Junah Faye P.

Villacorta

BEED 3 A
Let's Practice
Complete The Table Below.

MULTIGRADE TEACHING PHILIPPINES COUNTRY A COUNTRY B

CONCEPT AND STATUS
THAILAND INDONESIA
A multigrade program Multigrade Multigrade teaching is
or class refers as a instruction refers to the practice of
1. Definition class that has 2 or teaching pupils of
more grade levels. teaching primary various levels, ages,
Multiple grades under pupils from various and abilities in the
one teacher in grade levels, ages, same room at the
complete or and backgrounds same time. A teacher
incomplete an skills at the same in multigrade
elementary school teaching teaches
with a minimum of time, generally in the more than one grade
eight students and same class. or class at the same
maximum of 35 pupils time, either in
separate classrooms
or in the same room
divided by a partition.

2. Policy Support • Improving access to •and

Organizing flexible
special types of • government
education providing curricular and regulation was issued
textbooks
complete grade levels to build small-island,
through combination •skills
Improving teaching border, and distant
or multigrade classes schools. Policies on
•onProviding incentives teacher incentives,
• Implementing for multigrade improvement,
policies and certification, prizes,
quidelines on and protection, as
organizing and well as materials
operating multigrade assistance, apply to
classes multigrade teachers.
When providing
• Strengthening the scholarships or
implementation of grants, multigrade
the multigrade pupils are also
program in the considered.
country
• Providing special
hardship allowances
to teachers
multigrade
• Conducting
searches for the best
 multigrade teachers.
• Holding a National
Summit for
Multigrade Teachers

3. Organizational Form • Mixed-ability groupings • Students are divided • Students are divided
by grade level exist. into groups based on their into mixed-ability groups.
age or year of birth. Pupils For example, grade 4 is
with similar ability, such as combined with grade 6.
grades 1 and 2, are Students from various
• Grades 1 and 2, grades 3 grouped together. grade levels attend
and 4, and grades 5 and 6 classes.
may be combined • Students are sometimes
Sometimes only grades 2 classified as "weak,
and 3 and grades 5 and 6 "middle" or "good," and
are mixed. then students with similar
abilities from different
grade levels are mixed.

• Students are also

classified according to
their social status

4. Teaching-Learning • Naga's Libmanan District • The teaching learning • The teaching and
Process adopts E IMPACT modules begins individual process learning model for
that are directed by pre- with an assessment and multigrade teaching is an
planned and/or textbook- the creation of a brief elaborate process. It
based lessons. It utilizes a timetable. Students are involves competence
cooperative learning then divided into small analysis that combines
strategy as well as an groups, and the teacher learning materials from
interdisciplinary learning rotates around to educate different levels based on
approach. each group. an analysis of
competencies that need
to be taught for one
semester or for one year.
• Schools that do not use • Different activities, such
the E-IMPACT system rely as mixed-ability groups,
on a variety of delivery activities, conducted
techniques. In certain matching, and individual • It also involves mapping
cases, teachers present are by teachers for each the theme for related
subjects that are easily group. Following an competencies, resulting in
integrated into all grade actual assessment, five themes, each taught
levels at the same time. In students' achievements for 3-4 weeks, developing
other cases, teachers work are recorded. a syllabus, which contains
intensely with one group competencies as well as
on one subject (e.g., details of the activities,
English or math) while resources, and evaluation;
another group works. and planning lessons,
independently on another which includes step-by-
subject (e.g.. arts). The step activities as well as
approach selected is strategies on organizing
determined by the nature students. Because of the
of the subject being poor social status of most
taught as well as the students' parents and with
personality of the teacher the economy of the
and the students. community dependent on
agriculture, the local
community helps by
 sharing skills and expertise
to help students leam.

5. Leaming Environment • School buildings with • Utilization of natural

& Facilities enough space, furnishings, laboratories, repurposed
and movable chairs. materials, and mobile
facilities, as well as
optimal utilization of open
areas.
• The same setting as
regular schools, but with a
learning center in each
classroom.

6. Nature of Multigrade • Multigrade schools • Multigrade schools • Every teacher develops

Curricula follow the national follow the national his/her own curriculum
curriculum. curriculum. called "KTSP" (ie, a school-
based curriculum) by
referring to the national
content standards.
Assessment is made based
on competencies
developed on the basis of
school-based curriculum.
The national examination
is conducted based on the
national curriculum
standards.

7. Assessment and • The curriculum is • regular and semestral

Feedback Gathering integrated includes internal assessments and
differentiated and a national examination for
activities, uses the jump- sixth graders are done.
jump approach. Intemal assessments
include classroom based,
teacher-made tests such
as formative, summative,
and self- assessment tests
(ie.. oral for lower grades
and written for higher
grades). External
assessment (e.g.. district
and national
examinations) is done at
the end of each
educational level.