Moderator: Ara

Panelist 1 Des

Panelist 2 Judith

Panelist 3 Cess

Panelist 4 Justine

Panel Discussion Script: "Organizing and Managing a Multigrade Classroom"

Panel Moderator:

Good morning, everyone, and welcome to today’s panel discussion on Organizing and Managing a
Multigrade Classroom. This is an incredibly important topic, especially as we look to provide quality
education in diverse and resource-challenged environments. Today, we’ll be exploring strategies for
successful multigrade teaching, preparing the curriculum, organizing physical space, instructional time
management, managing students’ behavior, and grouping strategies. We have a distinguished group of
experts with us today who will share their insights and experiences on this topic.
Let’s meet our panelists.

Panelists Introductions:

 Professor Desiree Gorospe, a professor of educational psychology who studies social dynamics
and educational setting.

 Ms. Judith Dacanay, a curriculum specialist with extensive experience in differentiated instruction
and adaptive curriculum design for mixed-grade environments

 Ms. Princess Nicolas, a school principal with a strong background in leading multigrade schools
and creating supportive structures for teachers and students.

 Dr. Justine Valdez, an education researcher specializing in inclusive learning environments.

Moderator:
Let’s jump in! To begin, let's define what we mean by a multigrade classroom. Dr. Valdez, could you start
us off with your perspective on this?

Dr. Valdez:

Absolutely! A multigrade classroom is one where students from different grade levels share the same
physical space and are taught by the same teacher. This model is often found in rural or smaller schools
where there are fewer students per grade, but it’s also used in some urban schools to promote inclusive
learning. In many ways, a multigrade classroom is a microcosm of real-world learning, where students of
varying backgrounds and abilities learn from each other in a shared environment.

Moderator:
Thank you, Dr. Valdez! So, let’s dig deeper into the key aspects of managing multigrade classrooms. First,
let’s talk about curriculum planning. Ms. Dacanay, as a curriculum expert, why is it important to have a
curriculum specifically designed for these settings? and how do you approach planning for students at
different grade levels and skill levels?

Ms. Dacanay:

Great question! The curriculum needs to be flexible and adaptable because of the wide range of student
abilities, ages, and developmental stages. It is crucial to have a curriculum that allows all students,
regardless of their grade level, to learn at their own pace and develop skills according to their individual
needs. But the curricula are structured for monograde system. It’s a breather that DepEd has provided a
Budget of Work (BOW). Curriculum planning in a multigrade classroom requires a lot of foresight and
flexibility. The first step is identifying overarching goals that apply across multiple grade levels. For
instance, while the content may differ, the core concept—whether it’s in math, science, or literacy—can
often be the same, with variations in complexity depending on the grade level. For example, in a unit on
reading comprehension, younger students may focus on identifying main ideas, while older students
may analyze the author's purpose or evaluate different points of view. This approach allows for flexibility
and ensures that every student is engaged in learning that challenges them but also aligns with the
learning goals of their respective grade.

Moderator:
That sounds like a thoughtful approach. Ms. Nicolas, as a principal, how do teachers create and
implement such flexible curricula? Can you explain the procedures?

Ms. Nicolas:
From a leadership standpoint, there are key elements in preparing daily or weekly lesson design. First, go
through the national curriculum and understand what is required for each grade level. To ensure that
you cover all necessary content and meet educational standards. Then, identify what topics or themes
that can be taught together and which should be taught separately. From there, it is possible to create
clear learning objectives and design activities that cater to different grade levels.
Moderator:
It’s so important to have that support system in place. Now, let’s talk about the physical learning
environment. Prof. Gorospe, you’ve worked in resource-limited settings. How do you organize the
physical space in a multigrade classroom to support effective learning for students of varying ages and
abilities?

Prof. Gorospe:

The physical environment in a multigrade classroom needs to be adaptable and intentionally structured
to minimize distractions and support different types of learning. I tend to break the classroom into
sections. For example, I set up a “teacher-led” zone or the group instruction area, where I can work
directly with smaller groups, but I also create independent workstations or areas where students can
work quietly and this will be the individual work area. And of course, a teacher work area for lesson
planning and preparation.

Because students in a multigrade classroom are often working on different things, I use labels and color-
coded systems to make materials and resources easy to find. This keeps students organized and helps
them feel more independent. I also use visual aids—like charts, graphs, and bulletin boards—that are
designed to be accessible to all grade levels. That way, whether a student is working on basic math facts
or reading more advanced texts, the resources are available for them to reference at any time.

Dr. Valdez:

Adding to that, it’s important to keep in mind the flow of the room. A multigrade classroom can be
chaotic if there’s no clear pathway for students to move around without disrupting others. I suggest
placing student desks or tables in a way that maximizes sightlines and minimizes distractions.

Moderator:

How about Ms. Nicolas, as someone with extensive experience in multigrade classrooms, can you share
your insight in making the physical classroom environment conducive to learning?

Ms. Nicolas:

Of course! Organizing the physical environment is really about creating distinct yet flexible spaces that
can support different activities and age groups. For instance, I set up learning centers or additional areas
that can be easily adapted for various subjects –like reading area, arts and crafts area, etc. And always be
ready to transform your classroom when needed because a multigrade classroom should not remain in a
fixed position.

Moderator:
It sounds like a lot of thought goes into creating spaces that promote autonomy. And when you’re
managing such a dynamic learning environment, time management becomes even more crucial. Ms.
Dacanay, how do you structure your time in a way that ensures all students, regardless of their grade
level, get the support they need?

Ms. Dacanay:

Time management is a balancing act! I create a flexible but predictable schedule, where I set aside
specific blocks of time for individual and group work. I’ve found that time-blocking works wonders. To
allocate specific blocks of time for different activities or subjects. This helps to stay organized and
prevent from feeling like jumping from one task to another too quickly. And also try to make use of
transition times between activities, using those moments for quick check-ins or review. For example, I
may start with a short whole-class activity that introduces a concept, then break students into smaller
groups. While one group works with me, others are engaged in independent tasks or collaborative
activities with peers. Each group’s work is tailored to their needs—whether that’s working on
foundational skills for younger students or more advanced tasks for older students.
It’s important to keep transitions quick and efficient, and to have a variety of activities planned. This way,
when one group is finishing up, they can easily move on to the next task without waiting for me. I also
keep a timer visible so that students know how much time they have for each task, which helps keep the
classroom moving smoothly.

Gorospe:

I agree, and I’d recommend the two timetabling approaches that can be utilized in a multigrade class.
First, the subject stagger approach where each grade level studies different subjects simultaneously.
Second, is the common subject approach where students in each grade level will study the same subject
at the same time but will work on different activities. Doing the timetable helps you to determine how
much time is allotted for each subject per week.

Moderator:
Keeping things moving while ensuring engagement must be a constant challenge. As effective classroom
organization and management includes efficient use of instructional time. Valdez, in your experience,
how do you ensure that students are staying engaged and focused when they’re working independently
or in small groups?

Valdez:

Keeping students engaged in a multigrade classroom requires a mix of motivation and structure. I’ve
found that students thrive when they have both a sense of ownership over their learning and clear
guidelines for what they need to do. I encourage student-led learning by offering a variety of activities
that cater to different learning styles—some students may prefer hands-on tasks, while others may work
best through written exercises or discussions.

In terms of structure, I always make sure that independent activities are not too open-ended. I create
checklists or task cards so students know exactly what they’re expected to do. This allows them to stay
on task, and it also helps me monitor their progress without needing to be directly involved at every
moment.

Moderator:

Fantastic strategies for creating a positive and productive classroom. Let’s talk about organizing students
into effective groups. As mentioned earlier, a multigrade classroom consists of learners with different
grade levels. To manage these learners, teachers must be able to organize students into groups that are
appropriate for their activities. So, Ms. Nicolas, how do you approach grouping students for learning
activities when their grade levels and abilities vary so widely?

Nicolas:

Grouping is one of the most powerful tools in a multigrade classroom. I often use random grouping,
students are grouped together without any specific criteria, whether it’s by ability, interest, or any other
factor. It encourages students to work with peers they might not usually interact with. I also group
students based on interests, so they’re working on projects that excite them. This helps them stay
engaged and invested in the work.

Gorospe:
To add to that, I suggest ability grouping. This allows students from different grade levels with the same
achievement level or abilities to collaborate, drawing on each other's strengths. The projects can be
broken down into smaller tasks, which gives everyone a sense of ownership and accountability. I find
that this helps create a deeper connection between the students and the material, as well as among
themselves.

Dacanay:

And don’t forget about grade grouping. While these groupings are important, I encourage teachers to
group the students according to their grade levels. The benefit of this approach is that it ensures
students are working within the curriculum and skill level appropriate for their age. Grade grouping helps
teachers stay focused on the developmental stages specific to each grade level. But as mentioned, it can
also reduce the opportunities for cross-grade collaboration, which has its own set of benefits.

Moderator:

Those are excellent points! Now, let’s talk about the key elements to consider when structuring group
work in a multigrade classroom. Dr. Valdez?

Valdez:

When it comes to structuring group work in a multigrade classroom, one of the most important things is
ensuring that every student, regardless of age or skill level, has a meaningful role within the group.
Students need to know exactly what their responsibilities are in the group. For instance, a “recorder” for
writing, a “timekeeper” for staying on task, or a “leader” for guiding the conversation.

Dacanay:

Building on what Ms. Valdez said, I’d emphasize the importance of task design. When structuring group
work, the task itself must be flexible enough to accommodate different skill levels but still challenging for
all students. In a multigrade classroom, you might have students with varying levels of knowledge, so I
design tasks that allow for both collaborative and individualized work. This way, they are still working as
a team but have tasks tailored to their needs.

Moderator:
Very helpful strategies! Now, let’s shift gears a bit to managing students’ behavior. With students from
different ages and developmental stages in the same space, managing behavior can be quite
challenging. Ms. Nicolas, do you have any tips for managing behavior?

Nicolas:

Absolutely, managing behavior can be a bit more complex in multigrade settings, but it’s definitely
manageable with the right approaches. I always emphasize the importance of setting clear, consistent
expectations and rules for all students, regardless of their grade level.

Gorospe:
It’s also vital to have routines in place. When students know what to expect, they’re more likely to stay
engaged and behave accordingly. The key is to create a balance between structure and flexibility to keep
everyone on track.

Dacanay:

I’d also recommend building relationships with your students. In multigrade classrooms, where the
students are often together for longer periods, it’s crucial to develop trust. When students feel valued
and understood, they’re more likely to respect classroom norms and engage in positive behavior. If the
teachers are not equipped with effective classroom management skills, they will end up spending
majority of the time dealing with the students’ behavior instead of delivering the lesson.

Valdez:

I agree, having a system in place that specifies classroom behavior standards can help in managing the
classroom, ensuring that students are held accountable for their behavior.

Moderator:
Such insightful advice! Classroom management is also a process of establishing and sustaining
appropriate student behavior such that the delivery of lessons is not compromised. To wrap up, I’d like
each of you to share one key takeaway for educators working in multigrade classrooms. What would be
your final piece of advice?

Gorospe:

Provide plenty of opportunities for collaboration and mutual support. When students feel that they are
part of a community and can help each other, they are more likely to succeed academically and socially.

Valdez:

Be flexible and embrace the challenge. Multigrade classrooms can feel overwhelming at first, but with
the right planning and mindset, they offer opportunities for creativity, student leadership, and
meaningful learning.

Dacanay:

Stay open to experimenting with new strategies, differentiate your instruction thoughtfully and always
remember that the community you create in your classroom is just as important as the content you
teach.

Nicolas:

Patience and creativity are your best tools. Multigrade classrooms require you to adapt constantly, but
with the right strategies in place, you’ll see the benefits in the growth and development of your students.
Moderator:
Thank you so much, panelists, for your thoughtful and practical advice. It’s clear that organizing and
managing a multigrade classroom requires a great deal of creativity, planning, and flexibility. We hope
that today’s discussion has equipped you with strategies and insights or deeper understanding to help
you thrive in these environments. Thank you to our panelists, and thank you to all of you for joining us
today!