Multigrade- Prelim Material

A. History of Multigrade Classes (Reading assignment)

• In the 1800s, one-room schools consisted of students of varied ages and

abilities, learning together as a single class.
• The first government schools in North America and Europe were multigrade
classes (Brunswic and Valerien, 2004).
• The industrial revolution and urban population growth led to the emergence of
a graded school system to classify and organize students.
• Graded school systems became the norm and the organizational unit of
schools (Miller, 1989).
• Multigrade classes remained essential, especially in remote areas.
• UNESCO (2015) defines multigrade teaching as classes with learners from
different grade levels, diverse age groups, cultures, and abilities.
• A multigrade class has two or more grades under one teacher with 8 to 35
students (Villalino, 2010).
• Multigrade education is crucial in poor, rural, and remote areas, serving as a
cost-effective means to improve access to quality education ("Profile of
Multigrade Schools in the Philippines", n.d).
• Multigrade classes exist for various reasons, including geographic location,
socio-economic conditions, and cultural practices (Mathot, 2001).
• In Southeast Asian countries, multigrade teaching is seen as a means to
achieve quality education for all (SEAMEO INNOTECH Research Updates,
n.d.).
Conditions leading to multigrade teaching include low population, distributed
classrooms, declining student numbers, and pedagogical purposes (Little,
2004).
• Reasons for Multigrade classes include providing education in rural areas,
declining student populations, budget constraints, and fulfilling international
and national obligations (SEAMEO-INNOTECH, 2012).
• Various countries like Vietnam, the Philippines, and Thailand have
implemented multigrade programs for reasons such as achieving national EFA
targets and complying with the right to education (Huong, 2010; Villalino,
2010).

B. Roles of a Multigrade Teacher

A multigrade teacher plays various roles, including:

• researcher
• facilitator
• community liaison
• social worker
• evaluator
• material designer
• financial supervisor
• parent trainer
• creates a home-like atmosphere in the classroom
C. Bases of the Multigrade Program in the Philippines
The implementation of the multigrade program in the Philippines is based on a
legal statute as well as national and international policies. The bases of
implementation are the following:

1.The following provisions in the Philippine Constitution serve as basis for the
implementation of the Multigrade Program in the Philippines.

 Article XIV of the 1987 Philippine Constitution states that:

o Section 1. "The state shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate
steps to make education accessible to all";
o Section 2.1 "The state shall, establish, maintain and support a
complete, adequate and integrated system of education relevant to
the needs of the people and society".
2.The Department of Education issued the following memoranda with regard the
implementation of the multigrade classes in the Philippines:

(a) In D.O. #96 s. 1997, the following guidelines were stipulated with regard to
Multigrade Classes (MG):
(i) protect and promote the rights of all citizens to accessible quality
education at all levels,
(ii) complete six (6) grade levels to children in the remote barangays,
(iii) a multigrade class is defined as a class of 2 or more grades under one
teacher in a complete or incomplete elementary school,
(iv) the class size is 8 to 35 pupils,
(v) construction of 3 room school building for MG classes,
(vi) classroom layout should provide for grouping or regrouping,
(vii) the provision of textbooks and other resources,
(viii) allocating teacher items and/or assigning teachers in multigrade
classes,
(ix) providing support, welfare and incentive program for multigrade
teachers such as: regular monitoring of MG classes, regular training of
MG teachers, designated lodging place of teachers, granting of the
Special Hardship Allowance."
(b) In D.O. #81 s. 2009, the following guidelines were stipulated with regard to
Multigrade Classes:

(i) provide access to quality education for all school-age children in

remote communities,
(ii) to respond to the issues in the implementation of DepED Order No.
96, s. 1997, the following guidelines are issued:
a) strict implementation of Special Hardship Allowance for Multigrade
Teachers,
b) assigned teachers should be trained on multigrade teaching,
c) provision of training resources and learning package,
d) training of core of trainers for MG teachers, and
 e) service of 2 years before a trained multigrade teacher is
transferred."

3. International initiatives support the implementation of Multigrade Programs. In

Southeast Asia, the creation of multigrade schools responds to
international commitments to EFA, the Millennium Development Goals,
and the Convention on the Rights of the Child (SEAMEO-INNOTECH
Research Updates, n.d.)
a) EFA (Education for All) The UNESCO (United Nations Educational, Scientific
and Cultural Organization) commits to the achievement of "full and equal
opportunities or education for all (EFA). In addition, Article 26 of the 1948
Universal Declaration of Human Rights states that: "Everyone has the right to
education. Education shall be free at least in the elementary and fundamental
stages. Elementary Education shall be compulsory" (Mundy & Manion, 2021).
The following two EFA goals have their implications in creating situation for
multigrade teaching in different countries: (Aryal, et al, 2003)

Goal 2: "Ensure that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to
and are able to complete primary education that is free, compulsory and of
good quality".

Goal 6: "Improve all aspects of the quality of education and ensure excellence of
all so that recognized and measurable learning outcomes are achieved by
all especially in literacy, numeracy and life skills.

b) The Millennium Development Summit and the Millennium Development

Declaration in 2000 set out eight Millennium Development Goals (MDGs).
MDG No. 2 is "Achieve universal primary education" (Mundy, K., & Manion,
C., 2021).

c) Education for Sustainable Development Launched in 2015 at the United

Nations Sustainable Development Summit, the seventeen Sustainable
Development Goals (SDGs) of the 2030 Agenda for Sustainable
Development officially came into force on January 1, 2016. SDG 4, focusing
on quality education, aims to ensure "Inclusive and equitable quality
education and promote lifelong learning opportunities for all" (Mundy, K., &
Manion, C., 2021).

To fulfill the above-mentioned goals, countries have increased access to learning

opportunities for all school children especially in the remote rural areas through
the creation of the multigrade classes.

D. Underpinning Philosophies and Principles of Multigrade Teaching

To be more adaptive and active, multigrade teachers must have

understanding of epistemologies underpinning multigrade teaching (Brown,
2010).
Constructivist approach is utilized in multigrade teaching. Constructivist
educators focus on how students make sense of their experiences and socially
construct meanings. (Dossey, 1992; Sierpinska & Lerman, 1996 as cited in
Brown, B., 2010). Multigrade teaching then implies that in a student-centered
environment, learning is more likely to flourish. Multigrade teaching is best
practiced in a setting where learners can engage and work together (Little, 2005;
Kyne, 2005; Lingam, 2007 as cited in Brown, B., 2010). Another key constructivist
perspective sees learning as occurring through problem solving and language-
based practice. Multigrade teaching studies have strongly put forward techniques
for designing multigrade teaching for collaborative knowledge building through
social negotiation (Tsolakidis et al. 2005, as cited in Brown, B. 2010). Students
can find learning meaningful by incorporating pedagogical methods such as
independent research, peer tutoring, and small group instruction (Lingam, 2007
as cited by Brown, B., 2010)
In the study of Msimanga (2021), it was found out that effective teaching in a
multigrade classroom takes place when

(1) the students are afforded opportunities for self-directed learning,

(2) peer tutoring is properly used,
(3) learners are engaged in cooperative learning,
(4) learners' learning styles are recognized and
(5) the students are given opportunities to learn from their families.

Self-directed learning allows the students to be actively involved in their

own learning process and to work on their own.
Peer tutoring contributes to effective learning because students learn
effectively when sharing their views with other students. This can be used when
the teacher is busy with another grade level and one learner takes a leading role
in his/ her grade level. Learning is a social process. Consequently, the family, as
part of the learner's social life, is very important in the learning process.
Cooperative learning is key in multigrade classes because effective
learning takes place when the students collaborate with each other to generate
new knowledge in a student-centered environment (Msimanga, 2021).
Cooperative learning involves learners in specific assignments or activities in
order to achieve task-related outcomes. Furthermore, scholars of the cooperative
learning approach have identified specific principles underlying this phenomenon,
namely positive interdependence, heterogeneous groups, individualized learning
performance, interpersonal and small-group skills, diversity, human rights and
social justice, life skills and reasoning skills (Johnson & Johnson, 1987 as cited in
Van Wyk, 2019). Multigrade teachers must master the principles of cooperative
learning before they can plan and implement the necessary strategies in their
respective classrooms. Multigrade teachers must recognize that students have
different strengths and abilities, and that they prefer to learn in different ways.
Thus, varied teaching strategies and assessments must be utilized to cater to the
varied learning styles of the students Msimanga, (2021).
In multigrade teaching, differentiation is used to cater to the varying
needs of the students. Differentiation refers to how the same teacher organizes
learning for different individuals and/or groups of learners. Differences may be
that of subjects taught, input/stimulus, learning, and expected outcomes (Little,
2004) From the above discussion of multigrade teaching philosophies and
approaches, we can surmise that multigrade teaching adheres to the following
principles: (1) Children are unique. (2) Children can learn best from experience.
(3) Children can do and learn well from one another. (4) The role of the teacher is
 to provide a conducive learning environment. (5) The curriculum must cater to
varied interests, abilities and levels.

Bases for Prelim Requirement

A. Practices and Strategies in Implementing Multigrade Instruction

SEAMEO INNOTECH conducted a workshop in 2010 to identify the quality indicators of

multigrade instruction in Southeast Asia (SEAMEO-INNOTECH Research Updates, n.d.)
The participating countries were Cambodia, Indonesia, Malaysia, Myanmar, Philippines,
Thailand, Timor-Leste, and Vietnam. It was revealed that the practices and strategies in
Multigrade Instruction varied in the following areas:

A. Organization - Students may be combined by grade (e.g. in Cambodia and

Philippines) or based on their abilities or achievements (e.g. in Malaysia and Myanmar)
while the quasimultigrade approach is used in Timor-Leste.

B. Teaching-learning process - It makes use of teaching approaches and

strategies such as cooperative learning activities, self-regulated learning, differentiated
instruction and peer tutoring.
C. Learning environments and facilities - These include setting spacious areas
that can accommodate mixed grade activities, having learning centers and group task
boards. D. Curricular development and implementation - Varied curricula may be
used such as prescribed national curricula, integration and "jump jump" approaches,
modular curricula, localized curricula and needs- based curricula.
E. Teaching-learning materials - The national government may provide syllabi,
teachers' manuals, textbooks, self-instructional and peer learning modules, and
reference materials; or teachers produce their own teaching-learning materials.
F. Assessment - Assessment may be done by the teacher (internal) or by the
national government (external). Assessment can also be diagnostic, formative or
periodic assessment, and self-assessment or peer assessment.

B. Status of Multigrade Teaching in the Philippines

A three-party partnership with the Department of Education, SEAMEO-INNOTECH,

and UNICEFF in 2017 reviewed the effectiveness of the Multigrade Program for
Education in the Philippines (MPPE). The study disclosed the following:
(a) The overall quality of the implementation of MPPE demonstrates evidence of
partial to adequate compliance of different program components with existing
policies;
(b) In the following areas, there was adequate compliance: organization of the
classroom, class programs, capacity building, and hiring of teachers and
movement of staff;
(c) Appropriate classroom organizations have been implemented in terms of class
size and grade combinations, adherence to appropriate class schedules,
active participation in training programs and are managed and operated by
qualified teaching staff.
(d) The following challenges hinder full compliance with existing policies:
 (i) Combining Kindergarten class with levels of upper grade;
(ii)Lack of training in contextualizing teaching and learning materials,
especially in the absence of MTB-MLE resources;
(iii) Lack of multigrade teacher preparation, non-inclusion of multigrade
teaching in Teacher Induction Programs prior to multigrade setting
deployment;
(iv) Fast multigrade teacher turnover.

(e) Partial compliance with the following, namely: school facilities, basic
classroom features; teacher incentives; resources for teaching and learning,
including MTB-MLE resources; and allocation of funds. ("A Review of the
Current Situation and Practices of Multigrade Schools in the Philippines",
2020).

Furthermore, it was found out that the multigrade school became an

essential means for the government to provide opportunities for young children
from marginalized communities to access quality education (*A Review of the
Current Situation and Practices of Multigrade Schools in the Philippines", 2020).
Of the multigrade schools that were part of the study, 78.71 % were found in rural
areas while 4.06% were situated in coastal areas, riversides and small islands.
The rest are situated in other areas. Moreover, the survey found out that the
pupils are indigent and recipients of the "4Ps" cash assistance program for the
poor (90.6 %), wasted or malnourished (55.75 %), indigenous (36.95%), over-
aged (32.29%), child laborers (19.72%), have disabilities (19.06%), abandoned
children (5.75%), homeless or displaced (241%), chronically ill (1.55%), abused
(1.55 %); are conflict with the law at an early age (0.64%), and are street children
(0.49%). Also, it was found out that the schools were in remote areas (47.07%), a
few in disaster-affected (5.98%) or armed-conflict areas (5.63%).

C. Positive Outcome/Advantages and Drawbacks/Challenges of Multigrade

Classes

Aryal, P. et al (2003) identified the following positive outcomes and drawbacks of

multigrade classes.
The positive outcomes are:
(a) it can develop independent learning;
(b) it makes use of pupil-centered teaching approaches;
(c) material revision is easier;
(d) it increases pupil interaction;
(e) students advance at their own pace;
(f) it utilizes the concept of monitoring and peer tutoring;

(g) it supports group learning.

The drawbacks are:

(a) if multigrade programs are not supported, there is a possibility of low student
achievement in multigrade schools;
 (b)multigrade teaching requires more time and organizational skills from teachers;
(c) teachers require intensive training with special emphasis on teaching
materials; and
(d) students often have to work independently. Likewise, Mathot, G.B. (2001)
identified the advantages and challenges of Multigrade Teaching.

The advantages are:

(a) when the techniques of teaching multigrade classes are mastered,
students in multigrade classes can be among the high performers;
(b) teachers can address various social issues, such as the promotion of
health, agriculture and microfinance;
(c) low ratio of students to teachers;
(d) a chance to have highly individualized teaching; and
(e) an opportunity for the students themselves to develop management,
leadership, and cooperative skills.

The challenges are:

(a) In training colleges, the skills needed to handle students and teach in a
multigrade setting are typically not taught;
(b) Teachers are required to know and effectively teach different subject
areas; and

(c) In addition to those needed in the particular subject areas, the teacher is
expected to have a variety of abilities and talents.

SEAMEO ("Quality Indicators of Multigrade Instruction in Southeast Asia", 2012)

provided suggestions to overcome the challenges in the Multigrade Instruction in
Southeast Asia:

2. Changing Perceptions Among Stakeholders Challenge: There is lack of

recognition, interest in, and intervention in multigrade instruction by government,
community members, and other stakeholders.
What can be done:
(a) Campaign to raise awareness and support among stakeholders.
(b) Present best practices and the advantages of multigrade teaching with the
help of the media.

3. National- and Local-Level Management, Monitoring, and Evaluation

Challenge: Multigrade schools are not properly considered in strategic planning,
monitoring, and assessment. What can be done:
(a) Consider multigrade classes in educational planning.
(b) Incorporate multigrade instruction in teacher education curriculum.
(c) Perform daily multigrade monitoring and assessment of instruction.
(d) Conduct forums where issues are addressed.

4. Learning Environments and Resources Challenge: Some multigrade classes

lack funds and resources.
What can be done:
(a) Organize partners for the construction and enhancement of environments,
buildings, facilities and materials.
 (b) Make curricula contextualized and localized.
(c) Create a system for teachers and schools to exchange locally produced
multigrade materials.
(d) Encourage the society to support multigrade system.
5. Instructional Techniques and Teacher Support Challenge: Multigrade
teaching needs to provide quality instruction.
What can be done:
(a) Give pre- and in-service training and do inter-school visits.
(b) Establish legislation addressing the wages and working conditions of
multigrade educators. Incentives for multigrade teachers must be given.
(c) Teacher recruitment based on localization laws and reassignment should
be done only after three years.
(d) Conduct capacity building for teachers and administrators.
6. Assessing Student Performance Challenge: Evaluation does not reflect the
performance of the students, given the unique circumstances surrounding
multigrade teaching.
The following steps can be taken:

a) National tests provided to assess student success should understand the

learning background.

b) Different modalities of evaluation should be used.