STRAT 14

MULTIGRADE CLASSES
Lesson 1

Name: ________________________________________________________

General Instructions:
1. Answer the following questions below.
2. This is an online activity. Take note of the following:
Paper Size: A4
Font Style: Arial Narrow
Font Size: 12
3. The Deadline for the activity will be on Monday, January 27, 2025.
4. Submit your answers through PM on Messenger.
5. 20 pts for each number
6. There will be a deduction for answers from AI.

Activity A: Exploring the History and Significance of Multigrade Classes

Instructions: Read about the history of multigrade classes. Answer the following questions in essay form (minimum of 150
words):

1. What historical factors contributed to the development of multigrade classes?

Multigrade classes started way back in the 1800s, specifically in North America and Europe. Students or various
age groups, cultures, and abilities were grouped together in a single classroom. This type of system emerged due to a lot of
contributing factors. For most Southeast Asian countries, these classes exist to achieve quality education for all. One major
reason is that children living in remote areas often face socio-economic constraints that limit their access to education.
These would result in the decline in the number of students attending school. For instance, multigrade classes serve as a
solution to limited access to education by allowing children, regardless of grade levels, to learn together. By having this
system, problems related to location and economic constraints can be addressed effectively. In addition to location and
economic issues, multigrade classes also arise when children go to more popular schools, experience high teacher
absenteeism, and face less deployment of teachers.

2. Why are multigrade classes essential in rural and remote areas?

Multigrade classes are important in rural and remote areas because they make sure that children from these areas
can still go to school and learn, even if there are only few students. Schools located in rural and remote areas are hard to
reach, making it hard to set up regular schools. These areas often encounter with issues like low population due to their
geographic location and not having enough money. Bringing students together in one classroom makes sure that children in
remote areas can still access equal education, no matter how near or far they are. In addition, multigrade classes make
good use of limited teachers and classroom, which is especially important in areas with little to no budget, since building
more facilities is not too practical. Multigrade classes can help solve this problem since one teacher and one classroom can
be used to teach students in different grade levels.

3. In your opinion, what are the challenges and advantages of having multigrade classes? Support your answers with
details.
Multigrade classes pose both challenges and advantages. Challenges include the difficulty of handling students in
different grade levels all at the same time. The teacher needs to adjust his or her teaching style. This means that the
teacher must plan lessons and activities that would cater to the needs of diverse students. Since the teacher will be
handling different grade levels, it is expected that older students may become bored, as they already know the lessons
intended for the younger students. For example, younger students are still learning the basics of addition, while the older
students have already mastered that area. Therefore, the teacher must prepare lessons that would meet the needs of
students with different learning paces. This can be overwhelming, especially to novice teachers without proper training.
Other than that, it would be exhausting for the teacher due to the demands of multitasking. On the other hand, one of the
advantages of multigrade classes is that the students will learn to help each other. Since older students are more
knowledgeable, they can assist younger students who are struggling. Most importantly, multigrade classes give chance to
students who live in mountainous areas to go to school to learn. No child must be left behind.

Activity B: Understanding the Roles of a Multigrade Teacher

Instructions: Based on the roles of a multigrade teacher, write a reflection essay (minimum of 150 words) addressing the
following:

1. Which role of a multigrade teacher do you find most significant, and why?
One of the most significant roles of a multigrade teacher, in my opinion, is being a “facilitator”. As a facilitator of
learning, the teacher’s role is to guide the students, instead of simply feeding them information. This role is important
because in a multigrade class, students of different ages are all in the same classroom. Each student has unique abilities,
experiences, and needs. Thus, the teacher, as a facilitator, has to be familiar with these in order to have a learning
environment that works for every student. As a facilitator, the teacher can group the students to have a cooperative learning.
For example, the teacher can pair older students with younger ones to work together. This not only helps the younger
students but also the older students. The teacher’s role is to guide the students as they work on the activities given,
encourage them to ask questions, and solve problems as a group. In this way, the students can also learn from their
classmates and not rely solely on their teacher.

2. How do the multiple roles of a multigrade teacher contribute to the learning and development of students?
A multigrade teacher has a lot of important roles to perform that will help the students to learn and grow as
individuals. The teacher acts as a researcher, facilitator, community liaisons, counselor, material designer, financial
supervisor, parent trainer, and often becomes a surrogate parent. As a researcher, the teacher has to look for the most
effective ways for teaching students of different age groups together, making sure that each student receives the quality
education they deserve. As a facilitator, the teacher has to be familiar with each child’s unique abilities, needs, and
experiences in order to provide the best learning environment that meets the needs of every student. Additionally, the
teacher helps the students develop their critical thinking skills as well as collaboration skills through having group activities.
When acting as a community liaison, the teacher connects the school with the local community to ensure multigrade schools
receive the necessary support and resources so that students will find the school conducive for learning. Oftentimes,
students face worries and problems personally and academically. Thus, the teacher acts as a counselor so the students can
have someone where they can express their feelings. The teacher also designs materials that are suitable for learners in a
multigrade classroom. The teacher makes sure that the materials are fun, keeping students engaged and interested in their
lessons. Most multigrade schools face tight budgets, so the teacher, as a financial supervisor, must manage insufficient
supplies and funds without compromising the students’ learning experience. The teacher also acts as a parent trainer as he
or she guides the parents on how to help their children with homework and learning at home. Lastly, by acting as a
surrogate parent, the teacher acts as a mother or a father by showing love and care, making students feel valued and
appreciated. When students feel loved and valued, they are more likely to thrive both academically and personally.

3. What qualities should a multigrade teacher possess to perform these roles effectively?
In a multigrade classroom, a teacher needs to possess the qualities of being flexible, creative, and resourceful. The
teacher needs to have the ability to adjust his or her teaching strategies to cater to diverse age groups and learning levels.
There will be instances where unexpected challenges happen inside the classroom since you are dealing with diverse
students. Thus, a teacher must be flexible enough to address these situations. Creativity is also very essential. In a
multigrade class, the teacher needs to design materials that are engaging and interactive learning materials so the students
will stay motivated and excited about learning, even when they are learning together as a group. Most multigrade schools
face financial issues, thus, dealing with limited materials and budgets. As a result, the teacher must be resourceful in
making the most of what is available, such as recycling materials or asking help from the local community to ensure that the
students still get the best education despite these challenges.

Activity C: Understanding the Bases of the Multigrade Program in the Philippines

Instructions: After reading the bases of the Multigrade Program in the Philippines, answer the following questions in
paragraph form (minimum of 150 words):

1. How do the legal and policy bases ensure the implementation of multigrade classes in the Philippines?
The implementation of multigrade classes in the Philippines is supported by legal and policy guidelines. Article XIV
of the 1987 Philippine Constitution states that all citizens have the right to access equal and quality education. This means
that even children in rural and remote areas can still have the opportunity to go to school and learn.
D.O. #81 s. 2009 and D.O. H96 s. 1997provide guidelines for the implementation of Multigrade Classes. A
Multigrade School must have a complete six (6) grade levels, with two (2) or more grades assigned to one teacher.
Additionally, there must be a 3-room school building to cater students. Other than that, the teacher handling multigrade
classes must be well-trained to make sure that they are prepared in teaching in a Multigrade setting. Additionally, the policy
is very strict in implementing that teachers handling Multigrade classes should benefit from incentives like Special Hardship
Allowance. This ensures that teachers are still motivated to teach despite the high demands of multitasking.

2. Why is the Multigrade Program considering a significant strategy for achieving international goals like EFA and SDGs?
Education for All (EFA) and the Sustainable Development Goals (SDG) aim to provide an inclusive and equitable
quality education and promote lifelong learning opportunities. Multigrade Program serves as a bridge to achieve these
goals, as it helps children access education even in rural and remote areas where there are limited resources like schools
and teachers. Aside from that, there aren’t enough students in each grade to separate them into different classes. As a
result, combining students from different grade levels into a single classroom is a practical solution. By combining students
from various grade levels, multigrade classes make education accessible especially in remote areas which aligns with
Education for All (EFA) goals to ensure that all children in difficult circumstances and those belonging to ethnic minorities
have access to and are able to complete primary education. That is why the Philippines has implemented and continues to
use the Multigrade Program to achieve these goals.

3. What roles do national and international commitments play in supporting education in remote and rural areas?
National and international commitments play an important role in supporting education, particularly in remote and
rural areas. In the Philippines, the Department of Education plays a significant role by providing policies and guidelines,
such as D.O. #81 s. 2009 and D.O. #96 s. 19997 in implementing Multigrade Programs and ensure that education is
accessible to all children, regardless of their geographical location. They provided specific guidelines for Multigrade
Classes, such as classroom construction, teacher training, and development of teaching materials. Additionally, the national
government has strict implementation of Special Hardship Allowance for multigrade teachers to ensure they will stay
motivated and committed to teaching students in remote and rural areas. This financial support will help recognize the
sacrifices of the teachers in providing quality education to students in these areas. In this way, these national commitments
help support the goal of the international sector. On the international level, programs like EFA, UNESCO, and SDGs are
committed to achieve their goals with the help of the national governments. This ensures that education is accessible to all
children and to achieve the goal of universal primary education.

Activity D: Exploring the Philosophies and Principles of Multigrade Teaching

Instructions: Based on your understanding of the underpinning philosophies and principles of multigrade teaching, reflect
and answer the following in essay form (minimum of 150 words):

1. Explain how the constructivist approach influences multigrade teaching practices.

Constructivist approach greatly influences multigrade teaching practices in a way that it emphasizes a student-
centered environment. Students are to construct their own knowledge through their experiences. The constructivist
approach encourages students to learn by doing, like giving them hands-on activities that help them apply what they have
learned in real-world situations. Constructivist approach works well especially in multigrade classes because it allows older
students to help younger ones. For example, in a class, older students can help younger students with the tasks given,
which not only helps the younger students understand the lesson but also the older students. This approach also develops
teamwork, because students are given the opportunity to share their ideas and work together as a group. Since this
approach focuses on student-centered learning, the teacher only acts as a facilitator guiding the students when needed and
facilitating in activities instead of spoon-feeding the information. This approach is very useful especially in a multigrade
setting since the teacher has to manage different grade levels in the same class.

2. Choose two principles of multigrade teaching and discuss their importance in creating an effective learning environment.
Two principles that are important in multigrade teaching are that “children are unique” and “children can do and
learn well from one another”.
The principle that “children are unique” implies that each child has their own abilities, strengths, weaknesses, and
learning styles. This is especially true in a multigrade setting, where students of different grade levels are taught in the same
classroom. For example, some children learn best through listening or viewing, while others are kinesthetic learners who
learn best through hands-on activities. When a teacher understands this idea, then the teacher can offer various ways of
learning to ensure that each child succeeds.
The second principle is that “children can do and learn well from one another”. This principle is very essential
especially in a multigrade classroom. Since a single classroom has students from different grade levels, older students can
assist the younger ones who may be struggling. Additionally, no child knows everything, and some children may know things
that others do not. Thus, sharing knowledge can be beneficial to both younger and older students.

3. Propose one specific teaching strategy you would use in a multigrade classroom and explain how it aligns with the
philosophies discussed.
One specific teaching strategy that I would definitely use in a multigrade classroom would be peer tutoring. In this
approach, older students or those who are more advanced can help younger ones. This strategy works well in a multigrade
classroom setting, where various students are in the same class. For example, my grade two student who knows how to
add 2-digit numbers can help my grade 1 student who is just learning to add 1-digit numbers.
This teaching strategy aligns well with the constructivist approach because it encourages student-centered learning
and collaboration. While constructivist approach focuses on students’ being in charge of their own learning, peer tutoring
allows students to learn from each other, which is an example of hands-on way of learning. This strategy is also connected
to the principle I mentioned in the previous item which is the principle “children can do and learn well from one another”.
Rubric:
Criteria Excellent Proficient Developing Needs Improvement
(4 points) (3 points) (2 points) (1 point)
Content Relevance Thoroughly addresses all prompts with Addresses all prompts but with Partially addresses prompts; Minimally addresses prompts;
detailed and accurate explanations. minor gaps in detail or accuracy. lacks depth or detail in some responses are incomplete or
parts. irrelevant.
Understanding of Demonstrates deep understanding of Shows good understanding with Shows limited understanding or Shows little understanding; ideas
Philosophies constructivist principles and their application minor gaps or less clear basic grasp of the philosophies. are unclear or not supported.
in multigrade teaching. connections.
Creativity and Offers unique and thoughtful insights or Offers relevant examples or Ideas or examples are basic and Provides limited or no examples;
Originality examples to support ideas. ideas but lacks originality or lack innovation or thoughtful lacks creativity.
depth. connection.
Organization and Well-organized essay with clear structure, Organized essay with minor Essay has basic structure but Essay is disorganized or difficult
Clarity coherence, and flow. lapses in coherence or lacks smooth transitions or flow. to follow.
transitions.
Grammar and Free from grammar and spelling errors; Few minor errors that do not Frequent errors slightly hinder Numerous errors make
Mechanics writing is polished and professional. hinder meaning. readability or clarity. understanding difficult.