrade teaching?

Multi-grade teaching refers to the teaching of students of different ages, grades and
abilities in the same group. It is referred to variously in the literature as 'multilevel',
'multiple class', 'composite class', 'vertical group ',' family classes, and, in the case of
one-teacher schools, 'unitary schools'.

Why is multigrade teaching important?

The mix of ages and abilities provide many opportunities for students to collaborate and
learn from each other. Older students can take on more mature roles, mentoring the
younger students. There is no limit to content that is taught or discussed, so younger
students learn along with older students.

What is the role of the learner in a multigrade classroom?

Learners in combined classrooms have an opportunity to be resourceful and learn
independently because the teacher does not focus on one age group or grade level.
They have the opportunity to learn the work of the previous and next grades.

What are the factors of successful multigrade teaching?

Effective multi-grade teachers display traits like organization, creativity, flexibility, and a
willingness to work closely with students and the community. They must be able to
teach different lessons to different grades at once.

CHARACTERISTICS OF SUCCESSFUL MULTIGRADE TEACHING

METHOD
1. Successful multi-grade teaching methods involve organizing students into small
cooperative learning groups and using different models like STAD. STAD
(Students Teams Achievement Division) Models
2. Key aspects of multi-grade classrooms include dividing students into grade-level
groups, having teachers provide different lessons to groups simultaneously, and
encouraging flexible seating and activities.
3. Effective multi-grade teachers display traits like organization, creativity,
flexibility, and a willingness to work closely with students and the community.
They must be able to teach different lessons to different grades at once.

What are the strategies used in multigrade teaching?

There are many different ways that teachers in multigrade classes deliver instruction to
students. Common methods include: lecture-recitation, small group work, independent
study, paired and peer tutoring, direct instruction.

What are the roles of a teacher in a multigrade classroom?

The teacher's role is to guide and engage each student in the area of their grade level
curriculum, while encouraging them to share information and work together.
Questioning, critical thinking, creativity, collaboration, and listening are key contributors
to making this learning environment work.

Multigrade Teaching
Via Vita Academy utilizes the advantages of multigrade teaching to further enhance the
educational experience. We believe in, and can attest to, the valuable benefits of a blended
classroom. We believe, among many of the positives listed below, that it is simply a better
way to learn, and a more realistic and applicable way to learn. Equipped with plenty of
training, experience, and support, our teachers work to bring out the benefits of multigrade
teaching every day.

A multigrade classroom simply means that there is more than one grade in the room,
working independently or together, with each student working towards their individual
curriculum goals for their grade level. They are learning simultaneously, both together and
apart. It sounds trickier than it really is. Curriculum at each grade level, in some areas, is
relative and sequential, therefore allowing a process of basic to advanced skills to take form
easily. In other areas of the curriculum, the topics differ, however, each topic in itself is
relative under an overarching theme. Our integration of theme-styled learning helps to
blend these differences and find similarities and purpose to learning them. The teacher's
role is to guide and engage each student in the area of their grade level curriculum, while
encouraging them to share information and work together. Questioning, critical thinking,
creativity, collaboration, and listening are key contributors to making this learning
environment work.

Below are some of the many advantages we have experienced through teaching and
learning in a multigrade classroom:

 Reduced Competition & Off-task Behaviour: Academic, physical and social

competition between peers is reduced, as is the anxiety and preoccupation of having
to compete and compare one's self to their peers. Consequently, discipline
measures are needed less frequently and individual differences are celebrated. The
learning and social atmosphere is cooperative rather than competitive. Students
receive more intentional training to be independent workers, leaders, and work as a
team. Off-task behaviours diminish as self-discipline and onus increase.
 Celebrated Individuality: Multigrade classrooms are less homogenous than single-
grade classrooms, therefore differences are the norm and more easily accepted -
celebrated even. Children who are academically advanced or lagging in any
particular subject area can easily take part in higher or lower level skills, showcasing
their strengths and working on their challenges, all while still maintaining interactions
with their peers.
 Re-Teaching & Pre-Teaching: Students are continuously exposed to re-teaching,
as they listen in on, and benefit from, lessons being given to younger students. This
 review of the basics reinforces and clarifies a child’s understanding, even when they
may be working at a more advanced level. Students are also exposed to pre-
teaching (“eavesdropping” on teacher’s lessons and discussions with older
students). It both prepares and stimulates the younger child’s thinking and reduces
pressures associated with moving onto higher grades.

 Role Modelling & Mentorship: The teacher plays a key role in modelling and
intentionally teaching these skills, but in a multigrade classroom, many models are
available for younger students. Older students model pro-social behaviours and
expectations. They have opportunities to genuinely help younger students learn.
Their teaching helps them clarify their own learning. The cognitive development and
self-esteem of both younger and older students are improved.

 Strong Teacher-Student Relationship: Lengthier time with the same teacher can
increase trust, understanding of expectations, and positive relationships between
teacher and students, as well as, teacher and parents. Teachers continue to build
upon their knowledge of each child’s interests, strengths and needs over the multiple
years they teach a child. The stability of having the same teacher for a number of
years can increase a student's emotional security and trust in adults.

 Increased Learning Time: Students and Teachers can pick up where they left off,
rather than starting fresh with new routines and expectations. Effective learning time
in the first term increases when children return to the same teacher in September.