WEEK 2

I. HISTORY AND NATURE OF MULTIGRADE PROGRAM

A. History of Multigrade Classes
In the 1800s, one-room schools consisted of students of varied ages and abilities. Students
learned together as a single class. In fact, the first government schools in North America and Europe
were multigrade classes (Brunswic and Valerian, 2004, as cited in “Quality Indicators of Multigrade
Instruction in Southeast Asia”, 2012). With the beginning of the industrial revolution and the rapid urban
population growth, the practice of graded school system was started as a means to classify and organize
the increasing number of students. Since its emergence, it has simply become the norm (Miller, 1989)
and has become the organizational unit of the school. However, the multigrade classes have remained an
essential school structure especially in remote areas. UNESCO (2015, as cited in “A Review of the
Current Situation and Practices of Multigrade Schools in the Philippines”, 2020) define multigrade
teaching as the teaching of classes of learners who are not only from different grade levels, but are also
diverse age groups, cultures, and abilities. A multigrade class has two or more grades under one teacher
with 8 to 35 students. (Villalino, 2010, as cited in “Quality Indicators of Multigrade Instruction in
Southeast Asia”, 2012).

The Socio-economic conditions in countries where multligrade classes are found vary. Generally,
the multigrade classes in industrialized countries have sufficient resources as compared to developing
nations where the communities are economically poor. Thus, multigrade education is essential in these
poor, rural, and remote locations as part of the effort to widen and improve access to quality education
for all. It is a cost-effective means of increasing student attendances and student achievement. (“Profile
of Multigrade Schools in the Philippines”, n.d)

These classes exist for a wide variety of reasons (Mathot, 2001). For the most Southeast Asian
countries it is seen as the means to achieve quality education for all (SEAMO INNOTECH Research
Updates, n.d.). Multigrade classes may also be a result of the community or the neighborhood’s
geographic location, socio-economic or cultural conditions. Access to education may be difficult for
children living in remote mountain barangays. Socio-economic constraints may also prevent children
from attending schools. Cultural practices may require children to perform tasks. These factors would
result in the decline of students. Thus, students from varying levels or ages need to be combined to
comprise one class, the multigrade class.

Little, A. (2004) identified the following conditions where multigrade teaching arises:
(i) Schools with low population, (ii) classrooms are distributed at various locations, (iii) decline of the
number of students, (iv) children go to more popular schools, (v) the number of students exceeds official
class size requirements, causing students from different grade levels to be combined, (vi) higher teacher
absenteeism, (vii) less deployment of teachers, and (viii) pedagogical purposes. Similarly, SEAMO-
INNOTECH (“Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012) identified the
following reasons why Multigrade classes exist: (i) the provision of complete education or access to
services in rural, thinly populated areas (Thomas and Shaw, 1992, as cited in “Quality Indicators of
Multigrade Instruction in Southeast Asia, 2012), (ii) declining populations of students in small towns
and villages in European countries, (iii) in some nations like Zambia, budgetary and manpower
constraints made them unable to create and sustain full-fledged schools, (iv) geographical characteristics
of the countries are affected by limited student populations or obligations. For example, Vietnam has
also launched mutligrade training to achieve its national EFA (Education for All) targets (Huong, 2010
as cited in “Quality Indicators of Multigrade Instruction in Southeast Asia”, 2012; the Philippines has to
comply with the constitutional right to education; and the birth control program in Thailand led to a
decrease in population growth.

B. Roles of a Multigrade teacher

A mutligrade teacher plays various roles as she/he performs the tasks in handling students with
varied age level, development stages and interests (Mathot, 2001). The roles of the multigrade teacher
 are uniquely different from a monograde teacher. She/he performs as a researcher. She/he has to know
the needs of the community and must conduct studies on strategies and techniques that promotes
engagement and achievement in learning. As a facilitator, the teacher should be familiar with his or her
pupils and their experiences to be able to effectively facilitate the class. Most teachers take on an
important role in the local community because of their experience, status and obligation. They serve as
community liaison or resource persons. In order to enhance the quality of the educational services
offered by multigrade schools, support and assistance from the local community is required. The teacher
also acts as a social worker or counselor to the students and the community. As an evaluator, the
teacher ensures good standard of education by keeping track of the learning of the students. She/he is
also considered as a material designer as she designs instructional materials suitable for the learners in
a multigrade classroom as well as a financial advisor as she/he manages the school’s finances. The
teacher also acts as parent teacher as she/he trains volunteer-parents who help facilitate the class.
Lastly, the atmosphere is more like that of a home in a multigrade classroom. Thus, the teacher often
becomes a surrogate parent to the pupils.

C. Bases of the Multigrade Program in the Philippines

The implementation of the multigrade program in the Philippines is based on a legal statute as
well as national and international policies. The bases of implementation are the following:
1. The following provisions in the Philippine Constitution serve as basis for the
implementation of the Multigrade Program in the Philippines.
Article XIV of the 1987 Philippine Constitution states that:
Section 1 “The state shall protect and promote the right of all citizens to quality education at
all levels and shall take appropriate steps to make education accessible to all”;
Section 2.1 “The state shall, establish, maintain and support a complete, people and
society”.
2. The Department of Education issued the following memoranda with regard the
implementation of the multigrade classes in the Philippines;
(a) In D.O. #96 s. 1997, the following guidelines were stipulated with regard to
Multigrade Classes (MG): “(i) protect and promote the rights of all citizens to
accessible quality education at all levels, (ii) complete sic (6) grade levels to children
in the remote barangays, (iii), a multigrade class is defined as a class of 2 or more
grades under one teacher in a complete or incomplete elementary school, (iv) the
class size is 8 to 35 pupils, (v) construction of 3-room school building for MG
classes, (vi) classroom layout should provide for grouping or regrouping, (vii) the
provision of textbooks and other resources, (viii) allocating teacher items and/or
assigning teachers in multigrade classes, (ix) providing support, welfare and incentive
program or multigrade teachers such as: regular monitoring of MG classes, regular
training of MG teachers designated lodging place for teachers, granting of the Special
Hardship Allowance.”
(b) In D.O. #81 s. 2009, the following guidelines were stipulated with regard to
Multigrade Classes: “(i) provide access to quality education for all school-age
children in remote communities, (ii) to respond to the issues in the implementation of
DepEd Order No. 96 s. 1997, the following guidelines are issued: a) strict
implementation of Special Hardship Allowance for Multigrade Teachers, b) assigned
teachers should be trained on multigrade teaching, c) provision of training resources
and learning package, d) training of core of trainers for MG teachers, and e) service
of 2 years before a trained multigrade teacher is transferred.”
3. International initiatives support the implementation of Multigrade Programs. In Southeast Asia, the
creation of multigrade schools responds to international commitments to EFA, the Millennium
Development Goals, and the Convention on the Rights of the Child (SEAMO-INNOTECH Research
Updates, n.d.)
a) EFA (Education for All)
The UNESCO (United Nations Educational, Scientific, and Cultural Organization)
commits to the achievement of “full and equal opportunities for education for all (EFA). In
 addition, Article 26 of the 1948 Universal Declaration of Human Rights states that:
“Everyone has the right to education. Education shall be free at least in the elementary and
fundamental stages. Elementary education shall be compulsory”(Mundy & Manion. 2021)
The Following two EFA goals have their implications in creating situation for multigrade
teaching in different countries: (Aryal, et al. 2003)
Goal 2: “Ensure that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and are able to
complete primary education that is free, compulsory and of good quality”.
Goal 6: “Improve all aspects of the quality of education and ensure excellence of all so
that recognized and measurable learning outcomes are achieved by all especially in literacy,
numeracy and life skills”

b) The Millennium Development Summit and the Millennium Development Declaration in

2000 set out eight Millennium Development Goals (MDGs). MDG No. 2 is “Achieve
universal primary education” (Mundy, K., & Manion, C. , 2021)
c) Education for Sustainable Development
Launched in 2015 at the United Nations Sustainable Development Summit, the seventeen
Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development
officially came into force on January 1, 2016. SDG 4, focusing on quality education and
promote lifelong learning opportunities for all” (Mundy, K., & Manion, C. , 2021)
To fulfill the above-mentioned goals, countries have increased access to learning
opportunities for all school children especially in the remote rural areas through the creation
of the multigrade classes.

D. Underpinning Philosophies and Principles of Multigrade Teaching

To be more adaptive and active, multigrade teachers must have understanding of epistemologies
underpinning multigrade teaching (Brown, 2010). Constructivist Approach is utilized in multigrade
teaching. Constructivist educators focus on how students make sense of their experiences and socially,
construct meanings. (Dossey, 1992; Sierpinska & Lerman, 1996 as cited in Brown, B., 2010).
Multigrade teaching then implies that in a student-centered environment, learning is more likely to
flourish. ‘Multigade teaching is best practiced in a setting where learners can engage and work together
(Little, 2005; Kyne, 2005; Lingam, 2007 as cited in Brown, B., 2010. Another key constructivist
perspective sees learning as occurring through problem solving and language-based practice. Multigrade
teaching studies have strongly put forward techniques for designing multigrade teaching for
collaborative knowledge building through social negotiation (Tsolakidis et al. 2005, as cited in Brown,
B. 2010). Students can find learning meaningful by incorporating pedagogical methods such as
independent research, peer tutoring, and small group instruction (Lingam, 2007 as cited by Brown, B.
2010)
In the study of Masimanga (2021), it was found out that effective teaching in a multigrade
classroom takes place when (1) the students are affored opportunities for self-directed learning, (2) peer
tutoring is properly used (3) learners are engaged in cooperating learning, (4) learners’ learning styles
are recognized and (5) the students are given opportunities to learn from their families. Self-directed
learning allows the students to be actively involved in their own learning process and to work on their
own. Peer tutoring contributes to effective learning because students learn effectively when sharing their
views with other students. Thiscan be used when the teacher is busy with another grade level and one
learner takes a leading roles in his/her grade level. Learning is a social process. Consequently, the
family, as part of the learner’s social life, is very important in the learning process.
Cooperative learning is key in multigrade classes because effective learning takes place when the
students collaborate with each other to generate new knowledge in a student-centered environment
(Msimanga, 2021). Cooperative learning involves learners in specific assignments or activities in order
to achieve task-related outcomes. Furthermore, scholars of the cooperative learning approach have
identified scientific principles underlying this phenomenon, namely positive interdependence,
heterogeneous groups, individualized learning performance, interpersonal and small-group skills,
diversity, human rights and social justice, life skills and reasoning skills (Johnson & Johnson, 1987 as
cited in Van Wyk, 2019). Multigrade Teachers must master the principles of cooperative learning before
they can plan and implement the necessary strategies in their respective classrooms.
Multigrade teachers must recognize that students have different strengths and abilities, and that
they prefer to learn in different ways. Thus, varied teaching strategies and assessments must be utilized
to cater the varied learning styles of the students (Msimanga, 2021). In multi grade teaching,
differentiation refers to how the same teacher organizes learning for different individuals and/or groups
of learners. Differences may be that of subjects taught, input/stimulus, learning, and expected outcomes
(Little, 2004).
From the above discussion of multigrade teaching philosophies and approaches, we can surmise
that multigrade teaching adheres to the following principles: (1) Children are unique. (2) Children can
learn best from experience. (3) Children can do and learn well from one another. (4) The role of the
teacher is to provide a conducive learning environment. (5) The Curriculum must cater to varied
interests, abilities and levels.

Reference:
Montalbo, I. et al (2022). Teaching Multigrade Classes LORIMAR Publishing Inc.,
Cubao, Quezon City, Metro Manila
 Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
ACTIVITY 1

Name:__________________________________________ Rating:_______________
Program & Year:___________________________________ Date:_________________

“Rookie Multigrade Teacher”

PART I. Instruction: In the space below, draw an emoji that will show your possible reaction to the given
situation. Explain your reaction.
Situation: You are a new teacher. You are hired as a multigrade teacher.

Emoji Explantion

PART II. Instruction: Answer the following case analysis questions after the text.
Case Study (Mathot, 2001)

The school inspector visits Thaba Limphe Primary School. He travels for four hours by bus. Then, he
rides a horse down a river. Last year, people drowned in that river when a flashflood happened. The inspector
follows a mountain trail from the river. He sees school children on their way home. Some of the children walk
for more than an hour. Upon arriving home, these children do household chores. The inspector finally reaches
the three-room school. The inspector discussed with the teachers the problems in teaching the curriculum as
well as the limited resources. The inspector stays for the night in the classroom. The next day the inspector
takes a four-hour trip on horseback to another remote school..

Case Analysis:
1. Based on the case, describe the condition of the school.

2. As described in the case, what are the challenges encountered in the school?

3. How does the creation of schools in remote areas support the concept “Equal Access to Education?”