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EEd 306 Module Final

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66 views87 pages

EEd 306 Module Final

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realgwapa101

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You are on page 1/ 87

Preface

This module titled, “Teaching Multigrade Classes”, is developed to address the

needs of Teacher Education students in the new normal. Intended mainly for BEEd pre-
service teachers, it aims to orient students on the theories, principles and concepts of
multigrade learners and classes.

With the advent of flexible learning modality which J.H. Cerilles State College
plans to implement for the first semester classes, modules are indispensable instructional
materials to carry out learning even without the physical presence of both teachers and
students in the four corners of the classroom. As they say, the pandemic may have
prevented our students from physically going to school, but it never stops them from
learning. With the help of the devices that most of our students possess nowadays – from
the simple mobile phones capable of receiving phone calls and text messages, to the
more advanced web 2.0 devices such as smart phones, computers, and laptops, learning
can still amazingly and excitingly take place in the midst of this pandemic!

This module is composed of four units. Unit 1 includes basic lessons on multigrade
teaching that every student should learn: nature and concepts of multigrade teaching,
factors/conditions for its establishment, advantages, and challenges. It also includes a
discussion on the multigrade teaching in the Philippine context. After learning the basics
of multigrade teaching, students proceed to Unit 2 which deals with multigrade classroom
organization and management. Unit 3 then orients students on how to teach effectively in
a multigrade classroom by covering lessons on the strategies for multigrade learners,
developing teaching and learning materials, lesson planning, and assessment and
evaluation. Unit 4 deals with establishing linkages such as partnerships, government, and
peer support.

Throughout this module, you will find the following icons which serve as
guideposts of the different module components:

Let’s Twit What We Know: the pretest at the beginning of the unit

Let’s Zoom the Outcomes: the learning outcomes of the lesson

Let’s Face the Facts: the lesson content

Let’s Instaccomplish This/These: the learning activity/ies in every

lesson

Let’s Spot the Answers: the mastery test at the end of the unit
Acknowledgment

Gratitude is what we dearly give to the following people who have contributed to
the successful writing of this module:

To the Lord Jesus Christ, the source of our emergence, for the endless provisions
of wisdom, good health, and grace which have enabled us to persevere through this
daunting task;

To Mr. Rey S. Pepito, BEEd group chairperson, for the guidance at the onset of
this tiring yet fulfilling work, particularly in providing us a sample course syllabus which
helped us conceptualize the topics to include in the course, given that this subject is new
and no reference books are available. Thanks also for the gentle time-to-time follow-up
which reminded us to continue the work despite the intermittent urge to give up;

To our better half, Ryan P. Balbastro and Roy F. Rivera, for the inspiration and
constant encouragement.

Darlin
Adane
Table of Contents

Preface i
Acknowledgment ii

Unit 1 Introduction to Multigrade Teaching 1

Lesson 1 Nature and Concepts of Multigrade Classes 3

Lesson 2 Factors and Conditions which Give Rise
to Multigrade Classes 10
Lesson 3 Advantages of Multigrade Teaching 13
Lesson 4 Challenges of Multigrade Teaching 17
Lesson 5 Multigrade Teaching in the Philippine Context 21

Unit 2 Classroom Organization and Management 18

Lesson 6 Timetabling and Scheduling 30

Lesson 7 Classroom Organization 36
Lesson 8 Classroom Management 40

Unit 3 Teaching Effective in a Multigrade Classroom

Lesson 9 Teaching Strategies

Lesson 10 Developing Teaching and Learning Materials
Lesson 11 Making a Scheme of Work and Unit Plan
Lesson 12 Lesson Planning
Lesson 13 Assessing and Evaluating Learning in
Multigrade Classes

Unit 4 Establishing Linkages

Lesson 14 Partnership
Lesson 15 Government and Peer Support

References 46
Appendix
A Course Syllabus 47
1

UNIT 1

Introduction to Multigrade Teaching

Source: https://images.app.goo.gl/2zQARC5FpAN9i2uZ6

LEARNING CONTENTS
INTRODUCTION
 Nature and Concepts of
Multigrade Class
Multigrade teaching has long been practiced
 Factors and Conditions
in the Philippines, but it is only very recently
Giving Rise to Multigrade
that it has been included as part of the
Classes
curriculum for the Bachelor of Elementary
 Advantages of Multigrade
Education. The thrust to include multigrade
Teaching
teaching as one of the major courses in BEEd
 Challenges of Multigrade
is very relevant as multigrade classes have
Teaching
long been part of the elementary education
 Multigrade Teaching in the
program. Previously, it’s very saddening to
Philippine Context
find BEEd graduates teaching multigrade
classes without a pinch of theoretical and
experiential background of the subject. LEARNING OUTCOMES
At the end of this unit, you will
This unit introduces you to the fundamentals
be able to do the following:
of multigrade teaching. Here you are expected
to learn the nature of multigrade class and the 1. Demonstrate a
different factors and conditions which lead to comprehensive
its establishment. Advantages and challenges understanding of
of multigrade teaching is also discussed. You multigrade classes and
will also study multigrade teaching in the teaching; and
Philippine context. 2. Discuss multigrade
teaching in the Philippine
context.
2

Let’s Twit What We Know

Directions: Please read the given vignette shared by Kully, a student from Khanya Primary
School in Cape Town, South Africa. Then answer the questions that follow.

From Grade 1 to 7, I attended Khanya Primary School. Missionaries established the

school in 1945. There were only two teachers. One taught Grades 1 and 2 in the
morning, and 3 and 4 in the afternoon. The other taught Grades 5, 6 and 7 in the same
class. I remember when the teacher would be busy with Grade 6. Grade 7 would be
helping Grade 5 with reading English or working on Maths exercises. At the end of
each day, the teachers would look so tired and frustrated. I enjoyed every bit of it.
Those teachers were great. They were doing a good job. When we sat for Grade 7
examinations more than half of the class got very good marks. The school-community
relationship was not particularly strong, though, and the government did nothing
visible to support the school.

Source: Moltotle, K. (2000). Mutigrade teaching:

Introduction to multigrade teaching, Module 1.
Canada: The Commonwealth of Learning.

1. Do you have experiences similar to the story above? Have you attended a
multigrade class? If yes, did you like the experience? If no, have you heard about
multigrade classes before? From who?

2. What is your own idea about multigrade class?

3. Why do you think there are multigrade classes?

Lesson
1 Nature and Concepts of Multigrade Class

“Multigrade teaching is not always easy, but doing it well means

that you are educating children who otherwise would not be able
to go to school and therefore helping them gain the knowledge,
skills, and values they need for a more promising future.”
(Mathot, 2001)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 describe multigrade classes;
 differentiate multigrade and monograde classes; and
 discuss the extent of multigrade reality in the world.

Let’s Face the Facts

What is a Multigrade Class?

As defined by the Department of Education (DepEd), a multigrade class is a class

of two or more grades under one teacher in a complete or incomplete elementary school
(DepEd Order No. 96, series of 1997). Based on the typology of Philippine multigrade
schools, complete elementary school is one that offers complete elementary education
from Kindergarten to Grade 6. In incomplete elementary school, one or more grade levels
may not be offered. Multigrade class is usually offered in elementary schools located in
distant and sparsely populated localities.

Multigrade teaching is the approach in handling and dealing with multigrade

classes. In the Philippine setting, multigrade teaching refers to the teaching of pupils in a
class of several grade levels with different curricula under the supervision of one teacher.

Some multigrade teachers may teach two grades, while others teach three or four
grades. In very small schools in Africa, teachers may teach six or seven grades at the
same time under one classroom (Moltotle, 2000). In the Philippines, based on the survey
conducted by SEAMEO INNOTECH, DepEd, and UNICEF in 2013, majority of the
multigrade schools only have one combined grade level (e.g., grades 1 and 2; grades 3
and 4; grades 5 and 6). There is also a high percentage of multigrade schools that
combine three classes (e.g., grades 1, 2, and 3; grades 4, 5, and 6).

In different parts of the world, different terms are used to describe multigrade
teaching, and these include the following:
 split-class teaching;
 double-grade teaching;
 multi-level class teaching;
 integrated class teaching;
 vertical streamed classes; and
 multi-program, composite class.
4

In the Philippines, the term combination class was previously used to refer to a
class composed of two grades, while multigrade class refers to that which is composed
of three or more grades (DECS Order No.96,s.1997).

At one level, multigrade teaching is an important and relevant measure to help

nations reach their internationally-mandated Education for All targets and national
Millennium Development Goals (MDGs) by providing quality education to children in
small, poor, and remote communities. More importantly, it is an approach that can help
schools and teachers in these communities serve their students better by providing them
an education that is both quality and relevant to the community in which they live
(UNESCO, 2013).

Multigrade Teaching and EFA

According to White (2006), multigrade teaching is one measure through which

Education for All (EFA) can be achieved.

EFA is a worldwide movement that promotes the expansion and quality of learning
for all children, young people and adults. Building from many national and local
movements over time, the contemporary movement resonates at the global, the regional,
the national and the local levels. It has six goals (www.unesco.org/education/efa). These
are:
 Access to and improvement of early childhood care and education;
 Access to and completion of free and compulsory primary education of
good quality for all, especially girls, children in difficult circumstances and
those belonging to ethnic minorities;
 Appropriate and life-skills programs for all young people and adults;
 Improvements in levels of adult literacy;
 Elimination of gender disparities; and
 Improving all aspects of the quality of education.

The significance of multigrade schooling for EFA is greater in developing than in

industrialized countries.

Multigrade versus Monograde Class

Monograde or single-grade class is the typical grade level design in schools in

which a class is composed of learners from the same grade level. Below are the
similarities and differences of multigrade and monograde classes.

Similarities
 Both include teachers and learners who are continuously engaged in the process
of teaching and learning;
 Both require teachers’ strong pedagogical content knowledge (TCK);
 Teachers in both types of classes need adequate training and support; and
 Students in both classes need motivation, support, learning materials, and
feedback from assessment.
 Both take into account learners’ diversity as a point of departure in teaching and
learning.
Differences
 Teachers in multigrade classrooms need to support learning across grades – for
which curricula, pedagogy, and assessment need to be planned differently from
the monograde class.
5

 Multigrade classes require different teaching methods to facilitate learning of

students/pupils who come from different grade levels.
 Teachers in multigrade classes have more responsibilities than those in the
monograde class.
 More time is needed for planning and organizing instruction in multigrade class
than in monograde class.

Extent of Multigrade Reality in the World

The following statistics reflects the extent of multigrade implementation in different

countries around the world.

Table 1. Extent of Multigrade Implementation in Different Countries

Country Year Extent of Multigrade Education

Australia 1988 40% of schools in the Northern Territories had
multigrade classes
Burkina Faso 2000 36% of schools and 20% of classes were
multigraded; 18% of school children were
studying in multigrade classes
England 2000 25.4% of all classes in primary education were
classified as ‘mixed-year’ (e.g. two or more
curriculum grades were being taught by one
teacher); 25% of all learners were studying in
mixed-year classes.
France 2000 34% of public schools had ‘combined’ classes;
4.5% of these were single-teacher schools
India 1996 In this country, 84% of primary schools had 3
teachers or fewer. Since primary schools have
five curriculum grades this means that if learners
are to be ‘on task’ for most of the prescribed
school day, then some teachers must be
responsible for two or more grades for some part
of each day.

Ireland 2001 42% of all primary school classes comprised two

2002 or more grades. Of these, 64% were composed
of two consecutive grades and 36% three or more
grades.
People’s Democratic 2003 64% of all primary schools had multigrade
Republic of Laos 2004 classes; 24.3% of all classes were multigrade.
Mauritania 2002 39% of all pupils were educated in a multigrade
2003 class; 82% of these pupils attended schools in
rural areas.
Nepal 1998 The teacher-primary school ratio was 3.8.
Primary schools comprised five curriculum
grades. If learners are ‘on task’ for most of the
prescribed school day, it follows that most
teachers must be responsible for two or more
grades for some part of each day.
New Brunswick, 2003 13.9% of all classes in Elementary schools (K–
Canada 2004 G8) combined grades.
Northern Ireland 2002 In Northern Ireland in 2002/3, 21.6% of all
2003 classes (Years 1–7) were ‘composite’ classes
(i.e. two or more grades taught together).
6

Norway 2000 35% of all primary schools were small schools

using multigrade teaching.
Peru 1998 78% of all public primary schools were
multigrade. Of the multigrade schools 41% had
only one teacher; 59% had more than one. In
rural areas 89.2% of all public primary schools
were multigrade, of which 42% had only one
teacher and 58% more than one.
Sri Lanka 1999 63% of all public schools had 4 or fewer teachers.
Some are primary schools with five grades and
some are primary and post-primary with up to 11
grades. If learners are ‘on task’ for most of the
prescribed school day, it follows that some
teachers must be responsible for classes
spanning two or more grades for some part of
each day.

Source: Little (2006). Education for all and multigrade

teaching: Challenges and opportunities. Springer.
7

Let’s Instaccomplish These

Activity 1. Making Graphic Organizer

Directions: Make a graphic organizer describing the characteristics/features of multigrade

classes. Your output will be rated using the given rubrics below.

Rubrics for Graphic Organizer

Levels of Performance
Criteria 4 3 2 1
Exemplary Accomplished Developing Basic
Content Thorough and Complete Shows some Shows incomplete
(40%) insightful understanding of understanding of understanding of
understanding of content content material
content
Organization Extremely well- Organized; structure Somewhat Poorly organized; a
(30%) organized; order and allows reader to organized; clear sense of
structure of move through structure allows direction is not
information is very content without reader to move evident. Flow is
clear and coherent. confusion. through some of frequently
the content without interrupted.
confusion. Flow is
sometimes
interrupted.
Creativity Enthusiastically uses Uses materials and Shows some use of Shows minimal
(20%) design ideas for ideas for materials and ideas effort for
enhancement enhancement enhancement of
materials and ideas
Mechanics No error in spelling, Some errors in Several errors in Many errors in
(10%) grammar, and spelling, grammar, spelling, grammar, spelling, grammar,
punctuations in the and punctuations in and punctuations in and punctuations in
text. the text. the text. text.
8

Activity 2. See the Difference

Directions: Aside from the differences of multigrade and monograde classes discussed in
this lesson, determine other areas of difference in the two types of classes. You may
interview multigrade and monograde teachers in your locality to gather relevant
information. You may also do internet research for this purpose, but be sure to cite the
sources. Use the given format.

Areas of Difference Multigrade Monograde

Activity 3. Data Analysis

Directions: Study Table 3, “Extent of Multigrade Implementation in Different Countries”

on page 5. Then answer the following questions.

1. Generally, how would you describe the countries which implement multigrade
education in terms of development? (e.g. industrialized, developed, developing).
Is multigrade implementation related to the country’s status of development?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Based on the data, what conclusion can you make on the extent of multigrade
reality in the world? Discuss it here.

Lesson Factors and Conditions Giving Rise

2 to Multigrade Classes

“Multigrade teaching is usually implemented not by choice, but

by force of circumstances.”
(Mathot, 2001)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 write a case study on the establishment of multigrade class in a particular
school in the locality.

Let’s Face the Facts

According to Mathot (2001), most often, multigrade teaching is implemented not

by choice but by force of circumstances. The multigrade class is usually a reflection of
extreme socio-economic constraints, or a small population in the community. Most
schools with multigrade classes do not have the adequate resources they need to hire
additional teachers or build additional classrooms.

The following are factors which lead to the establishment of multigrade schools
(Mathot, 2001):

1. Geographical
 The school is located in a small community in a remote area or barangay, far from
municipality or town centers.
 There might be rivers, roads, and mountains in the area that are dangerous for
learners to cross, hence, it is practical for them to attend only to the school of the
community.
 Schools may be geographically isolated due to remoteness and
underdevelopment of infrastructural facilities that have resulted in the slow
delivery of educational services and assistance (Briones, 2020.)

2. Socio-economic
 Limited human and material resources, especially in far-flung, remote areas.
 There is shortage of teachers as a result of inadequate government financial
resources. Sometimes, it would be impractical to hire a teacher for each grade
level when the enrolment is lower than the government-stipulated teacher-pupil
ratio.
 Dividing classes into prescribed grade levels is sometimes not possible because
of limited classrooms.

3. Cultural
 Parents sometimes do not want their children to attend a school in an area with
different culture. They fear that their children will be influenced, and they will lose
some of their values and traditions. Thus, they would prefer to send their children
just within the school in the community. This is the case of many communities in
South Africa where different tribes and cultures exist.
11

4. Political
 Communities in remote and isolated areas and those located close to country
boundaries are not allowed to cross the border.
 Communities under different chiefs or associated with different tribes, no matter
how small, may not have a close relationship with each other as a result of different
political affiliation. As part of the local development effort, these leaders will push
to have schools in their areas regardless of the size of the population.

Current Conditions Giving Rise to Multigrade Classes

Why do multigrade classes persist in the 21st century? White and her colleagues
(2006) have identified eleven conditions that give rise to multigrade classes. They arise
in:

1. Schools in areas of low population density where schools are widely scattered and
enrolments low. Schools may have only one or two teachers responsible for all
grades.
2. Schools that comprise a cluster of classrooms spread across different locations,
in which some classes are multigrade for the same reasons as (1), and some are
monograde. Some teachers within the same ‘school’ will spend most of their time
with multigrade classes; some with monograde classes.
3. Schools in areas of where the population, students and/or teachers are declining,
and where previously there was monograde teaching.
4. Schools in areas of population growth and school expansion, where enrolments
in the expanding upper grades remain small and teacher numbers few.
5. Schools in areas where parents send their children to more popular schools within
reasonable travel distance, leading to a decline in the potential population of
students and teachers in the less popular school.
6. Schools in which the number of learners admitted to a class exceed official norms
on class size, necessitating the combination of some learners from one graded
class with learners from another grade.
7. Schools in which the general structure of classes is monograde but, where,
because of fluctuating annual admission numbers, groups of learners need to be
combined.
8. Mobile schools in which one or more teacher moves with nomadic and pastoralist
learners spanning a wide range of ages and grades.
9. Schools in which teacher absenteeism is high and supplementary teacher
arrangements are non-effectual or non-existent.
10. Schools in which the official number of teachers deployed is sufficient to support
monograde teaching but where the actual number deployed is less (for a variety
of reasons).
11. Schools in which learners are organized in multigrade rather than monograde
groups, for pedagogic reasons, often as part of a more general curriculum and
pedagogic reform of the education system.
12

Let’s Instaccomplish This

Activity 1. Case Study Writing

Directions: Interview a multigrade teacher in your locality on the factors which lead to the
establishment of multigrade class in his/her school. If you cannot find a multigrade
teacher, you may interview a school head of a school with multigrade class. Then make
a case study on the multigrade class of that school. Please also include in the report a
background of the barangay where the school is located. Use the given format below.
Your report shall be titled, “Multigrade Class: The Case of (School).” A sample title is
provided below.

Interview Guide Questions:

(Note: These are just guide questions. You may also give follow-up questions based on
the responses of the interviewee.)

1. How many are the multigrade classes in your school?

2. How many are multigrade teachers? How many grade levels do they handle?
How long have they been teaching multigrade classes?
3. When was the first multigrade class opened?
4. What are the reasons for the establishment of multigrade class in your school?
(Allow the interviewee to discuss each of the reasons that he/she will give.)

Important Reminders!
Please politely ask interviewee’s consent for the interview. Strictly observe health
protocols during the interview such as wearing of face mask and face shield, observing
physical distancing, and avoiding person-to person contact such as handshaking as a
gesture of solidarity.

Name of Teacher Interviewed:

School:
School Address:
Date of Interview:

Multigrade Class: The Case of Labangon Elementary School

Lesson
3 Advantages of Multigrade Teaching

“Multigrade teaching helps children, especially those in remote

and isolated areas, realize their right to education and therefore
learn what they need and want to learn.”
(UNESCO Bangkok, 2013)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 make a video or write an essay to promote multigrade teaching.

Let’s Face the Facts

According to White (2004), the positive impacts of multigrade teaching include:

1. Expansion of access
Multigrade teaching is extremely important in relation to the EFA goal of access and
the Millennium Development Goals designed to combat poverty. For millions of
children worldwide, the only type of school to which they will gain access, if they
gain access at all, will be through multigrade classes. Economically and socially
disadvantaged areas comprise disproportionate numbers of multigrade schools. In
many disadvantaged and marginalized contexts, the fundamental educational issue
is not whether a school is multigrade or monograde. Rather, it is whether there is a
school at all.

2. Cognitive achievement effects on learners

Learners in multigrade classes performed no better and no worse than students in
monograde classes. Miller’s review of 21 studies in the USA confirmed the general
picture. Veenman’s (1995) review of studies mainly from OECD countries also found
no evidence to suggest that learning in multigrade classes was inferior to that in
monograde classes. Mason and Burns (1997) also confirmed that there is no
consistent cognitive achievement differences between multigrade and monograde
learners.

3. Social and personal effects on learners

Pratt (1986) identified 15 studies that addressed, variously, children’s friendships,
self-concepts, altruism and attitude to school. Overall, he claimed that the socio-
emotional development of learners in multigrade groups is either accelerated or
showed no difference, when compared with learners in monograde groups, a
conclusion confirmed in Miller’s (1991) review of 21 studies. In her review of studies
from the US and UK, Ford also (1977) reports positive and negative findings on the
reduction of anxiety levels, the maturity of friendship patterns and on personal and
social adjustment and positive findings on self-concept, self-esteem, and attitudes
to school.
14

Moreover, Moltotle (2000) also cited the following positive attributes of multigrade
classes:

a. Richer learning environment

 In a multigrade class, the teacher shares instructional responsibilities with
learners. Thus, learners know what they are expected to do and eventually
become active and independent learners.
 Learners of different age groups can build supportive relationships and work
together.

b. Greater understanding between teachers and learners

 Just like in monograde class where diversity of learners must be considered,
multigrade class also requires the teachers to understand individual differences,
but this time, in double or triple effort, as they have to cater multi-age learners from
different grade levels.

c. Greater community involvement

 Parents and other community members can serve as resource persons in terms
of sharing local knowledge and skills – the community’s wealth of culture, such as
their beliefs, traditions and practices. This is also a way of contextualizing the
curriculum to fit to the needs of the community. Moreover, it also leads to the
preservation of the people’s culture.
 Parents are more committed when they participate in their children’s learning, and
the learners do better and enjoy their classwork more. Inviting parents to
participate in classroom activities can be a positive way of addressing such issues
as discipline and the general well-being of learners.

d. Development of healthy competition

 You are aware that in multigrade situations, students in many different grades are
in the same classroom. What happens when a Grade 4 learner finds out that
he/she can solve problems set for Grade 6? And what happens when a Grade 6
learner realizes that he/she cannot do work that a Grade 4 learner should be able
to do? It is therefore likely that the Grade 6 learner will work harder so that the
Grade 4 learner does not catch up with him.
 In a multigrade classroom, all the learners see what is taking place at every grade
level, and this may lead to self-motivation to finish their grade and continue to the
next level.
15

Let’s Instaccomplish These

For Online Students

Activity 1.1 Video Making

Directions: How will you convince people with negative attitude on multigrade teaching to
reconsider multigrade teaching as one having more or less similar benefits with
monograde class? Make a video to promote multigrade teaching, capitalizing on the
advantages of the approach. To be substantive, back up the advantages with
research/studies as evidence or proof.

Rubrics for Video Making

Levels of Performance
Criteria 4 3 2 1
Exemplary Accomplished Developing Basic
Content & Concept is very Concept is Concept is Concept is not
Organization relevant to relevant to somewhat relevant to
(50%) purpose. Video purpose. Video is relevant to purpose. Not
shows spontaneity fairly well- purpose. Portions organized.
of ideas and tells a documented and may be poorly Difficult to follow.
complete, easily organized. documented Almost all portions
followed story. Format is easy to and/or organized. are poorly
Well-documented follow. Good Progressions are documented
and organized. explanation shows hard to follow. and/or organized.
good effort. Explanation shows
some effort.
Creativity and Excellent use of Good use of Minimal use of Use of elements
Elements of design. Video and graphics and/or design elements. detracts the video.
Design pictures are of other design No transitions. Too many or too
(30%) good quality. elements. Some Some pictures or gaudy graphics;
Smooth transitions transitions are video clips may be transitions, too
are appropriate inappropriately out of focus or many clips.
and aid in delivery placed. Video clips “shaky”. Pictures or video
of the content. or pictures are clips may be out of
clear and in focus. focus or “shaky”.
Audio Editing The audio is clear The audio is clear The audio is The audio is cut-
(10%) and effectively and assists in inconsistent in off, inconsistent,
assists in communicating clarity (too and overpowering.
communicating the main idea. loud/too
the main idea. soft/distorted) at
Background audio times and/or the
is kept in balance. background audio
overpowers the
primary audio.
Mechanics Grammar, Includes 2-3 Includes 3-4 Includes five or
(10%) spelling, grammatical, grammatical, more grammatical,
punctuation, and spelling, and spelling, and spelling, and
capitalization are punctuation errors; punctuation errors; punctuation errors;
correct; sources sources are some sources are sources are not
are all properly properly documented but documented.
documented. documented. not correctly.
16

For Offline Students

Activity 1.2 Essay Writing

Directions: How will you convince people with negative attitude on multigrade teaching to
reconsider multigrade teaching as one having more or less similar benefits with
monograde class? Write an essay on multigrade teaching, capitalizing on the advantages
of the approach. To be substantive, back up the advantages with research/studies as
evidence or proof.

Rubrics for Essay Writing

Levels of Performance
Criteria 4 3 2 1
Exemplary Accomplished Developing Basic
Thesis statement Thesis statement Thesis statement No established
is very well- is established and is fairly developed. thesis statement;
established. Writer the writer takes a Writer’s position, lacks clarity of
Content takes a clear somewhat clear while stated in focus
(40%) position in position in some way, lacks
response to the response to the clarity.
article’s argument. article’s argument.
Very clearly and Effectively Somewhat No attempt at
effectively structured. organized. organization; no
Organization structured. Transitions are Transitions many transitions used
(40%) Transitions are somewhat smooth not be smooth and and/or frequent
smoothly and and generally there are errors in usage.
effectively used. effective. some errors in
usage.
All sentences are Most sentences Most sentences Sentences sound
well-constructed are well- are well- awkward, are
and have constructed and constructed, but distractingly
varied structure have varied they have similar repetitive,
and length; no structure structure or are difficult to
errors in spelling, and length; and length; understand;
Mechanics punctuation, few errors in several errors in numerous errors
(20%) capitalization, spelling, spelling, in spelling,
grammar, etc. punctuation, punctuation, punctuation,
capitalization, capitalization, capitalization,
grammar, etc., grammar, etc., grammar, etc.,
but they do not that interfere that interfere with
interfere with understanding.
with understanding.
understanding.
17

Lesson
4 Challenges of Multigrade Teaching

“All teaching offers challenges, and as a multigrade teacher you

have specific things to think about to ensure you get the best out
of the students in your class.”
(UNESCO Bangkok, 2013)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 identify the challenges of multigrade teaching in the locality; and
 suggest ways on how to overcome these challenges.

Let’s Face the Facts

Because most multigrade schools are small and far from population centers,
multigrade teaching itself is met with a variety of challenges. These challenges are
described below.

1. Curriculum
 The curriculum is intended mainly for monograde class and materials such as
textbooks are also designed to be used in single-grade schools. Teachers are not
always trained sufficiently to adapt the materials and curricula to a multigrade
setting.

2. Planning for delivery

 Multigrade teaching requires a lot of planning outside of the regular class time.
Teachers, like everyone else, also have a lot of activities and responsibilities to
fulfill outside school. They have their responsibilities at home, in the church, and
in other domains of society.

3. Attitude
 Some parents and few educational personnel have negative attitude towards
multigrade teaching.
 Some regard multigrade teaching as a ‘waste of time’. They believe that
multigrade classes are less effective than the monograde. They stick to the idea
that for children to gain knowledge, skills and attitudes, they should be in single-
grade schools. This misconception is a challenge for multigrade teachers, who
must convince these people that what they perceive is not necessarily true.

4. Learning environment
 The condition and size of classrooms present a challenge to multigrade teaching.
Some teachers object to multigrade teaching because classrooms are often too
small, too crowded and poorly furnished although these conditions may also occur
in monograde schools.

 The following are common problems:

- lack of instructional supervision
- lack of trained personnel
18

- lack of learning materials

- lack of facilities

5. Isolation due the geographical location

 Most multigrade schools are located in isolated areas. Teachers need to spend
more time, effort and money in going to and fro, and even in going to the district
office to collect educational materials and submit reports. Supplies may not be
readily available. In most cases, transportation may be extremely limited and very
difficult.
 These schools are seldom visited by education supervisors and school managers.
As a result, teachers in these schools suffer isolation and lack of support.

6. Disadvantaged community
 Some parents in the community where these schools are located have not
received higher education, while others have not gone to school either. Thus, they
are also not supportive of their children’s education as they see no benefit of
schooling and may prefer their children to work or help them earn a living.
 Outside of school time, the community may use school buildings for meetings and
church services. Although this is not a bad idea as the school can be used by the
community in many ways, however, this can become a problem if these other
activities disrupt learning activities. For example, if the teacher leaves the
classroom with all the classroom facilities arranged and materials displayed, the
community users may move the classroom furnishings, and the materials may be
lost or destroyed.

7. Teacher Frustration
 Many teachers have not been prepared for the demands of multigrade teaching.
Without appropriate support or additional training, they can become overwhelmed,
frustrated and unmotivated.

Source: Moltotle, K. (2000). Mutigrade

teaching: Introduction to multigrade teaching,
Module 1. Canada: The Commonwealth of
Learning.

In the Philippine context, based on the survey conducted by SEAMEO

INNOTECH, DepEd, and UNICEF (2020), the following are constraints in the
implementation of the multigrade education program:

 Multiple roles of teachers;

 Inadequate instructional support from school heads and supervisors; and
 Absence of a responsive monitoring and evaluation system to track student
learning, assess curriculum coverage, and teacher’s content mastery and
pedagogical practice.
19

Let’s Instaccomplish These

Activity 1. Teacher Interview

Directions: Interview a multigrade teacher on the challenges he/she has encountered in

teaching multigrade class and how did he/she address them. Then write a report of the
interview. Use the given format.

Name of Multigrade Teacher Interviewed:

Date of Interview:

MY INTERVIEW REPORT
20

Activity 2. Suggesting Ways to Overcome Challenges in Multigrade Teaching

Directions: Based on the interview and in your own perspectives, propose ways on how
can the different challenges in multigrade teaching be overcome.

______________________________________________________________________
______________________________________________________________________
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21

Lesson Multigrade Teaching

5 in the Philippine Context

“The multigrade program in Philippine education aims to serve

the right of school age children living in remote, far-flung and
disadvantaged areas in the country.”
(SEAMEO INNOTECH & DepEd, 2013)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Discuss salient findings of survey on the current situation and practices of
multigrade schools in the country; and
 Write an essay on the establishment of multigrade teaching in the Philippines.

Let’s Face the Facts

Multigrade schools have become an integral part of the Philippine education,

making a real and significant contribution to the Education for All (EFA) goals of access
and equity.

As of 2009, close to a third of the public elementary schools in the country have
some form of multigrade instruction. Out of a total of 38,351 public elementary schools,
there are 12,799 multigrade schools. Recent data (SY 2017-2018) indicate a decline in
the ratio of multigrade schools to total public elementary schools (DepEd, UNICEF, and
SEAMEO INNOTECH, 2020).

According to DepEd Secretary Leonor M. Briones (2020), the adoption of the

multigrade schooling strategy is based on international research findings that such
strategy is a cost-effective means of raising students’ participation in school and in
boosting their learning achievement, especially in poor, remote areas. The approach
potentially brings education closer to remote and marginalized communities.

Types of Philippine Multigrade Schools

Based on the recent survey jointly conducted by DepEd, SEAMEO INNOTECH,

and UNICEF (2020), there are two typologies of Philippine multigrade schools:

1. Based on the nature of classes

 Pure – all classes are combined classes.
 Mixed – some classes are combined and some are single-grade classes.

2. Based on the availability of grade levels offered

 Complete – offer complete elementary education from Kindergarten to Grade 6.
 Incomplete schools – one or more grades/levels is/are not being offered.
22

History of Multigrade Teaching in the Philippines

 The first mission schools were organized as multigrade schools in the country
while the single grade schooling was introduced during the early 1990s by the
Americans.
 The multigrade system has been integrated in Philippine education since the
1920’s. According to Cervantes (2013), although the multigrade system has long
been implemented, it was not regarded as a very viable alternative delivery system
of providing access to basic quality education. It was always covered by policies
of monograde class organization.
 In 1993, DepEd Secretary Armand Fabella recognized the viability of multigrade
program in meeting the goal of providing education for all by instituting DECS
Order No.38, s.1993 which provides for the organization of combination and/or
multigrade classes for schools as a response to teacher shortage and lack of
facilities. This thrust was the start of what was later called the Multigrade Program
in Philippine Education (MPPE).

Multigrade Program in Philippine Education (MPPE)

The Multigrade Program in Philippine Education (MPPE) is one of the major

strategies of the Department of Education (DepEd) in the realization of the Philippine
Education for All (EFA) 2015 plan of action and in meeting the global commitment of
ensuring inclusive and equitable quality education and promoting lifelong learning
opportunities for all by 2030 (Sustainable Development Goal or SDG No.4). The program
was launched in 1993 through DECS Order No.38, s.1993, and subsequently in 1997, the
Department issued DECS Order No.96 to support its implementation.

MPPE’s main goal is to improve access to basic education and achieve quality
learning outcomes for learners in remote and underserved communities wherein
enrolments do not warrant the establishment of monograde classes because of the small
number of enrollees (Briones, 2020).

Since the implementation of the MPPE, teachers and learners have benefited in
the following ways:
 construction of schools;
 training and development of teachers;
 provision of customized teaching and learning materials; and
 administration of school feeding program.

Through the MPPE, DepEd has sustained improvement in achieving its mandate
of democratizing access to basic education and ensuring inclusive and equitable quality
education for all school-age children.

To determine if MPPE is serving its intended purposes, SEAMEO INNOTECH

worked with UNICEF and DepEd under a tripartite agreement established in 2017 to
identify key steps in advancing the implementation of MPPE. One of the components of
the collaboration involves a program review to present the overall status of the MPPE.

To be informed on the report of this survey, watch the following video by clicking
on the given link:
 A Review of the Current Situation and Practices of Multigrade Schools in the
Philippines by SEAMEO INNOTECH
https://www.youtube.com/watch?v=8SrIK4QScYw&feature=youtu.be
23

Relevant Laws in the Implementation of Multigrade Program in Philippine

Education (MPPE)

1. DECS Order No.38, s.1993 (Improving Access to Elementary Education by

Providing Complete Grade Levels in All Public Elementary Schools through
Combination and/or Multigrade Classes)

 Provides for the establishment of the Multigrade Program in Philippine

Education through organizing combination and/or multigrade classes to
all incomplete schools not constrained by availability of facilities and
teachers, beginning school year 1993-1994.

2. DECS Order No.96, s.1997 (Policies and Guidelines in the Organization and
Operation of Multigrade [MG] Classes)

 Provides the policies and guidelines in the organization and operation of

multigrade classes in terms of the following areas:
- Definition;
- Organization of multigrade classes;
- School plant, facilities, and furniture of multigrade classes;
- Multigrade curriculum and program; and
- Support, welfare and incentive program for multigrade teachers

3. DepEd Order No.81, s.2009 (Strengthening the Implementation of Multigrade

Program in Philippine Education)

Salient Features:

 Strict implementation of Special Hardship Allowance for multigrade

teachers
 Provision of trainings on multigrade instruction through a Multigrade
Training Resource Package (MG-TRP)
 Provision of Multigrade Teach-Learn Package (MG_TLP) which contains
lesson plans and pupils’ learning exercises in the different learning areas
 Implementation of no multigrade teacher transfer within two years and
provision of additional incentives to multigrade teachers
 Regular monitoring and technical assistance at the division level as basis
for planning enhancement programs and policy formulation
24

Let’s Instaccomplish These

Activity 1. Discussing Salient Findings

Directions: Discuss salient findings of the survey on the current situation and practices of
multigrade schools in the Philippines conducted by the SEAMEO INNOTECH, DepEd and
UNICEF (2020). Survey report is available in this link https://www.seameo-
innotech.org/wp-content/uploads/2020/01/Summary-Report-Review-of-the-Current-
Situation-and-Practices-of-PHL-Multigrade-Schools-comp.pdf.

Salient Findings Discussion

Activity 2. Essay Writing

Directions: Write a comprehensive essay on the following question. Your essay will be
evaluated using the given rubric below.

Why is multigrade teaching implemented in the Philippines?

Rubrics for Essay Writing

Let’s Spot the Answers

I. Multiple Choice
Directions: Read and analyze the following questions carefully. Encircle the letter of your
choice.

1. Which is NOT true about multigrade teaching?

a. One teacher handles two or more grade levels at the same time.
b. It improves access to basic quality education especially in underserved areas.
c. One teacher handles different sections of the same grade level.
c. Its impact to EFA is greater in developing than in industrialized countries.
2. Which DepEd Order provides the policies and guidelines in the organization and
operation of multigrade classes?
a. DepEd Order No.96, s.1997
b. DECS Order No.83, s.1993
c. DepEd Order No.81, s.2009
d. DepEd Order No.08, s.2018
3. Why are multigrade classes established?
a. Low enrollment
b. Teacher shortage
c. Geographically isolated schools
d. All of these
4. Which does not support the Education for All (EFA) framework?
a. Opening of multigrade schools
b. Free basic education
c. Exclusive education
d. Establishment of ALS (Alternative Learning System)
5. Parents’ negative attitudes about multigrade teaching most likely stem from which of
the following?
a. Misconception that monograde teaching is better than multigrade.
b. Belief that multigrade teachers are not as competent as monograde teachers.
c. Lack of materials, resources and facilities in multigrade classes
d.
6. In the Philippines, why is multigrade teaching implemented?
a. To raise students’ participation in schools
b. To boost students’ achievement
c. To provide learners access to education in poor, marginalized communities
d. All of these
7. Which does not pose a challenge to multigrade teachers in DepEd?
a. Multiplicity of roles
b. Absence of a responsive monitoring and evaluation system
c. Inadequate instructional support
d. Lack of incentives
8. In Saad Elementary School of Dumingag, Zamboanga del Sur, two classes are
combined and the rest are single-grade classes. What type of multigrade school is Saad
Elementary School?
a. Complete c. Mixed
b. Incomplete d. Pure
9. Which is NOT an advantage of multigrade classes?
a. Greater community involvement
b. Fostering learner competition
c. Attainment of EFA goals
d. Richer learning environment
27

10. Who among the following DepEd secretaries paved the way for the formal
establishment of multigrade schools as part of the basic education system of the country?
a. Leonor M. Briones
b. Bro. Armin A. Luistro
c. Armand Fabella
d. Bro. Andrew Gonzalez

II. Case Study Analysis

Directions: Read and analyze the following case, then answer the questions that follow.

Mrs. Jones lives in a remote setting and she teaches in a small multigrade school.
She teaches an average of 10 learners ranging from Grade 1 to Grade 7, and she
works about eight hours a day completing different types of tasks. She is the head
teacher and the secretary. She is the kitchen staff who prepares lunch for some of
the learners whose parents are not able to pick them up during lunch break. She is
also the driver for the school bus. But she still enjoys teaching and working in a one-
teacher school. To Mrs. Jones, all these duties are rewarding.

Source: Moltotle, K. (2000). Mutigrade teaching:

Introduction to multigrade teaching, Module 1.
Canada: The Commonwealth of Learning.

1. How is Mrs. Jones benefiting from her experience as a teacher at the multigrade
school?

2. If you were Mrs. Jones, how would you use the advantages of multigrade teaching to
make your workload lighter?

UNIT 2

Classroom Organization
and Management

Source: https://rb.gy/9e5vby

LEARNING CONTENTS
INTRODUCTION
 Timetabling and
This unit focuses on organization and Scheduling
management of multigrade classes.  Classroom Organization
 Classroom Management
As you go over the lessons, you will learn the
approaches in organizing a timetable or class
program for a multigrade class. You will also be LEARNING OUTCOMES
introduced to the features of a multigrade
classroom and how to organize the physical At the end of this unit, you will
layout/arrangement of the class. Moreover, you be able to do the following:
will also learn how to manage a multigrade 1. Gather data on classroom
classroom, including suggested techniques management practices
that will help you manage your learners for employed by multigrade
them to learn effectively. teachers in the locality; and
2. Draw/Sketch classroom
You need 14 hours to finish all the lessons and layout for a multigrade
activities provided in this unit. May the lessons class;
and insights you will gain in this unit help you in 3. Create a timetable/class
your future teaching endeavors, especially program for a multigrade
when you are given the opportunity to teach class; and
and handle multigrade classes. 4. Create a sample schedule
for one period based on the
timetable/class program
29

Let’s Twit What We Know

Brainstorming
Directions: List down as many ideas as you can about classroom organization and
management. Then create a word cloud of these ideas. Main ideas may be written in
bigger size as in the given example. You may create your own design.

Source: rb.gy/6meeze

Your Word Cloud Here!

Lesson
6 Timetabling and Scheduling

“A plan is what a schedule is when. It takes both a plan and a

schedule to get things done.”
(Peter Turla)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Create a timetable/class program for a multigrade class; and
 Create a sample schedule for one period based on the timetable/class
program.

Let’s Face the Facts

What is a Timetable?

A timetable is a means by which educational resources are shared in a school system by

both the teacher and the learners to provide educational opportunities and alternatives
for the learners.

A timetable shows how the periods of each school day should be spent. The more
effectively your resources are used, the better the learning. It should be remembered that
the organization of the timetable affects the entire school and should therefore reflect the
educational programme and the philosophy of the school. A timetable is essential for the
smooth running of both multigrade and monograde schools (Moltotle, 2000).

Benefits of a Timetable

A well-designed timetable enables learners to prepare themselves for what happens next
and this preparation facilitates learning. The learners pace themselves according to the
work that must be completed. The timetable should be properly structured to address the
needs of the learners. The age, attention span, abilities, interests and ambitions of
learners should be considered when the timetable is designed.

A timetable enables you, the teacher, to pace yourself. Therefore, you will use your skills
and competencies more effectively. A timetable also helps you to manage your time and
instructional resources like the chalkboard, learning corners or classroom space.

Factors to Consider in Designing a Timetable

When preparing a timetable, you should pay attention to:

 The contact time available for teaching. Contact time is the amount of teaching
time you spend with your class.
 The subjects you wish to include in the timetable and the weight you give to each
subject.
31

 Flexibility to be incorporated in the timetable. You must allow for changing

circumstances.
 The available resources, for example, space and facilities.
 The topics that may be integrated or combined.
 Subject sequencing. For example, you may do mathematics followed by art or
storytelling.
 Attitudes of your learners towards certain subjects and even the community’s
attitudes towards some subject areas such as AIDS, sex education, politics and
so forth.
 Availability of public utilities. This can affect your timetable. For example, a lack of
water may affect your home economics lessons.
 Duration of periods. You may want to use double or triple periods for special
activities like art and craft.

 Availability of knowledgeable persons with skills to offer. For example, you may
have members of your community teach sports, music, art and craft.

Approaches to Timetables

A multigrade teacher needs to be open to a variety of timetable approaches. Some of the

timetable approaches known are the subject staggering approach, common subject
approach and subject grouping approach. The first two approaches will be discussed
here.

1. Subject Staggering Approach

If you decide to divide the morning into three subject areas, one grade could work on
mathematics, another grade on science and maybe the third on creative arts. Then your
timetable may look like the example below.

Time Grade 4 Grade 5 Grade 6

9:00-9:30 Mathematics Science English
9:30-10:00 Mathematics Arts Reading
10:00-10:30 English Arts Science

Source: Commonwealth Secretariat, Caribbean Community

Secretariat and Commonwealth of Learning. (1998: 39).
Multigrade Teaching Programme. Module 5: Timetabling and
Scheduling. London: Commonwealth Secretariat.

Let us say you have the above timetable. This means that all grades have to be on task
according to the indicated times. The programme requires that your preparation be ready
and in order. The group leaders that we mentioned earlier in this module will now prove
to be very helpful to you and the class. The leaders will distribute the materials that you
prepared. These materials could be worksheets, mathematics games or reading
passages. The activities must include clear instructions so that the learners can follow
them while you are teaching or helping one grade. For example, you could be with Grade
5 students for science at 9:00 while Grade 4 and 6 students are doing independent work
in mathematics and language arts, respectively.
32

2. Common Subject Approach

The common subject approach refers to a program whereby the multigrade teacher
teaches the same subject to all grades. The learners will, however, be doing different
things.

For example, during a lesson on language, the following activities may be taking place:
Grade 1: Writing patterns
Grade 3: Reading pages 1 to 2
Grade 5: Vocabulary building

This type of timetable, like the subject staggering approach, gives the teacher an
opportunity to work with one group while other groups do some other activities. There is
also an opportunity for the learners to help each other, as they are at different levels.

Monday Tuesday
Period Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3
1 Math Math Math P.E. P.E. P.E.
2 Reading Reading Reading Social Social Social
Studies Studies Studies
3 Science Science Science Reading Reading Reading
BREAK BREAK
4 Music Music Music Arts

Source: Commonwealth Secretariat, Caribbean Community

Secretariat and Commonwealth of Learning. (1998: 41).
Multigrade Teaching Programme. Module 5: Timetabling
and Scheduling. London: Commonwealth Secretariat.

For this type of timetable, the learners would mainly be working with their textbooks or on
worksheets. This usually gives the teacher a good chance to go around the room helping
and guiding learners. The teacher also may use this period, while some learners are
working on their own, to introduce a new concept or topic to one of the grades.

Approaches in Organizing Class Program

for Multigrade Classes in the Philippines

In the Philippine basic education, a timetable is popularly known as the class

program. A class program in DepEd is a daily class schedule indicating the time and
number of minutes allotted for the learning areas/subjects. The following are approaches
in organizing the class program of multigrade classes in the country:

1. Subject Staggering. Subjects requiring more teacher-pupil interaction are grouped

within those requiring less, e.g. in a 3-grade class, one or two grades work
independently on Arts, while the teacher works intensively with another group in
English or Math. The two grades may be assigned different activities with pupil
leaders monitoring the activity.
2. Subject Integration. Subjects which easily lead to integration are presented by the
teacher to all grades at the same time. This may be in Filipino and Araling
Panlipunan or EsP, or in English and Science and Health.
3. Common Timetable. A subject is presented in all grades by the teacher in a given
schedule with each grade having prescribed work program planned by the
teacher. Age, grade level, and/or ability of pupils should be considered by the
teacher in designing the program. For example, in a class of 3 grades, Grades 1,
2, and 3 may be
33

4. Integrated Day. There is no fixed timetable in this option. Pupils are independent
learners who are free to choose what subjects to study and when. This approach
is usually difficult to use in large classes because it demands lots of pupil-pupil
interaction and close monitoring on the part of the teacher.
5. Subject Grouping. Subjects may be grouped based on the medium of instruction
used. Subjects using the same medium of instruction may be taught on prescribed
days (e.g. MWF, TTH).

Adapted from Enclosure 3 of DECS Order 96, s.1997

Schedule

A schedule is an overall plan of events that is prepared by the teacher. It identifies the
following:
 how the lesson will be presented
 which group the teacher will be teaching
 what the other groups will be doing.

Purposes of a Schedule

A schedule helps the teacher to manage the class and available time better. It helps the
multigrade teacher to develop lessons with a variety of teaching strategies. An example
of a schedule is given below. It is based on a class that is divided into three groups, but
could be adapted for fewer or more groups. The chart identifies the group that the teacher
is assisting.

Time Group 1 Group 2 Group 3

8:00-9:00 8:00-8:15 8:00-8:15 8:00-8:15
Reading (new Word game Silent reading (for
vocabulary) (independent group main ideas)
TEACHER activity)
8:15-8:35 8:15-8:35 8:15-8:35
Word game Vocabulary Group discussion
(independent group TEACHER)
activity)
8:35-9:00 8:35-9:00 8:35-9:00
Silent reading Word game Feedback from
(independent group passage read
activity) TEACHER
34

Let’s Instaccomplish These

Activity 1. Creating Timetable/Class Program

Directions: Create a class program for a multigrade class composed of Grades 2 & 3.
Consider all the subjects taught in these grade levels and the prescribed time allotment
per subject by DepEd. Then identify the approach you employed in creating the class
program.
35

Activity 2. Creating a Schedule

Directions: Out from the class program you have made, choose only one period and then
create a schedule of the lessons that will be delivered in the subject/s involved for each
class. Identify also the methods and activities that will be employed in each of the class.
36

Lesson
7 Classroom Organization

“Organizing is what you do before you do something, so that

when you do it, it is not all mixed up.”
(A.A. Milne)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Draw/Sketch a classroom layout for a multigrade class.

Let’s Face the Facts

Classroom organization in a multigrade classroom varies according to circumstances.

The circumstances may include available resources, the learners, the environment, the
curriculum, learner ages, the number of learners, the health of the learners, the training
level and experience of the teacher and the number of grades in a class. The seating
arrangement in a multigrade class is very important because it enhances the learning
environment.

Features of Multigrade Classroom Environment

Effective multigrade teaching and learning is best facilitated in a conducive learning

environment. The physical layout and/or arrangement of the classroom affect to large
extent the conduct of pupils’ activities.

The following are some basic features that should be considered in planning the layout
of multigrade classroom/environment:

1. Learning Centers. These are semi-private, (partially enclosed by a low blackboard,

shelf or easel) areas for small groups to work together. These are work situations
that the children use with or without teachers guidance or supervision depending
upon the nature of activity. For example, a Science experiments would require
teacher supervision but mathematics or reading game or activity card that has
been introduced earlier may not require constant teacher guidance. One
advantage of learning centers or areas would be the fact that they allow and
encourage children to work in a self-directed or independent way.
2. Learning Materials. Learning materials are among the most important part of the
physical environment within which effective MG teaching can take place. These
are textbooks, reference books, periodicals, digest magazines, teacher-made
materials, board games, puzzles, activity cards and toys. Supplies and raw
materials for children’s project, such as colored paper, glue, Popsicle sticks, and
recyclables like plastic straws, bottle caps, toilet paper spools, cardboard boxes,
and plastic containers are considered learning materials.
3. Furniture and Equipment. Ideally, furniture (desks, tables, chairs) in a multigrade
classroom should be of the movable type so that there can be a greater flexibility
in arranging and rearranging them and the classroom layout will be able to provide
for the following activities:
37

 A whole group period, like, class schedule for the day, special projects,
classroom rules, problems that must be dealt with as a group, introduction
of new materials and topics;
 Small group activities for working on tasks or activities for specific subject
areas, including discussion, writing, reading, arts, crafts, experiments;
Individual or independent work so children can read, write, work on
individual projects; and
 Indoor games, dramatization, and role play
4. Ventilation and Lighting. All areas of the multigrade classroom should be well-
ventilated and adequately lighted.
5. Outdoor space. Part of a multigrade learning environment is the outdoor space
which should be utilized to the fullest during fine weather. The outdoor space is
the best learning laboratory for several subjects like Science, EPP, Araling
Panlipunan, and PE.

Adapted from Enclosure 2 of DECS Order 96, s.1997

For learners in multigrade classes to participate in, and be receptive towards the learning
process, they must be comfortable, and they must be able to recognize clearly delineated
areas of activity within the classroom (UNESCO, 2001).

Physical Arrangement/Layout of Multigrade Classroom

The following are two models of classroom arrangement utilized by multigrade

schools in South Africa.

Figure 1. Classroom Arrangement Model

Source: Southern African Development Community (2000)
In Figure 1, you will notice that the learners’ and the teacher’s sitting positions allow them
to see the chalkboards. There is enough space for learners to move around. Notice that
the teacher is also in a position where she or he can see all the learners. The youngest
38

students are close to the teacher because they need help more often than the older ones.
Young students are also at an age when an adult’s presence is important to them. They
need to be reassured. The time-out area is close to the teacher because the teacher must
keep an eye on a child who has to be disciplined. Therefore, the teacher needs to be
close to the child to ensure that the learner does what is required of him or her while in
the time-out area. You must always remember that the learner must learn something from
being disciplined. You must not forget the presence of the learner in the time-out area.
The learner should return to his or her place after a specified period.

There are two chalkboards in two areas of the classroom. This means that all learners
are close to a board. Such an arrangement is helpful for learners with poor eyesight. You
should have low chalk and display boards so that the students can use them.

Now, let’s take a look at another model.

Figure 2. Classroom Arrangement for Story Time

Source: Southern African Development Community (2000)

Model 2 looks different because the learners will be listening to a story told by the teacher
and the learners themselves. Therefore, the classroom furniture was rearranged to
accommodate the story-telling session. You will need to keep in mind that the teacher will
have chosen a story that the learners in all four grades will enjoy. There will be times
when the story will only be appropriate for the youngest or the oldest learners. The
arrangement will then change, depending on the story to be told and the learners involved.
Do remember that you also have an outside classroom space that you could use for
39

storytelling. The outside classroom space must also be arranged. You need to be sure
that on a hot day, your learners will sit under shade. You also need to be close enough to
keep track of the children who are working on their own in the classroom.

For the suggested physical arrangement/layout of multigrade classroom in the

Philippines, go over Enclosure 1 of DECS Order 96, s.1997 available in the given link:

 https://www.deped.gov.ph/1997/11/14/do-96-s-1997-policies-and-guidelines-in-
the-organization-and-operation-of-multigrade-mg-classes/

Let’s Instaccomplish This

Activity 1. Drawing/Sketching a Multigrade Classroom Layout

Directions: Mrs. Domen is a neophyte teacher who teaches a multigrade class of thirty
learners composed of grades 3 and 4 in Dulian Elementary School, Dumingag,
Zamboanga del Sur. Mrs. Domen has requested your help to arrange and organize her
classroom. Based on what you have learned in this lesson, draw/sketch a classroom
layout that will help her create a good learning environment for her learners. Please label
the areas or classroom features.
40

Lesson
8 Classroom Management

“In an effective classroom, students should not only know what

they are doing. They should also know why and how.”
(Harry Wong)

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Gather data on classroom management practices employed by multigrade
teachers in the locality; and
 Project how one would effectively manage a multigrade class.

Let’s Face the Facts

Multigrade teaching is all about classroom organization, student management, and,

ultimately, the successful transmission of grade-specific curricula. It is your responsibility
as a multigrade teacher to plan and organize your classroom to get the best results from
the space and resources available to you. Management of a multigrade classroom
revolves around three dimensions as depicted in Figure 1. Classroom organization is a
way of arranging seating or sitting positions and various learning centers in a classroom.

Classroom Management in Multigrade Classes

Classroom management in multigrade classes, just like monograde classes, takes into
account three dimensions. These dimensions include the classroom, the teacher and the
learners.

1. Learners
Multigrade teachers must manage the learners under their care. They must ensure
that the learners work diligently to complete their assignments, display appropriate
behavior and act responsibly. By guiding students and using themselves as
exemplary models, the teachers help students to develop healthy communication
and relationship skills. It is important that multigrade teachers manage a caring
and nurturing environment so that students can develop their full potential.

2. Teachers
Multigrade teachers must manage the learners under their care. They must ensure
that the learners work diligently to complete their assignments, display appropriate
behavior and act responsibly. By guiding students and using themselves as
exemplary models, the teachers help students to develop healthy communication
and relationship skills. It is important that multigrade teachers manage a caring
and nurturing environment so that students can develop their full potential.

As a multigrade teacher, you are the key to planning, designing, and managing a
range of both grade-appropriate and mixed-grade activities for children to keep
them engaged in learning. Your efficiency and effectiveness rest on creating a
41

classroom conducive to learning by developing exciting and stimulating activities

ranging from group work to independent study. You play a central role in managing
the classroom in the following ways:

 planning the use of the classroom “space”, especially flexible seating

arrangements for both of you and your students;
 planning and carrying out multiple lessons at the same time;
 designing activities for students to keep them involved;
 creating, arranging, and using teaching and learning materials; and
 establishing norms of behavior expected of students to keep them
learning.

3. Classroom
Multigrade teachers also manage the physical conditions within the classroom,
the materials, activities and routines. The physical conditions of a classroom
include the arrangement and organization of tables, desks, and other classroom
facilities/resources, lighting, and ventilation.

The teaching and learning materials that both the learners and teachers need to
enhance the teaching-learning process are also managed by teachers.
Frequently, these materials are referred to as books and teaching aids.

Teachers are responsible for facilitating all the learning activities in the classroom
and for establishing and maintaining routines.

Routines are procedures that are used to make learning and teaching easier. For
example, routines may be established for cleaning the boards or changing
displays.

The above dimensions are not the only areas we could consider. However, the
three dimensions model is one of the ways we can help you as a multigrade
teacher realize how much is under the umbrella of management.

In order to realize these functions effectively, you need to focus on many levels of
classroom management. This starts with an assessment of what your classroom looks
like now and your vision of how you want it to look in the future.

When you first get assigned to a school which has – or should have – multigrade
teaching, it is essential to take time to gain a clear understanding of the context of your
multigrade classroom. You can start by asking yourself the following questions:
 Where is my school located? How far do my students walk/travel to get there?
 What grades am I teaching? What are my students’ age and abilities? How might
I best work with and take advantage of a wide range of ages and abilities?
 What kind of family background do my students come from? What is their
economic status?
 What language do my students speak at home?
 Do any of my pupils have special education needs with regard to their physical or
cognitive abilities? What can I do to respond to these needs?
 What resources do I have to make the classroom and school work better?
 Based on the curriculum, what should be taught to each grade and well my pupils
learned the curriculum so far?
 To what extent do my head teacher/principal and other teachers in my school
understand and practice multigrade teaching?
 Do parents of my pupils understand and support multigrade teaching? If not, what
can I do to help them understand the need for such teaching?
42

Once you have a good understanding of your learners in class, you can create a vision in
your mind about what you want your multigrade classroom to look like.

Techniques in Managing a Multigrade Class

 Organize your day such that you include activities appropriate for various levels of
your learners’ abilities.
 Motivate your learners through individualized teaching that includes praise,
encouragement and an immediate feedback as soon as the learner completes the
task.
 As a multigrade teacher, acknowledge the fact that learners have varied interests.
 After giving instructions to the learners, walk around the classroom to give special
help to those who need it. Even though you are unable to give each learner that
special attention, try to make all the children know you are aware of them by using
eye contact and smiling or touching them lightly on the shoulder.
 Make sure all learners are occupied meaningfully.
 Create an atmosphere that will make learners know that apart from being their
teacher, you are also like a friend, a parent, or an older brother or sister. Therefore,
they can talk to you in that capacity.

Source: Commonwealth Secretariat and Caribbean Community

Secretariat. (1998). Multigrade Teaching Programme. Module
6: Classroom Management and Organisation. London:
Commonwealth Secretariat.

Management of Physical Resources

Many multigrade schools are located in communities that are very poor, so you must learn
to manage the few physical resources you have. There are four golden rules of managing
these limited resources. These are:
 Check everything regularly.
 Repair damage immediately.
 Use the right tools.
 Teach your learners the sense of responsibility and ownership by telling them to
handle and take good care of the limited resources available.
43

Let’s Instaccomplish These

Activity 1. Teacher Interview

Directions: Interview 2-3 multigrade teachers in your locality on the classroom

management practices they employed in their respective classes. Synthesize and list their
classroom management practices on the given table and discuss how each is
implemented in the multigrade class.

Important Reminders!
Politely ask interviewees’ consent for the interview. Strictly observe health protocols
during the interview such as wearing of face mask and face shield, observing physical
distancing, and avoiding person-to person contact such as handshaking, the usual
gesture of solidarity.

Classroom Management Practices Discussion

Activity 2. Reflection Paper Writing

Directions: Imagine you will handle a multigrade class in the future. How will you manage
the class? Reflect by completing the given statement.

If I were given a chance to teach multigrade classes in the future, for effective
classroom management, I would….
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45

Let’s Spot the Answers

Modified True or False

Directions: Based on what you have learned in this unit, identify the following statements
as true or false. Write on the given spaces True if the statement is true and False if not.
Moreover, if the statement is false, underline the word/s that make/s it false and write the
appropriate word/s above it to make the statement true.

1. A timetable is a plan showing how the time of each 1. _________

school day should be spent.

2. You don’t need to consider the age, attention span 2. _________

and abilities of your learners when drawing a timetable.

3. A timetable should be flexible. 3. _________

4. In the common subject approach, all learners may be 4. _________

working on the same topic at different levels.

5. In managing multigrade classes, a teacher has to consider 5. _________

only the classroom/physical environment.

6. In a multigrade class, the teacher must take into account 6. _________

learners’ differences.

7. The learner is always the primary consideration 7. _________

in a multigrade setting.

8. Learning parks are semi-private areas in a multigrade 8. _________

classroom for small groups to work together.

9. A multigrade class arrangement is permanent. 9. _________

10. In subject grouping approach, learners are free to choose 10. _________

what subjects to study and when.

References

Briones, L.M. (2020). In a review of the current situation and practices of multigrade
schools in the Philippines. DepEd, UNICEF, and SEAMEO INNOTECH. Retrieved
on August 12, 2020 from https://www.seameo-innotech.org/wp-
content/uploads/2020/01/Summary- Report-Review-of-the-Current-Situation-
and-Practices-of-PHL-Multigrade- Schools-comp.pdf

Cervantes, M.G. (2013). Multi grade classes in Philippine education. Retrieved on

August 15, 2020 from https://www.scribd.com/doc/147297262/Multi-Grade-
Classes-in-Philippine- Education

DECS Order No. 96, s.1997. Policies and guidelines in the organization and operation of
multigrade classes. Retrieved on August 12, 2020 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/

DepEd (29, March 2012). Multigrade classes bring more children to school (29, March
2012). Retrieved on August 11, 2020 from
https://www.officialgazette.gov.ph/2012/03/29/multigrade-classes-bring-more-
children-to-school/

DepEd Order No.81, s.2009. Strengthening the implementation of multigrade program in

Philippine education. Retrieved from on August 12, 2020
https://www.deped.gov.ph/2009/07/24/do- 81-s-2009-strengthening-the-
implementation-of-multigrade-program-in- philippine-education-amended-by/

DepEd, SEAMEO INNOTECH, and UNICEF (2020). A review of the current situation and
practices of multigrade schools in the Philippines. https://www.seameo-
innotech.org/wp-content/uploads/2020/01/Summary- Report-Review-of-
the-Current-Situation-and-Practices-of-PHL-Multigrade- Schools-comp.pdf

Little, A. (2006). Education for all and multigrade teaching: Challenges and opportunities.
Springer.

Little, A. (2004). Learning and teaching in multigrade settings. Retrieved on August 9,

2020 from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.605.7317&rep=rep1&t
ype=pdf

Mathot, G.B. (2001). A handbook for teachers of multi-grade classes. France: UNESCO.

Moltotle, K. (2000). Mutigrade teaching: Introduction to multigrade teaching,

Module 1. Canada: The Commonwealth of Learning.

SEAMEO INNOTECH, DepEd (2013). Profile of multigrade schools in the Philippines.

Retrieved on August 10, 2020 from http://www.seameo-innotech.org/wp-
content/uploads/2014/01/PolRes_ProfileofMultigradeSchoosInThePhilippines.pdf

UNESCO Bangkok (2013). Practical tips for teaching multi-grade classes

UNIT 3

Teaching Effectively
in a Multigrade Classroom

Source: https://cutt.ly/rjS6l1u

LEARNING CONTENTS
INTRODUCTION
 Teaching Strategies
This unit will provide you theoretical  Developing Teaching and
knowledge on how to effectively teach Learning Materials
multigrade learners. This includes lessons on  Assessing Teaching and
the teaching strategies that can be used for a Learning Performance in
multigrade class, developing teaching and Multigrade Classes
learning materials, assessing and evaluating  Lesson Planning
learning in multigrade classes, and lesson
planning.
LEARNING OUTCOMES
At the end of this unit, you will
be able to do the following:
1. Discuss the advantages of
the teaching strategies for
multigrade classes;
2. Identify teaching and
learning materials that can
be used for multigrade
classes;
3. Compare assessment in
multigrade classes to that in
monograde classes; and
4. Write a lesson plan for a
multigrade class.
Let’s Twit What We Know

Inferring
Directions: Answer the given question below. Then write your insights inside the box.

In your own point of view, do you think the teaching strategies, instructional materials,
and assessment strategies used in monograde class also work with multigrade
learners? Explain. (10 pts.)
Lesson
9 Teaching Strategies

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Discuss the advantages of the teaching strategies for multigrade classes.

Let’s Face the Facts

This lesson will expose you to a range of teaching strategies that you can use with your
multigrade class.

What Are Teaching Strategies?

Teaching is a process of guiding and enabling an individual to learn new ideas and skills
and to develop new values and attitudes. The main goal of teachers is to help students
learn. Learners are different; therefore, they learn in different ways. That is why teachers
should use a variety of methods to cater to different learners. These methods are referred
to as teaching strategies.

Teaching strategies play an important role in an effective multigrade class. The following
are some of the teaching strategies that can be implemented by a multigrade teacher:

1. Group Work
In this approach, a teacher organizes learners to work in smaller groups according to their
abilities, interests, and ages. But how should groups be formed? When should you use
them? What are the different ways to use them?

Groups are formed in a variety of ways, depending on the type of lesson you want to
teach. Below are examples of how learners can be grouped.

 Mixed ability groups: slow and fast learners are grouped together.
 Same ability groups: all learners progress at more or less the same pace.
 Social groups: learners with the same or mixed backgrounds are grouped
together.
 Gender groups: the boys and girls are separated.
 Interest groups: all learners show interest in the same activity or topic.
 Peer groups: friends who like to work together are placed in the same group.
 Random groups: learners are chosen in no particular criteria of preference.
 Pair grouping: two learners work together.

Group work is a good way to organize your class. It is learner-centered and can be used
all the time. It allows learners to sit together in an organized manner. When grouping, give
your learners the opportunity to name their own groups. This elicits pride and a sense of
ownership.

Since you can arrange groups in a variety of ways, you can make up groups that suit your
needs and those of your learners. Change your groups from time to time. Do not use the
same grouping all the time. Give your learners the opportunity to interact with other
learners.

When you set up your classroom for group work, you may place the tables in small groups
as illustrated in Figure 1, or you can arrange the tables so that all students sit facing the
teacher as in Figure 2.
In order to avoid idleness or boredom, the teacher must prepare as many appropriate
activities as possible. You can also assign duties to various group members. Certain skills
can be enhanced through group activities. For example:
 Group leader - could develop leadership skills.
 Secretary - could develop writing skills.
 Timekeeper - could become more aware of and develop a respect for time.

The above responsibilities should be rotated among the learners so that all of them get
an opportunity to do different chores and to develop new skills.

Advantages and Disadvantages of Group Work

Group work has both advantages and disadvantages for students.

Advantages
 Learners can share skills and work cooperatively.
 Resources can be rotated among a number of groups.
 Learners can develop self-confidence and independent learning skills.
 Group work can increase participation and involvement.
 Group work allows for individual differences so the learner learns more effectively.
 The teacher can attend to learners who need more attention.

Disadvantages
 Some learners ridicule others in a group because of their disabilities.
 Some learners tend to dominate the group.
 Shy learners may be ignored or be disadvantaged.

As a teacher, you must observe groups carefully so that you can recognize and remediate
these types of problems as quickly as possible.

2. Peer Teaching
This is an approach in which students serve as teachers or coaches to other students in
the same or different grade levels.
The older or more advanced children can often teach other students. Peer teaching is
frequently effective because learners use their own language patterns during their
interactions. Peer teaching also develops the peer leader’s self-confidence. The peer
leader should understand his or her roles clearly. The peer leader should be well
organised and prepared. Peer teaching can also be used to develop practical skills related
to farm work, road safety, sports and first aid. Peer teaching is useful in managing
situations because the peer teacher can assist by working with individual students in
groups while the teacher is with another class. The following guidelines will help you to
ensure that peer teaching works effectively.

The teacher should:

 prepare peer leaders in advance by explaining their roles and their tasks clearly;
 help peer leaders to gather materials needed for the activities to be conducted;
and
 evaluate the peer leaders. Note what actually took place and what needs to be
done next.

The peer leader should:
 understand the task;
 develop positive skills for dealing with others; and
 report to the teacher the successes or weaknesses of peers.

3. Drama
This is an approach that requires learners to act out stories or themes referring to a
specific topic. Dramas help learners to acquire concepts, skills, attitudes and values.

On their own, learners cannot articulate a situation in order to translate it into a play or
drama. You will therefore be required to ensure that your learners understand the
concepts, attitudes and skills that may be required to dramatize effectively.

4. Project Approach
This method allows learners to devise ways and means for exploring a subject in depth.
It involves investigating or solving a problem individually or in groups.

The starting point of a project can be triggered by a problem, the syllabus, the learner or
an incident. There are many more starting points you could use in your multigrade class.

The following steps might be helpful in planning for the project:

Planning Stage
 Let the learners brainstorm the topic to generate ideas.
 Prioritize the ideas. In this case, organize them into a chronological sequence.
What must be completed before each step can take place?
 Ensure that the project is very clear to all your learners.
Preparations
 Identify the tools, equipment and resources that will be required.
 Group the learners according to specific tasks they will be required to perform in
the project.
 Assign a group leader.
Performance
 Once everyone is ready to work on the task, let them start.
 When the need arises, you should act as a coordinator or expert.
Evaluation
 Once the project is completed, hold a session with all your learners. Ask them to
identify the successes that were achieved or the problems that arose.
 Always reward successes and encourage learners whose performance might
have been weak.

As indicated earlier, projects arise out of identified needs. It is rewarding when the
learners identify their own projects and you help to facilitate the realization of the projects.
Learners have potential. Nurture this potential.

Aside from group work, peer teaching, drama, and project approach, you might also find
the following teaching strategies helpful to your multigrade class:
 Games
 Pair learning
 Demonstration
 Debate

Factors to Consider When Selecting Teaching Strategies

Before you select a particular teaching strategy, you should always take the following
factors into consideration:
 Number of learners in each grade
 Learners’ abilities
 Learners’ cultural backgrounds and languages
 Learners’ age
 Socioeconomic factors that may affect the learners, the community, and yourself
 Available resources, including teaching aids, personnel (teachers and community)
and learning space

Source: Motlotle, K. (2000). Mutigrade teaching: Classroom organisation and

management, Module 2. Canada: The Commonwealth of Learning

Developing Teaching Strategies

As a multigrade teacher, you can also develop your own teaching strategies. Depending
on the purpose of a particular lesson, as a multigrade teacher, you enjoy the freedom to
decide:
 what stage of instruction requires your personal attention and coaching and when
to work closely with one group or grade;
 what stage of learning requires self-study or exercises in an individual student’s
workbook, when students should work in groups, and when they can do exercises
individually;
 which activities can be handled by your peer tutors; and
 what activities can promote more group work independent of you as the teacher

These approaches can be combined with one another depending on the situation inside
the classroom. You have the flexibility to experiment with them until you find the most
appropriate fit for your students.

In doing this, you may find the following strategies useful:

Strategy 1: Teach all groups/grades together.

You can decide which lessons or units are suitable to be taught to all students together.
In this kind of instruction, you provide the same content, use the same teaching and
learning methodology in transmitting the content, and expect the same learning outcomes
from all students, irrespective of their formally assigned grade – but because of your
multigrade classroom, you can have older students work with younger ones both for better
learning and to build a sense of classroom solidarity.
Involve higher grades by using a number chart and asking each student to point to the
correct number as it is read out. After you have read the story, ask students to sit in
groups. At the center of each group, place a pile of flash-cards with the numbers 1-10.
Call out the numbers randomly, and students try to pick up the announced number first.
The group that recognizes the most numbers fastest wins.

Strategy 2: Teach one grade while others work independently

It may be useful to decide on a time during the day to devote to each separate grade
group. After a short period of teacher-led instruction, one group can be left with their peer
tutor, or students can practice independently in their workbooks while you move on to
work with another grade group. Your teacher-led activities can be rotated across your
grades and groups as needed. To promote continuity in learning, it is helpful to remind
your students at the beginning and end of each teaching session what they are doing and
why.

Example: Using the above lesson on numbers as the whole-classroom introduction, you
can work with Grade 1 first on the cardinal numbers 1-10, then move to Grade 2 and focus
on the ordinal version of these numbers (first, second, third). If you have a Grade 3, you
can later move to that group and work on related concepts such as single, double, and
triple.

Strategy 3: Teach one subject to all grades and at varying levels of difficulty
This strategy allows you to group children of different grades, ages, and abilities together
and teach them the same curriculum theme at the same time. You can first focus on
common elements and then follow this with differentiated tasks and activities.

A few minutes of explanation and practice around the theme at the start of the lesson can
get students of all levels thinking about and using the concepts and skills they will need.
You can then direct more demanding questions at older or more able students and ask
younger or less able students more supportive questions. In this way all students can
participate at their own level and make some contribution to the lesson.
Strategy 4: Develop activities for non-taught groups
Higher grades or older students can sometimes be left on their own to investigate and
gather information by themselves. This leaves you with more time to work with students
who need more support. You may have different expectations of the learning outcomes
for non-taught groups. Some examples of activities for non-taught groups for different
subject areas are presented below.
Strategy 5: Develop peer, cross-age and cross-grade teaching strategies
Cross-age tutoring is based on the pairing of students and is used extensively in most
multigrade classrooms so that older children can help younger students with their lessons.
The peer tutor begins by asking general questions to assess the younger student’s
understanding of the topic; then gradually moves on to more difficult questions. Peer
tutoring has been found to be an effective strategy in multigrade situations as it trains
students to use a sequenced series of questions and helps scaffold their learning to higher
levels. This strategy works well for children with learning disabilities and other special
education needs, children from ethnic or linguistic minorities, and children who have not
gone through some kind of pre-school program. Peer tutoring is used on a regular basis
to reinforce concepts which you have already presented at the beginning of class or in a
previous lesson.

Example: This strategy can be adapted by using a game format in which the class is
divided into two teams. Each tutor-tutee pair is assigned to a team. The tutor asks a series
of pre-determined questions and awards points for the tutee’s correct answers. Each
pair’s points are totalled to determine the team score. This method allows for competition
between teams, but not directly between pairs. Tutoring pairs and teams are changed on
a weekly basis to ensure all students have the chance to be on a winning team.

Strategy 6: Relate learning with daily experience

Relating a topic you are teaching to your students’ daily lives, traditions, and culture helps
them understand a concept more clearly than any other mode of teaching. You may
therefore want to enhance the curriculum by supplementing it with additional activities and
learning tools which relate directly to the local environment. For example, the concept of
money transaction in arithmetic can begin with a common introduction for all grades. The
process of transaction can then be explained by using your country’s notes and coins.
You can do this by showing your students locally bought items, giving the cost of each
item and asking individual students or groups to calculate what combinations of coins and
notes could be used for that amount of money. You can extend this by introducing games
or role plays based on giving and receiving correct sums of money. This can be successful
as a multi-level technique in a multigrade situation by using daily experiences with
different activities depending upon the age and maturity levels of your students. Some
examples of relating learning with daily experiences and local culture include those from
local festivals, traditional dress and music, eating habits, etc.

Creating Active Learning Strategies

In summary, the improvement of student learning is your central challenge as a multigrade
teacher. Active, child-centered learning is the best way to achieve desired student
learning outcomes – academic as well as social and psychological. You can promote
active learning by making a few specific changes in your teaching methods, such as:
 placing children at the center of your attention and helping them progress through
their own milestones and stages of learning at their own pace and speed
 providing learning opportunities through multi-age and multigrade activities in the
same room to ensure that each student participates in the learning process
 encouraging each student in a group to explore, ask questions, show
inquisitiveness to learn something new, and learn by doing and through play
 building a culture of collective learning in the class by choosing activities that suit
the composition and maturity of each group
 using flexible methods such as cooperative learning, peer tutoring, teacher-led
instruction, and self-reading and study
 building a classroom environment filled with group activities, information sharing,
and opportunities for individual learning through the classroom library and reading
corners
 working out a detailed weekly, monthly, and yearly plan for scheduling activities,
subjects, and teaching methods
 keeping a checklist to follow how students are spending their time during school
hours and the activities that waste the most time
 linking all learning with competency-based assessment

Source: Practical tips for teaching multi-grade classes (2013). Thailand: UNESCO
Bangkok.
Let’s Instaccomplish These

Activity 1. Discussing Advantages

Directions: Discuss the advantages of using the following strategies in a multigrade

classroom.

Strategies Advantages
(How Will Each Strategy Help Me in
Dealing with Multigrade Learners)
Teaching all groups/grades together

Teaching one grade while others work

independently

Teaching one subject to all grades and at

varying levels of difficulty

Developing activities for non-taught

groups

Using peer, cross-age and cross-grade

teaching strategies

Relating learning with daily experience

Lesson Developing Teaching
10 and Learning Materials

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Identify other teaching and learning materials that can be used for
multigrade classes.

Let’s Face the Facts

One of the challenging but also enjoyable tasks of being a multigrade teacher is the
chance to prepare a wide range of teaching and learning materials for the grade levels
and subjects you teach. To keep this organized, each set of grade level materials can be
placed in a folder including specific content to be taught and guidelines on how to teach
it in the most effective way.

Teaching and learning materials should be developed keeping in mind flexible grouping
across grades. If possible, the following can be used as support material in the class and
be openly displayed for all students to use:
 books,
 play materials and toys,
 specific subject kits, story books,
 musical instruments
 dictionaries (and even an encyclopedia if available),
 paper, pencils, crayons, paint, colour markers, a whiteboard or chart paper
 maps,
 models.

You can also develop student worksheets on different concepts and themes in the
curriculum. These should be designed keeping in mind the level of each grade and of
individual students. The worksheets may be prepared from the reference materials
available in the class and on the basis of the theme chosen for delivery in the class.

Multigrade classes require teaching and learning materials in large quantity due to the
diverse grades studying in one classroom. These can either be visual or audio materials.

Visual
 picture cards;
 flash cards;
 word/sentence cards as well as game cards (a word-search or quiz); and
 charts (a calendar or weather chart).

Audio
 radio broadcasts;
 audio recordings; and
 tape-recorded songs/music.
Aside from these, teaching and learning materials in multigrade classrooms can also be
developed using locally available materials that are of low cost and relevant to the local
culture. These might include the following:
 local plants and flowers;
 materials such as limestone, charcoal or clay;
 discarded items like tin cans, plastic bottles, milk boxes, magazines and bicycle
parts.

Developing locally-made materials is easiest if you come from the local area and are
familiar with such resources, but your expertise as a multigrade teacher lies in improvising
materials to be integrated into teaching. It can also be useful to use the local community
as a resource in other ways; for example you could start a school garden, go on nature-
trail walks in the local area, or invite members of the community to talk to the class.

To keep track of the materials you have developed for your classroom – or might need to
develop – it is helpful to make a list of topics to enable you to identify resources and
integrate the resources that are relevant to the topic at the right time.
Let’s Instaccomplish These

Activity 1. Identifying Teaching and Learning Materials

Directions: Aside from the teaching and learning materials discussed in this lesson,
identify at least 3 (three) other materials that can be used for multigrade classes.

a. Visual

b. Audio

c. Locally-made Materials
Lesson Assessing Teaching and Learning
11 Performance in Multigrade Classes

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Compare assessment in multigrade classes and monograde classes; and
 Discuss the importance of self-reflection on one’s own teaching and the
students’ learning.

Let’s Face the Facts

As you know, the evaluation of the learning outcomes of the diverse students found in
your multigrade classroom is not always easy. But assessment is essential to find out how
well your students are performing and whether your teaching is going in the right direction.
This lesson looks at two important uses of assessment: (i) learner assessment, and (ii)
assessment of your own teaching.

Focusing more on learner assessment

As a multigrade teacher with students of many different ability levels, you must decide
what information to collect on each learner’s progress and how to collect it. Individual
learner assessment is just as important as comparative evaluation across students. The
latter is useful to evaluate one student’s progress against his/her peers, but too much and
too public evaluation around performance can lead to negative labelling of some students
as “clever” and others as “slow”.

Like all children, students in a multigrade classroom learn in a continuum, moving from
easier to more difficult material and from simple to more complex learning steps. They
follow a path of progress at their own pace. Since such self-paced learning, as an integral
part of multigrade teaching, promotes social, emotional, physical, aesthetic, and cognitive
development, one goal for you is to focus not only on cognitive/academic achievement
(e.g. reading and writing skills) but also to consider psychomotor skills and the f

Another goal you should have is to develop a positive attitude among students about
teachers and about learning. You can do this by assessing and rewarding other aspects
of your students’ development such as their willingness to assist in doing classroom tasks,
share resources with friends, and organize their own work. These outcomes deal with
attitudes, values and behaviours, but they are not easy to measure despite their
importance.

The assessment of students may be done daily or on a periodic basis depending on the
size of the class and your capacity as a teacher to work with each student in the classroom
individually. What is important is that assessment is not a one-time event but is cyclic and
continuous. It must also be adapted to the type of activity on which your students are
being assessed – group or paired work, individual work, etc. It is always helpful to reflect
on the purpose of assessment and to plan for it at four different times during the teaching
and learning process:
 before a new topic is introduced, to determine what experiences or understanding
students already have about that topic; this information will help you decide what
new information they need to be taught
 during a lesson, to find out if your students are learning the concepts being taught;
if you note problems for the class as a whole or for individual students you may
be able to solve them during the lesson
 at the end of a topic, to assess mastery prior to progression to the next topic,
decide if further remediation is required for some students, and provide feedback
to you about your own teaching methods
 at the end of a term or the school year, to assess if students have retained their
understanding of the lessons delivered

It is therefore important for you to adopt a cyclic process of assessment as illustrated in

the given figure below. The process may begin with the identification of grade- and age-
specific competencies expected to be mastered by your students.

In a multigrade teaching situation, you will have to use several methods for assessing
learner performance and learning outcomes:
 Individual assessment – select activities that help measure the learning of each
student. This may include collecting basic information through administering a
test, checking individual assignments and projects, using checklists, observing
each student’s activities and reading his/her written work, and keeping anecdotal
records of each student’s development. Keeping a portfolio for each student is an
especially rich resource that will help you assess the progress of your students
over time and maintain a more permanent record of their work.
 Group assessment – observe how well each group works as a team – who are
the leaders, who needs encouragement to participate, who prevents others from
taking part – and the quality of the group’s results. What did each individual
student contribute to the results and how?
 Self-assessment – ask your students about their favorite and most difficult
subjects. What additional help do they think they need to do better?
 Peer assessment – ask the peer tutors you have selected about the progress
each of the students they are working with is making. Should different peers be
assigned to work with students who are having problems?

In addition to measuring specific learning outcomes such as reading and arithmetic

knowledge, you may wish to observe and assess the following skills and attitudes:
 Reporting, narrating, drawing pictures, picture reading, filling in maps, etc.
 Listening, talking, expressing opinions
 Expressing oneself through body movements, creative writing, etc.
 Reasoning, making logical connections
 Questioning by expressing curiosity, asking questions
 Analyzing and drawing inferences
 Learning by doing
 Expressing concern and sensitivity towards students who are disadvantaged or
have various kinds of disabilities
 Showing cooperation by taking responsibilities seriously and sharing and working
together

Practicing Self-Reflection on Your Teaching and Your Students’ Learning

Equally important to student assessment as a means to improve your teaching and

develop new and better practices is your continuous and routine reflection on your own
teaching skills, strategies, and methods – and on any other school responsibilities you
may have. One way to do this is to keep a record of your teaching activities such as how
you plan lessons, manage the classroom, schedule subjects, develop instructional
resources, assign appropriate tasks to students, guide and counsel students with
particular learning problems, and assist parents in monitoring the progress of their
children. Periodically reflecting on how you carried out these activities and what kinds of
results were achieved, especially as you go through another cycle of teaching, can be
very useful.

Other sources of feedback on your teaching are also important. This may include
assessment from your head-teacher/principal, your fellow teachers, and even informal
feedback from your students – why not ask them what they like and do not like about the
classroom environment and individual lessons?
Let’s Instaccomplish These

Activity 1. Answer These

Directions: Answer the following questions. (5 pts.each)

1. Is assessment in multigrade classes similar to that in monograde classes? Discuss.

2. As multigrade teachers, why is it important to practice self-reflection on your own

teaching and your students’ learning?
Lesson
12 Lesson Planning

Let’s Zoom the Outcomes

At the end of this lesson, you will be able to:

 Write a lesson plan for a multigrade class.

Let’s Face the Facts

Study this sample semi-detailed multigrade lesson plan for grades 1 and 2.

GRADE ONE GRADE TWO

I.OBJECTIVE: I.OBJECTIVE:

After 40 minutes, the pupils should be After 40 minutes, the pupils should be able
able to do the following with at least to do the following with at least 75% level
75% level of accuracy: of accuracy:
• Show balance on one, two, three, • Demonstrate momentary stillness in
four, and five body parts in symmetrical and asymmetrical
playing “Taytayan nga Batang” shapes using body parts other than
both feet as a base of support in
playing “Taytayan nga Batang”

II. SUBJECT MATTER: II. SUBJECT MATTER:

Topic: Body Awareness Topic: Body Shapes and Body Actions
Context: Identify folk games in the Context: Identify folk games in the
community. community.
References: PE1BM-Ie-f-3 Misosa IV- References: PE2BM-Ig-h-16
M4 Resource Person ( Higaonon Elder)
Resource Person ( Higaonon Elder)
Background Information On the topic:
Background Information On the topic: Importance of the life stage of Higaonon
Importance of the life stage of Folks
Higaonon Folks. .
Brief Description: Folk children within
Brief Description: Folk children within the age of 7 -8 years canDemostrate
the age of 6 -7 years can show momentary stillness in symmetrical and
balance on one, two, three, four, and asymmetrical shapes using body parts
five body parts in playing “Taytayan other than both feet as a base of support
nga Batang.” in playing ”Taytayan nga Batang.”

Materials: Batang, Pictures, Materials: Batang, Pictures,magazines,

magazines,scissors scissors
Values: Cooperation, Alertness, Self- Values: Cooperation, Alertness, Self-
Discipline Discipline

III. PROCEDURE III. PROCEDURE:

A.INTRODUCTION A.INTRODUCTION

ACTIVITY: (Task Card)

• Give the pupils a puzzled
picture.
• Let them form the puzzled
picture.

Hindo sa Doma Ko.

Tune: Are you sleeping.
derived from a Russian seminary
song about a "Father Theofil".[7]

Hindo sa doma ko (2x)

Hindo kad man? (2x)
Pangetahon ko imo ( 2x)
Hindo kad man (2x)

• Prepare cut-out pictures of

symmetrical and asymmetrical
objects cut into halves.
• Let the pupils stand and look for the
Checking/ Formed puzzle picture. one who holds the other half of
his/her picture by singing the song
below to the tune of “Are You
Sleeping Brother John
• Let pupils stand beside their partner
B. MODELING
B. MODELING
• Teacher will discuss what is on
the picture and how it is being • Tell pupils that those pictures
demonstrated. whose halves are the same/balance
• Teacher will demonstrate or equal are called symmetrical.
different balancing skills Emphasize the word symmetrical by
presented in the pictures. giving an example. Then let the
• Let the pupils observe and pupils say and spell the word
follow what the teacher do. repeatedly to facilitate retention.
• Tell pupils that those pictures
whose halves are not same/balance
or equal are called asymmetrical.
Then let the pupils say and spell the
Two arms, one leg Two legs, word repeatedly to facilitate
one arm retention.
• Tell them that there is another way
of demonstrating symmetrical and
asymmetrical shapes using body
parts.
• Teacher will demonstrate first the
figures showing symmetrical and
asymmetrical shapes.

From standing position,

raise one leg to the side
Backward

(Task Card )
• Let them distinguish symmetrical
and asymmetrical shapes.

Direction: Write S to the blank if the object

is Symmetrical and AS for Asymmetrical.

Forward Sideward
1. ___________

2. ____________

3. ____________

4. ____________

5. _____________

Checking of papers

C. GUIDED PRACTICE C. GUIDED PRACTICE

• Tell the pupils that they are
going to play a game called
statue dance .
• In playing the game all they have
to do is to dance while the music
is played and freeze as the music
is stopped.
• Remind them to move their
body, hands and feet freely as
they dance to have varied
positions when they freeze. Let
the whole class play.
• Ask: a. What are we going to do
inorder to win this game? ( be
alert and Cooperate)

D. GROUP PRACTICE D. GROUP PRACTICE

• Group the class according to
their grade.
• Each grade must sub group into
3 with 4-6 members.
• Each grade will be given
different activities.
• Tell the pupils that they are
going to play a game called
Tatayan nga Batang.
• In playing the game all they have
to do is to balance their body in
the log (Batang).
• Remind them to move their
body, hands and feet freely as
they balance and demostrate
momentary stillness in
symmetrical and asymmetrical
shapes using body parts other
than both feet as a base of
support in playing.
• Remind them to have self
discipline and cooperation.

For the Grade1 : For Grade 2:

• Balance on one, two, three four • Demonstrate symmetrical and
and five body parts. asymmetrical movement.
E. INDEPENDENT PRACTICE E. INDEPENDENT PRACTICE
Grade 1: ( Performance Task ) Grade 2: ( Written Work)
1. Demonstrate the figures drawn below 1. Demonstrate the figure that shows
through taytayan nga batang. symmetrical and asymmetrical through
taytayan nga batang.

IV. POST ASSESSMENT: IV.POST ASSESSMENT:

• If Independent Practice ( IP) is
Satisfactory, then IP will serve
as post; assessment for the
children.
• If the Independent Practice (IP)
is low, the teacher will have to
add enrichment activities on the
next day.
Activities: Activities:
Grade 1 Grade 2:
Magdibuho ug 3 ka lihok nga balance Magdibuho ug mga lihok nga nagpakita og
ug ipakita/ himoon kini sa klase. balance (symmetrical) ug dili balance (
asymmetrical)

Source: Airen O. Degamon (Teacher 1/ Tagbuaya ES)

https://www.academia.edu/26004877/MULTIGRADE_LESSON_PLANS_FOR_GRADE
S_I_AND_II_INDIGENOUS_PUPILS
Let’s Instaccomplish These

Activity 1. Lesson Plan Writing

Directions: Write a detailed lesson plan for a multigrade class (you will choose the grade levels and the subject). Please follow the given format
below. Take note that your objective/s shall be based on the competencies stipulated in the K to 12 Curriculum Guide. You can also apply the
strategies discussed in Lesson 9 in your lesson plan. To help you write your lesson plan, you can ask for a sample lesson plan from other multigrade
teachers that you know.

Grade 1 Grade 2
I. Objectives

II. Content

III. Learning Resources

IV. Procedure
A. Presenting New Lesson

B. Establishing a Purpose
for the Lesson

C. Presenting
Examples/Instances of the
New Lesson
D. Discussing New
Concepts and Practicing
New Skills #1

E. Discussing New
Concepts and Practicing
New Skills #2

F. Developing Mastery

G. Finding Practical
Application of Skills in Daily
Living

H. Making Generalizations
and Abstractions about the
Lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation
1

Appendix A

Course Syllabus
2
3
4
5
6
7
8

About the Compilers

Darlin Jane T. Balbastro is currently an Assistant Professor I

of J.H. Cerilles State College–Dumingag Campus, Dumingag,
Zamboanga del Sur. A faculty in the School of Teacher
Education, she teaches both English and Professional
Education subjects in the department's undergraduate
programs. She has a master's degree in English from Saint
Columban College, Pagadian City. A recipient of the K to 12
Transition Scholarships Program, she is currently pursuing PhD
in Language Studies at MSU-Iligan Institute of Technology.

Geraldine E. Rivera is an Instructor I of J.H. Cerilles State

College - Main Campus, Mati, San Miguel, Zamboanga del Sur.
She earned the degree, Bachelor in Elementary Education
major in Reading Education at Mindanao State University -
Marawi City. She obtained the degree, Master of Arts in
Education major in Educational Management, at Southern
Mindanao Colleges, Pagadian City. As a faculty in the School
of Teacher Education, she teaches General Education,
Professional Education, and BEEd major courses.

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