Tab 1

Lesson 1:

What is Multi-Grade
Teaching?

Ariate, Timothy
Carvajal, Carlo
According to UNESCO International Institute for Educational Planning: Multi-grade teaching
means is a Teaching situation where a single teacher has to take responsibility for teaching pupils
across more than one curriculum grade within a time tabled period, in contrast to “monograde
teaching” where one teacher is responsible for a single curriculum grade within a timetabled
period.

What is Multigrade Classes?

• A Multi-grade classroom refers to a class that has two or more grade level of children in one
classroom.

• Multigrade classes also called A Multi- Age Group. Multi-age is a term commonly used today
to describe mixed-age groups.

•The meaning of multi-age is "Use multi-age to mean two or more grade levels that have been
intentionally blended together to improve learning".

•Multi-age grouping may be implemented for institutional or pedagogical reasons by the

administration of the school, but the outcome is that students are able to interact across age
groups and have long-term relationships with other students and teachers. In a multi- age middle
school program students from more than one grade level learn side by side. The oldest students
eventually move on and are replaced by a new group of younger students each year.
 LESSON 2 :

What Is Meant By Multigrade

Teaching?

Presented By :
Come, Honesty
Delmonte, Levie

BEED3A
2.1 Understanding Multigrade Teaching: What Is It and Why Do It?

What is it?

●​ Multigrade teaching - teaching classes of students not only of different ages and abilities
but also at different grade levels.
●​ Multigrade teaching is an important and appropriate way to help nations reach their
internationally-mandated Education for All targets and national Millennium
Development Goals by providing good quality education to children who are often
neglected by their education system because they live in small, poor, and remote
communities.
●​ Common terms encountered when talking about Multigrade Teaching:

Multi-grade Class- is a class of 2 or more grades under one teacher in a complete or

incomplete elementary school.

Composite Classes- two or more classes working in the same room with one teacher, but
usually with separate programs.

Multi-age Class- all students in the class will be working on the grade curriculum despite
their age differences.

Why do it?

Some parents believe that multigrade teaching is “second class” but some countries choose it for
managing a classroom. This is true for several reasons:

❖​ It helps children, especially those in remote and isolated areas, realize their right to
education and therefore learn what they need – and want – to learn.
❖​ It is a cost-effective approach to providing schooling to children often excluded from
your education system.
❖​ It encourages children from different backgrounds to learn with the help of their peers
and therefore promotes cohesiveness, cooperation, and healthy competition among
students, strengthens interpersonal and leadership skills and develops a positive attitude
towards sharing.
❖​ It benefits you as a multigrade teacher by helping you to plan your work better and be
more efficient in your use of time.
❖​ Through the variety of teaching practices used in multigrade classrooms, it contributes to
your students’ cognitive development.

(This is provided by the UNESCO Bangkok Office. It is said that in some countries multigrade
teaching is the first choice for managing a classroom, however, in the Philippine educational
context it is more of a necessity to provide access to education for those students in the rural
areas.)

2.2 Multi-grade Classroom: How To Manage It Effectively?

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.

THREE (3) DIMENSIONS OF CLASSROOM MANAGEMENT

TEACHER CLASSROOM STUDENTS

●​ Planning ●​ Physical Conditions ●​ Time on Task

●​ Classroom Control ●​ Materials ●​ Behavior

●​ Use of Time ●​ Activities ●​ Relationships

●​ Delegation of ●​ Routines ●​ Responsibilities

Responsibility

Levels Of Multi-grade Classroom Management According To UNESCO (2015)

1.​ Understanding the Current Context and Creating a Future Vision
●​ 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 multi-grade classroom. You can start by asking yourself the following
questions:
A.​ Where is your school located? How far do your students travel to get to
school?
B.​ What grades are you teaching? What age and ability range is in your
classroom?
C.​ How might you best work with and take advantage of a wide range of ages
and abilities?
D.​ What kinds of family background do your students come from?
E.​ What is their economic status?

2.​ Preparing the Classroom

●​ A crucial part of planning an effective multi-grade classroom is organizing its
space so that it allows free movement and can be used for different activities by
individual students, individual grades, small groups, and the whole group. This
requires some preparation before you start teaching, such as:
 A.​ Understanding the space in the classroom and the resources available for
conducting classes.
B.​ Deciding on the types of teaching methods and student activities possible
in the space available given the number of students and
C.​ grades in your classroom.
D.​ Drawing a floor plan of the classroom with a seating plan that promotes
your desired learning activities and shows the placement of furniture,
books, materials, etc.

3.​ Organizing Groups and Activities

●​ In the multi-grade classroom, several simultaneous activities go on at the same
time. You therefore need to arrange the classroom for activities that engage
students with minimum disturbance and with adequate direction and supervision.
●​ The process of forming groups mainly follows two approaches: grouping students
purposively by age, grade, or ability and grouping students of different
backgrounds.

4.​ Being Efficient and Flexible in the Use of Time

●​ It is important to make the best use of time available when involving students in
different activities. The choice and organization of activities are essential
conditions for good multi-grade classroom management.
A.​ Grades 1 and 2 may need more teacher support in addition to aids such as
posters, charts and art work appropriate to their age.
B.​ Grades 3 and 4 may need more peer tutoring along with instructional
guides and dictionaries.
C.​ Grade 5 and 6 require considerable teacher support and monitored
independent study in addition to problem-solving exercises.

5.​ Using Positive Discipline

●​ Putting students of more than one grade together in one classroom that already
has limited space can sometimes create problems. Establishing norms of student
behaviour in the beginning can go a long way towards solving this problems.
A.​ Use the first week of school to familiarize your students with their new (or
improved) multi-grade environment.
B.​ Ask your students to discuss in groups the rules they follow at home and at
school and you can use these as the basis of your class’s code of conduct.
C.​ Specify the rules to be followed for each space.
D.​ Demonstrate a code of conduct to students not only through direct
instruction but also by modelling good behaviour
yourself.
 LESSON 3

MULTIGRADE
VERSUS
SINGLE-GRADE

Presented by:
Despabiladeras, Kyla O.
Destacamento, Nica D.
 Classroom organization has a well-established role in shaping teaching-learning
experience. With that being said, multigrade and single-grade classes are two widely known
setups. A multigrade class by the term itself, multiple-grades, combines students of different
grade levels in one classroom. This setup is usually found in rural or resource-limited areas to
accommodate all students given the lack of space and other resources. Single-grade classes on
the other hand groups students of the same grade level. This setup is most commonly seen in
urban areas or well-resourced schools in which there are enough classrooms and teaching and
learning supplies to cater to the needs of varying grades. This discussion aims to explore the
distinction between the two setups, highlighting the advantages and challenges of both systems,
hoping to provide future educators a glimpse of the classroom setups.

Multigrade and single-grade classes differ significantly in some areas such as in structure,
how they are being managed, and challenges they are facing. Multigrade classroom requires the
teacher to handle two and in many cases three grade levels in one classroom. This is common in
rural areas especially to those places that have small schools. In contrast, single-grade
classrooms focus only on one grade level, providing a more uniform curriculum and learning
experience. This is the type of classroom that is most frequent in urban areas. Nonetheless, both
classes need an effective teacher who can supervise and deliver the content successfully in order
for the students to learn. Hence, understanding the differences of the two is essential in
improving the quality of education and supporting learning outcomes in diverse school learning
environments, particularly in rural areas where multigrade teaching is often necessary.
 LESSON 4

MULTI-GRADE TEACHING AND

THE PROFILE OF
MULTI-GRADE SCHOOLS IN
THE PHILIPPINES

Presented by:
Desuasido, Loresse Anne
Dig, Josie Mae
MULTI-GRADE SCHOOL PROFILE
The Multigrade program helps school-age children in remote and disadvantaged areas. DepEd
issued Order No. 38, s. 1993, to improve access to elementary education by providing complete
grade levels in all public elementary schools through multigrade classes. Additionally, DECS
Order No. 96, s. 1997, outlines policies and guidelines for organizing and operating multigrade
classes.

DEVELOPMENT OF MULTIGRADE SCHOOLS

Public schools date back to the early 20th century. Among the surveyed schools, 3% were
founded in the 1920s, and most were established in the 1960s. About 11% were founded around
10 years ago. Although DepEd introduced multigrade program policies in the 1990s, the survey
shows some multigrade schools are nearly 100 years old, and 1.5% are about 70 years old.

The majority, 18.1%, of multigrade schools have been operational for 10-20 years. A significant
number, 11.2%, have been running as multigrade schools for less than 10 years. The increase in
multigrade schools is attributed to DepEd's Education for All campaign, which aims to ensure
education for all learners.

TYPE OF MULTIGRADE SCHOOLS

1.​ Complete School
-​ A school that offers a full range of grade levels, typically from Kindergarten or Grade 1
through the final grade of elementary (Grade 6 or Grade 7) and sometimes includes high
school levels.
2.​ Incomplete School
-​ A school that does not offer a full range of grade levels. It might have limited grade
levels available due to various constraints such as resources, enrollment numbers, or
location.
3.​ Integrated School
-​ A school that combines multiple levels of education, such as elementary, junior high, and
senior high school, within a single institution.

AVERAGE ENROLLMENT
Multigrade schools typically have fewer than 100 pupils, with Grade I being the most populous
at about 24 pupils on average. As students advance to higher grades, class sizes decrease
significantly, with Grade VI having roughly half the number of pupils as Grade 1.

INTERNAL EFFICIENCY AND QUALITY OF EDUCATION

The internal efficiency of multigrade schools is manifested in how well they can keep pupils in
school and how it has reduced the number of repeaters until the completion of elementary or for
those with incomplete elementary, the highest grade level available.
SCHOOL BUILDING, CLASSROOM AND FACILITIES
School Building
-​ A majority of the school buildings in the surveyed schools are sturdily built using
concrete and permanent materials and in some instances, using a combination of wood
and concrete. Still, there is a fraction of multigrade school buildings that used purely
wood or light materials
Utility and Services
-​ Multigrade schools are underserved based on utilities and services reported by survey
respondents. Only 58.5% of schools have 24-hour electricity, and just 38% have potable
water. ICT and multimedia facilities are even scarcer: only 16% of schools have
telephone lines, 7.5% have computers with printers, and around 2% have CD/DVD
players and internet connectivity.
School Facilities
-​ Multigrade schools are deprived of having a well-organized classroom, flexible chairs,
and storage areas. Chairs and tables are generally available according to most of the
surveyed multigrade schools. However, they claim most of these pieces of furniture are
five to ten years old needing repair or replacement.
Instructional Materials
-​ The most commonly available materials in the multigrade schools surveyed are flipcharts,
pictures and manipulatives. There seems to be a great percentage of schools without
textbooks, teacher guides, references and other useful teaching-learning materials.

COMMUNITY PROFILE
The multigrade schools provide access to learners in remote areas such as those in the provinces
or mountains where population densities are low.

SUPPORT TO SCHOOL
​ •​ Linkages with NGOs: Organizations such as Synergeia Foundation, Save the
Children Philippines, and World Vision support multigrade schools by providing learning
materials, teacher training, and feeding programs.
​ •​ Linkages with Government Agencies: DepEd collaborates with the Department of
Social Welfare and Development (DSWD) for educational assistance and LGUs for school
infrastructure projects. Programs like the GASTPE (Government Assistance to Students and
Teachers in Private Education) also support multigrade education.

MULTIGRADE PERSONEL
​ •​ School Head Profile: The principal or head teacher in a multigrade school often
handles administrative duties while also teaching due to a lack of personnel.
​ •​ Multigrade Teachers Profile: Teachers in multigrade schools must be highly
adaptable, as they manage different grade levels simultaneously. DepEd provides training under
the Basic Education Learning Continuity Plan (BE-LCP) to help teachers implement flexible
learning strategies.

MULTIGRADE TEACHING AND LEARNING

​ •​ Class Scheduling: Teachers use staggered or rotational schedules, where students
engage in independent learning while others receive direct instruction.
​ •​ Class Management Styles and Discipline: Classroom discipline is challenging, as
students vary in age and learning abilities. Teachers use peer tutoring and cooperative learning to
maintain order and engagement.
​ •​ Teaching and Learning Strategies: The Multigrade Teaching Model encourages
differentiated instruction, where students receive lessons tailored to their level. Strategies like
activity-based learning, project-based learning, and the use of ICT are being integrated to
improve engagement.

MULTIGRADE INSTRUCTIONAL ASSESSMENT

​ •​ Purpose of Assessment: Multigrade assessment focuses on measuring individual
student progress rather than comparing performance among peers. It helps identify students
needing remediation or enrichment.
​ •​ Format of Assessment: Teachers use varied formats such as portfolio assessment,
performance tasks, self-assessment, and oral questioning to accommodate different learning
paces.
​ •​ Frequency of Assessment: Since students learn at different speeds, assessments
are done continuously through formative evaluation, quarterly summative tests, and periodic
portfolio reviews.

CONCLUSION

Multigrade schools play a crucial role in making education accessible to Filipino children in
remote areas. Despite challenges such as limited resources, inadequate facilities, and the
demanding role of teachers, efforts from DepEd, NGOs, and local communities continue to
improve multigrade education. Strengthening teacher training, increasing government support,
and enhancing instructional materials are essential steps toward ensuring quality learning for
multigrade students in the Philippines.
 LESSON 5 :

The Factors
Contributing to the
Establishment of
Multi-Grade Teaching.

Presented by:

Dino, Jemiah Andrea G.

Multigrade teaching, where a single teacher instructs students from multiple grade levels in
one classroom, is often adopted due to various factors. Here's a breakdown of each factor
with a brief explanation and example:

1. Enrollment:

- Explanation:
When a school's enrollment is too low to justify separate classrooms for each grade level,
multigrade teaching becomes a practical solution.

- Example:
A rural school with only 15 students across grades 1-3 might have a single multigrade classroom
to accommodate all students.

2. Location:

- Explanation:
Schools situated in remote areas often struggle to attract and retain qualified teachers, leading to
multigrade classrooms as a way to manage limited resources.

- Example:
A school in a remote mountain village with limited access to transportation and infrastructure
might have multigrade classrooms due to the difficulty of attracting teachers.

3. Teacher Shortages:

- Explanation:
A lack of qualified teachers, especially in specific subject areas, can necessitate multigrade
teaching to ensure all students receive instruction.

- Example:
A school district facing a shortage of math teachers might combine two grade levels into a single
multigrade classroom, with one teacher responsible for teaching both grades.

4. Lack of Funding:

- Explanation:
Inadequate funding can limit a school's ability to hire enough teachers or provide separate
classrooms for each grade, making multigrade teaching a cost-effective alternative.
- Example:
A school in a low-income community with limited resources might rely on multigrade
classrooms to maximize the use of available teachers and resources.

5. Small Student Populations:

- Explanation:
Schools with a small number of students in each grade level may find it more efficient and
cost-effective to combine grades into a single classroom.

- Example:
A small private school with only 5 students in each grade might have multigrade classrooms to
reduce the need for multiple teachers and classrooms.

6. Cultural Factors:

- Explanation:
In some cultures, mixed-age learning is a traditional practice, with students of different ages
learning together in a single classroom. This can foster a sense of community and shared learning
experiences.

- Example:
In certain indigenous communities, traditional education systems often involve multigrade
classrooms where elders share knowledge and skills with students of various ages.

7. Socioeconomic Factors:

- Explanation:
Schools in low-income communities or areas with limited resources may find it difficult to hire
enough teachers to staff separate classrooms for each grade level. Multigrade teaching can help
to address this challenge.

- Example:
Schools in developing countries or marginalized communities may adopt multigrade teaching
due to limited funding and a shortage of qualified teachers.

8. Community Involvement:

- Explanation:
 Active community involvement can provide valuable support and resources to schools,
including parental involvement, community partnerships, and financial assistance, which can
facilitate the establishment of multigrade teaching.

- Example:
A community might raise funds to purchase learning materials or provide volunteer support for
a multigrade classroom, helping to ensure its success.

These factors often work in conjunction, highlighting the complex interplay of resources, cultural
norms, and community support in shaping educational practices like multigrade teaching.
 Lesson 6:

BENEFITS OF
MULTIGRADE
TEACHING

Presented by:
(Dino, Lenette B)
 The Multigrade Teaching program in Philippine Education is implemented as an
approach to achieve the goal of Education for All (EFA) and to address the issues in the lack of
teachers, schools, and few learners in remote areas.

What are the benefits of multigrade teaching? – According to the study conducted by
Catherine Mulryan-Kyne (2004), she identified several benefits of multigrade teaching,
particularly to the academic achievements of students, the effect of this setting to the personal
and professional development of teachers, and the opportunities it gave for more social
interaction for both the students and the teacher.

A. Academic advantages for children.

1. ​ Low-achieving children gain in the multigrade setting –
· Since the Multigrade class is smaller than usual, teachers perceived this as an
advantage for low-achievers students to be assessed and be provided with early
intervention of their learning difficulty.
· Low-achiever’s senior students are also benefiting from remembering their
past learnings when the junior students are taught.
2. ​ Younger children gain in the multigrade setting –
· Younger students are exposed to pre-teaching as they overhear the lesson of
older children.
· Younger children also benefit from acquiring proper social behaviors and
school routines shown and modeled by the older ones.
· A sense of security was also given to the younger children as oftentimes they
have their older siblings in the same classroom.

3. Older children gain in the multigrade setting –

· Older children gain constant revision of their learnings, or the reteaching of
their acquired knowledge taught to them from previous years, thus, reinforcing
their understanding.
· Older children become more responsible, as well as leadership skills are also
developed in them as they help younger students learn.
4. Children become more independent –
· As the teacher is not able to teach them all at the same time the students in the
Multigrade setting assume their own responsibility in learning, plus it helps them
to take initiative to learn and develop their own effective study habits.

5. High achievers gain in the multigrade setting –

· Across-grade grouping challenges high achieving children to do even better.

B. Advantages for Teachers

1. ​ Multigrade teaching has positive effects on teaching and learning –

· Multigrade setting is perceived as a positive and stimulating environment for
teachers to work on as it makes them busy and productive.
 · There is also a flexibility in terms of the coverage of curriculum as the teachers
“do not feel the need to cover the whole of each grade programme each year.”
· A greater range of methodologies can be employed since the multigrade class
is small in size, and teachers can also adapt various tactics for learning. (e.g. small
grouping, small project work, peer tutoring, etc)
· The resources and instructional materials can be shared across grade levels
since.
· Class discussion is also very productive and interesting.
· Discipline measures are needed less.

2. ​ Teachers find multigrade teaching satisfying and fulfilling –

· Multigrade setting affects the teachers’ personal and professional development,
as it teaches them to be more creative, flexible, resourceful, patient, and it
develops a motherly care in them.
· The progress and improvement of their students over the years was regarded as
an extremely rewarding experience, thus empowering them as a teacher.

C.​ Social Advantages

1. ​ Teachers get to know children better –

· Through the years of being together in the same classroom the teachers get to
know the pupils even better, as well as their parents. Which in turn makes it easier
for teachers to monitor students’ progress and more likely be aware of the needs
of their students.

2. ​ Multigrade classes have a positive family atmosphere –

· The students are more relaxed inside the classroom since other students have
their close relations in the class.
· The learning and social atmosphere is also more cooperative rather than
competitive.

3. ​ Children learn from interacting with one another.

· Children learn to cooperate and help each other.

Reference:
Mulryan-Kyne, C. (2004). Teaching and Learning in Multigrade Classrooms: What
Teachers Say. The Irish Journal of Education / Iris Eireannach an Oideachais, 35,
5–19. http://www.jstor.org/stable/30077492
 LESSON 6 :

CHALLENGES OF
MULTIGRADE TEACHING

Presented by :
Dollesin, Ma. Yzabel
Domalayas, Irish Mae J.
Ducay, Ma. Eddielyn Joyce
Ebio, Dhalene Shane
1.​ Parents' Attitude towards Multi-grade Teaching
-​ Parents’ attitude towards multi-grade teaching is, according to Brown (2008:18), another
challenge faced by multigrade teachers. He argues that, despite the apparent utility value
of parental support in the education process, it seems that multi-grade teaching and
teachers do not always find it easy to gain parents’ support. According to him, parents’
concerns about multigrade classes are commonly negative.

2.​ Lesson Planning and Individualized Instructions

-​ Lesson planning is one of the first things to do before delivering lessons to learners.
However, lesson planning in multigrade classes requires more time because teachers must
create multiple lesson plans in one setup to address the different grade levels’ needs and
abilities, as well as prepare various instructional materials to cater to the students’ diverse
learning styles (Borja et al., 2020; Okamoto et al., 2020).

-​ Unlike monograde lesson plans, teachers in a multigrade setting often face difficulty in
planning because there are no ready-made lesson plans available for multigrade teaching.
While lesson examples are often available, they neither sufficiently cover all the
competencies, nor do they fulfil curricular requirements, as they have to follow
guidelines designed for monograde classes. This difficulty is compounded by the need
for individualized instruction, making lesson planning and assessment even more
complex as teachers struggle to create levelled and personalized learning materials.

3.​ Time Constraints and Workload

-​ Multigrade teachers’ tasks do not only involve teaching in the classroom; they must also
submit reports, perform administrative duties, manage paperwork and other
responsibilities. Thus, submitting reports and other documents becomes an additional
burden to multigrade teachers due to their lack of Internet access, and limited technical
assistance and time. This results in a heavy workload, including teaching multiple grades
and subjects across different phases simultaneously (Msimanga, 2020; Engin, 2018;
Naparan et al., 2021).

4.​ Teacher Preparedness

-​ Many educators are trained primarily for single-grade classrooms, leaving them
ill-equipped to handle the complexities of teaching students across multiple grade levels
simultaneously (Sahin & Akin, 2021).

5.​ Resource Limitations

-​ Many multi-grade classrooms, especially in rural areas, lack the instructional materials,
technology, and infrastructure needed to support diverse learning.
6.​ Classroom Management
-​ Teachers must balance the needs of students from different grade levels, age groups, and
academic abilities simultaneously. Unlike single-grade classrooms, where all students
follow a unified curriculum, multi-grade teachers must deliver lessons that address
multiple learning objectives at once (Mulaudzi, 2016).

7.​ Isolation due to the Geographical Location

-​ Most multi-grade schools are located in isolated areas. Teachers need to spend more time, effort
and money to collect educational materials from education offices.
-​ Supplies may not be readily available. In most cases, transportation may be extremely limited.
-​ These schools are seldom visited by education advisers or even colleagues from other schools. As
a result, teachers in these schools suffer isolation and lack of support.

8.​ The Physical Space

-​ The appearance and the size of some classrooms present a challenge to multigrade teaching.
-​ Some teachers object to multigrade teaching because they say that classrooms are often too small,
too crowded and poorly furnished.
-​ These conditions may also occur in monograde schools.

9.​ Disadvantaged Local Environment

-​ Some parents in these areas have not received much schooling themselves.
-​ They may not help with schoolwork or support school activities.
-​ They may prefer their children to work or help around the home.
-​ The community is often poor.
-​ Cannot provide educational materials or pay teachers.
-​ School buildings and grounds often in poor condition.
-​ Community uses school buildings for meetings and church services outside school time.
-​ Can be beneficial for community use.
-​ Can disrupt learning activities if classroom arrangements/materials are disturbed.

10.​ Teachers' multiple roles

- Teachers must manage multiple grade levels, lesson plans, and assessments, leading to a
heavy workload. Teachers may struggle to balance their roles as instructors, mentors, and
 assessors for students of different ages and abilities. Managing multiple grade levels can
be emotionally demanding, leading to teacher burnout.

11.​Inadequate Instructional Support from School Heads and Supervisors

-Teachers may not receive adequate guidance on curriculum implementation,
instructional strategies, and classroom management. School heads and supervisors may
not provide sufficient resources, such as textbooks, technology, or professional
development opportunities. Teachers may not receive regular, constructive feedback on
their teaching practices, hindering their professional growth.

12.​Lack of a Responsive Monitoring and Evaluation System

- Without a responsive monitoring and evaluation system, teachers may struggle to assess
student learning accurately. Teachers may not be able to identify gaps in curriculum
coverage, leading to uneven student learning. Without regular evaluation, teachers may
not receive targeted professional development opportunities to improve their content
mastery and pedagogical practices.
 LESSON 7 :

TEACHER SUPPORT FOR

MULTI-GRADE

Presented by :
Enaje, Rollyn
Erlano, Annaliza
Escobedo, Justine Noel
Espino, Ayeisa
 Multigrade teachers, particularly those who teach in the remote areas, are disadvantaged not
only in terms of methodology, but also in terms of the economic and social conditions. They
need different forms of support. The support may include:

• a deliberate policy by Department of Education to recognize the tremendous work being

performed in the schools by multigrade teachers,

• professional development support from the central curriculum and administration authorities,

• training programs that discuss the needs of multigrade teachers, and

• policies ensuring that rural schools are assigned quality instructors.

However, support from the government may not be immediately forthcoming. You, as a future
teacher, must take pride in your profession and recognize that you are contributing to the
well-being and growth of your learners, your community and your country. You are making the
world a better place in which to live. You should be proud of your efforts.

Professional Support

The isolation and small number of both teachers and learners in many multigrade schools affect
the quality and quantity of professional facilities available to teachers. Due to the lack of
classroom materials, teachers may not work to their best ability. Chances of being promoted are
restricted at a one teacher school.

Staffing Support for Small Schools

Teachers in small schools must teach in multigrade classes. This demands extra preparation and
organizational ability. As these teachers have few colleagues to share ideas with, they need
constant supervision and support by central authorities.

Teachers who are qualified and self-motivated are the ones who should be sent to isolated
schools, as they are the ones best suited to deal with the challenges of multigrade teaching. As
they face the challenges, they will grow professionally.

Economic Support

Some small schools are not able to pay their teachers, and the teachers are often on lower salaries
than those in big schools. Teachers in small multigrade schools are usually young and
inexperienced. It can be costly for them to go to urban areas to visit friends and relatives. In
order to reduce this problem, the government should offer bonuses or living and travel
allowances for remote teachers. If these measures are put into place, more qualified and effective
teachers will be attracted to these small schools.
“ DepEd Order No. 8 S.2018”
Guidelines on the Utilization of financial support for Multi grade schools

Community Support

The school is part of the community and the school is established to serve the children of the
community. Some parents in the community may not have had much schooling, but they have
experience, and many have skills that can be relevant to the school curriculum.

There are many things teachers can do in order to obtain community support:

• Organize parent-teacher meetings (PTM).

• Discuss with the community when and how it can help.
• Establish good relationships and be willing to cooperate with parents and the entire community.

• Ask the community to identify the parents who are capable and willing to help.
• Recognize that parents have their own work. Do not always expect them to be available when
you need them. Plan ahead. Develop a good communication system. Remind those who
promised to help.
• Always make arrangements in advance if you need the community's help.
• Allow parents to have access to the school facilities. For example, they may want to use the
school for a meeting or to hold church services.
• Show appreciation and encouragement. Always thank parents for their help.

Staff Development
1.​ The teachers who need staff development
2.​ In-Service training
3.​ Quality of schools and teachers
 LESSON 8 :

MAKING A SCHEME OF WORK

AND A UNIT PLAN

Presented by:
Estrada, Jean
Fajardo, Neljane Mae O.
Gatus, Jujelyn P.
Gonzalo, Cielo Mae
Gutierrez, Angel O.
Making scheme of work and unit plan in a multigrade classroom would involve a detailed
breakdown of curriculum objectives, differentiated activities based on grade levels, clear
assessment strategies, and flexible grouping to cater to the diverse learning needs of students
across multiple grades within a single classroom.

Dr. Galarosa emphasizes that teachers must first assess student knowledge to determine the most
effective teaching approach for their diverse student population.

SCHEME A

When the objectives of all the groups are common in terms of behavior and content, take all the
grades as one class in the developmental phase. In the presentation of the lesson use the Material
of the lowest group first then followed by the material of the next group and then of the last
group.

In application and evaluation, give differentiated self-directed, self-checking and self-scoring

seatwork (Self Directed, Self-Checking and Self-Scoring Seatwork) exercises to the three
groups. Then give on the spot corrective instruction one after the other

Possible Format
I.​ Objectives (one
objectives for the
whole class)
II.​ Content and
Materials

Grade 1 Grade 2 Grade 3

III.​ Activities
(Developmental
Lesson)
A.​ Preparation
Activities
a.​ Review
b.​ Motivation
B. Presentation
C. Generalization
D. Practices
1.​ Guide Practice

2.​ Independent Self-Directed seatwork MLM or Modules

 1 - 10 a. a.
b. b.
With teacher (Mid c. Application c.
Corrective Instruction for d. d.
Exercise A) e. Formative Evaluation

Continuation of Seatwork With teacher (Corrective

B. Application Instruction)
C. Formative Evaluation Continuation of Seatwork With teacher ( Corrective
e. Formative Evaluation Instruction)

With Teacher Corrective With Pupil Leader/Tutor Enrichment Activity

Instruction

SCHEME B

➢​ Scheme B explains how to structure learning activities for different grade levels. It is a
teaching approach where two adjacent grade levels (for example, Grade 5 and Grade 6)
have the same instructional objective and are taught the same core concept, but with
different levels of complexit. While the other group or grade level has a different
objective and is taught a different core concept. In the two grade levels with the same
objective and content, you need to give differentiated seatwork exercises.
➢​ The source of your instructional objectives are the MELC/PELC/CG-MGs and the
Budget of Work in the different learning areas.

Example:

Grade 4: Identify and use words that show degrees of comparison of adjectives in sentences.
(EN4G-IIIc-14)

Grade 5: Use a particular kind of sentence for a specific purpose and audience asking permission,
making requests. (EN5G-IIIa-1.8.1, 1.8.3)

Grade 6: Use a particular kind of sentence for a specific purpose and audience making requests.
(EN6G-IIIc-1.8.3)

Possible format for the Scheme B:

Seatwork: Independent practice activities.

Developmental Activities: Activities that help students develop their understanding of the
concept.

Corrective Instruction: Activities that provide support for students who are struggling.

Enrichment/Free Activity: Activities that allow students to explore the concept in more depth or
at their own pace.

Grade 4 Grade 5 Grade 6

Objective Objective Objective

(Seatwork) (Developmental Activities) (Developmental Activities)

Students complete a Students role-play different Students write a persuasive

worksheet where they have scenarios where they have speech, using sentences to
to choose the correct to use sentences to ask make requests.
adjective to complete a permission or make
sentence. requests.

(Corrective Instruction) (Seatwork) (Seatwork)

Students work with the Students complete a Students write a letter to a

teacher in small groups to worksheet where they have friend, using sentences to
practice using adjectives to write sentences asking make requests.
correctly. permission or making
requests.

(Seatwork) (Corrective Instruction) (Corrective Instruction)

Students write a short story Students work with the Students work with the
using adjectives to teacher in small groups to teacher to identify and correct
describe the characters and practice writing sentences errors in their writing.
setting.
 for different purposes and
audiences.

(Corrective Instruction) (Enrichment/Free Activity) (Enrichment/Free Activity)

Students play a game Students write a dialogue Students research different

where they have to use between two characters, types of sentences and create
adjectives to describe using sentences to ask a presentation to share with
different objects. permission or make the class.
requests.

SCHEME C
In this Scheme, the three levels or groups have the same behavior but have different content
or differ in difficulty

GRADE 4 GRADE 5 GRADE 6

Find the area of rectangle/ Find the area of triangle Find the area of trapezoid
square

I. Objective: I. Objective:
I. Objective:
Find the area of triangle Find the area of trapezoid
Find the area of
rectangle/square

II. CM

With Teacher (Whole Class)

III. Dev. Activities
A.
1. Drill: Common for the three groups
2. Review:
 B. Presentation Grade V & VI Listen and (Listen)
Participate
Grade IV materials is Grade VI Material is
Presented first Grade V Material is presented
presented next
(Listens)

C. Generalizations
●​ How to find the
●​ How to find the area area of triangle ●​ How to fine the area
of rectangle of trapezoid
●​ Guided
D. Practice/Fixing Skills ●​ Guided
●​ Guided

IV. Evaluation IV. Evaluation IV. Evaluation

(Formative) SW SW
With Teacher Corrective With Teacher Corrective With Teacher Corrective
Instruction Instruction Instruction

V. Assignment V. Assignment V. Assignment

The lesson is structured in a way that allows all three grade levels to participate while ensuring
that each group receives instruction suited to their level. The structure follows a progressive
teaching approach, moving from simple to complex concepts.

●​ With Teacher (Whole Class)

Drill: Common activity for all three groups to recall previous knowledge.
Review: A short discussion to reinforce prior learning before introducing new material.

●​ Presentation (Differentiated for Each Grade)

Grade 4 material is presented first while Grades 5 and 6 listen.
Grade 5 material follows, and Grade 6 listens.
Grade 6 material is last, ensuring a logical progression of difficulty.

●​ Generalization
Each grade level summarizes their learning:
 ●​ Practice/Fixing Skills (Guided Work)
Students practice problems with teacher assistance and ensures that students grasp concepts
before independent work.

●​ Evaluation (Formative Assessment)

The teacher checks students' understanding and provides corrective instruction if needed.

●​ Assignment

SCHEME D
In this scheme, there are three (3) developmental lessons because the instructional objective
of the three groups have no commonality.

G1 – Compare the sets using the expression “as many as.”

G2 – Identify the place value in a three digit numbers.
G3 – Read and write numbers up to 10 000 in symbols and in words.

Example format:

GRADE I GRADE II GRADE III

Objectives Objectives Objectives

w/ Teacher SW
A. Preparatory Activities Giving Instruction
B. Presentation A. Preparatory Activities
C. Generalization
D. Practice SW
Giving Instruction
w/ Teacher
A. Preparatory Activities
B. Presentation
C. Generalization
 SW D. Practice
E. Application
w/ Teacher
F. Evaluation
SW B. Presentation
E. Application C. Generalization
F. Evaluation D. Practice

w/ Teacher SW
Corrective Instruction E. Application
F. Evaluation

Enrichment Activity w/ Teacher w/ Pupil Tutor

Corrective Instruction Corrective Instruction

The above scheme shows that the three grade levels do not have commonality in objectives.
It requires a teacher to create and deliver different lessons, activities, and assessment. It is
observed in the scheme that the teacher first attended the lowest grade level because pupils in
there are more dependent than that of pupils in the two higher grade levels. In addition to that,
materials in the lowest grade level are first introduced by the teacher. In this scheme, the teacher
must prepare many reinforcement activities that are appropriate and relevant so that he/she can
still have time to do instruction and assessment or corrective instructions with other grade group.
In this scheme also, it is effective to train little teacher or pupil teacher to help a teacher facilitate
or do corrective instructions while he/she is in the other group.

SCHEME E
In this scheme, the objective/skill in the first grade/group is a prerequisite to the next group level,
and the skill in the second grade is a prerequisite to the skill in the third grade.

I II III
Tell what the picture is Distinguish big ideas from Identify the key sentence or
about small Ideas in o sentences the big idea
words/phrases/picture set of
I. Objective I. Objective I. Objective
II. CM II. CM II. CM
III. Dev. Activities III. Dev. Activities III. Dev. Activities
 With teacher Sw

A.​ 1. Review. (Challenge Test)

(This phase serves as
2. Motivation
review for group II) With Teacher
B.​ Presenfonion (This serves as review for
C.​ Generalization A. Motivation Group II as they
D.​ Practice Guide B. Presentation participated)
C. Generalization
Independent D. Practice With Teacher
Self-directed - Guide A. Motivation
- Independent B. Presentation
Self-checking C. Generalization
Self-scoring SW IV. Evaluation
DAY 21 D. Practice (SW):
- Guide
With Teacher
Connective Instruction
Enrichment/ w/ Teacher Independent
Free Activity Corrective Instruction

Scheme E's design ensures that students master concepts sequentially. Since the first grade's
lesson is essential for the second grade, the plan includes a review of the first grade material for
second graders. This step-by-step approach, with both guided and independent work, helps
students learn at their own pace and ensures a strong foundation for future learning.
 Lesson 6:
Lesson Planning

Presented By:
Hapin, Jayvee
Hubilla, Antonette
Jepsane , Elaine
Jeron, Joy
Lesson Planning

The instructor's road map of what students need to learn and how it will be done effectively
during the class time. Lesson plan is developed in advance so they can conduct a smooth and
successful lesson.

Purpose of the lesson plan

•motivate the learners and ensure their attentiveness ensure the lesson is appropriate for the
abilities of the learners
•define relevant objectives and relate them to previous topic
•establish lesson content
•obtain and prepare learning-teaching materials •ensure that the classroom surroundings are
conducive to learning.

6.2 COMPONENTS OF LESSON PLAN IN TEACHING MULTI GRADES

CLASSROOM

1. Subject or Topic
Begin by asking yourself two questions:
Is the topic to be taught within the ability range of the learners?
●​ Do I have sufficient information about the topic?
-If the topic is not within the ability range of the learners, you need to provide them with
background information. Perhaps you could show them pictures or photographs, or tell
them a story.
If you do not have sufficient information about the topic, you could conduct your own research
or you could ask a colleague for help. Always equip yourself with the knowledge and skills that
you want your learners to master.

2. Grade Level
As you plan, you need to ask yourself:
●​ What is the ability level of students in the class?
●​ What type of motivational strategies can I use?
●​ What do learners already know about the topic?
●​ What aspect of the topic will be relevant or of interest to my students?
●​ What knowledge and skills do the students have that they could apply to this new topic?
By answering these questions, you will be able to plan a lesson that is appropriate for the
learners. You will also be able to select activities that will interest them.
3. Time Required
The timing or duration of your lesson should be included in your lesson plan. You need to
determine:
●​ How much time the lesson will require, and
●​ The time of the day, week and term when the lesson will be taught.
The information on how much time is needed will help you to determine how much you can
cover in one lesson. A lesson scheduled at the end of the day should contain exciting activities
because learners tend to become restless and inattentive then.

4. Objectives
Objectives are what you expect the learners to be able to do at the end of the lesson, and it is
preferable that they be written in behavioural terms. For example, by the end of the lesson,
learners should be able to read a passage or recite a poem. If objectives are written in this
manner, they can be measured easily. Objectives should be 'SMART', that is, Achievable,
Reasonable and within a given Time frame.

5. Instructional Materials
If your lesson is to proceed smoothly, all necessary materials should be available. There should
be sufficient textbooks and learning and teaching materials. The resources you choose can help
you to focus on your objectives. Choose material that is appropriate for the lesson and the grade
and age level of your learners, and will help learners master the concepts and skills in your
lesson.

6. Content
You should know the content so that you can explain the subject matter. The information can be
sequenced in several ways:
●​ In order of difficulty. Determine which concepts will be easy to learn and which are more
difficult.
●​ In chronological or sequential order. This order is used when teaching subjects like social
studies. Content is presented according to the date on which events took place.
●​ From whole to part. For example, in mathematics, you may teach one whole before
focusing on halves and quarters.
●​ From part to whole. You may first talk about parts of a plane before discussing how all
the parts enable it to get in the air and fly.
●​ From the known to the unknown. For example, in social studies, you teach about families
before you teach about countries.

6.3 Teaching Methods

Lesson presentation can be divided into three stages:
• Introduction,
• Procedure or development, and
• Conclusion

Introduction: The introduction should arouse or catch the learners' attention and interest. The
learner must be motivated and ready for the skills and concepts to be learned. In order to help
you arouse their interest, consider what the learners already know about the subject.

Development: After introducing the lesson, you should present the body of the lesson in a way
that will help the learners to understand. You should present the subject matter clearly and use
manageable steps and simple language. Give learners the opportunity to think for themselves. Do
make use of good questioning techniques.

Conclusion: Try to end your lesson on a high note. Sum up the lesson in a way that will
reinforce the skills and concepts taught.

6.4 Learning activities

Activities consist of all the actions undertaken by the learner in order to learn. Learning activities
are like steps you take to learn something new. Activities are conducted according to the 3 Ps.
These are presentation, practice and performance.

1.​ Presentation
●​ Try to present new information in more than one way. Provide examples, samples or
pictures of the new information
2.​ Practice
●​ Give learners an opportunity to put the new knowledge and skills into practice.
3.​ Performance
●​ Learners should be given a chance perform what they have learned.

Evaluation

In a lesson plan is like checking if your lesson was successful. It's about figuring out if your
students learned what you wanted them to learn and if the lesson was engaging and effective.
Evaluation helps you understand if your lesson plan achieved its goals. It also helps you improve
your teaching strategies for future lessons.
 LESSON 7 :

Lesson
Presentation
Skills

Presented By :
Labrador, Christine Mae L.
Laureta, Salvenell

BEED3A
Teaching in a multigrade classroom requires specialized lesson presentation skills to address the
diverse learning needs of students at different grade levels. Here are the key strategies:

1. Lesson Structuring and Planning

Use a Thematic Approach – Integrate common themes across different grade levels to promote
shared learning.

Group Students Strategically – Form flexible groups based on ability, interest, or task.

Prepare Tiered Activities – Design lessons with differentiated tasks so that younger students can
work on simpler concepts while older ones engage in deeper learning.

✅ Example: In a science lesson on animals, younger students (Grade 3) may classify animals
based on body coverings, while older students (Grade 4) explore food chains.

2. Interactive and Engaging Presentation

Direct Instruction with Variation – Start with a short whole-class introduction, then differentiate
instruction.

Use Peer Teaching – Assign older students as "buddies" to support younger learners.

Integrate Learning Stations – Set up different activities (e.g., reading corner, experiment station,
writing task) so students rotate and learn independently.

✅ Example: In an English lesson, Grade 3 students practice sight words while Grade 4 students
write sentences using them in context.

3. Effective Use of Teaching Aids

Visuals and Manipulatives – Charts, realia, and digital tools cater to different learning levels.

Audio-Visual Resources – Short videos help engage students and introduce concepts.

Multi-Level Worksheets – Provide worksheets with varying levels of difficulty to cater to diverse
learners.
✅ Example: In a math lesson on fractions, younger students use fraction circles, while older
students solve word problems.

4. Classroom Management Strategies

Clear Routines and Expectations – Establish routines to minimize disruptions.

Independent Learning Time – Train students to work independently while the teacher focuses on
another group.

Positive Reinforcement – Praise effort and foster a supportive learning environment.

✅ Example: While working with Grade 4 on sentence construction, Grade 3 students listen to
an audio story and complete a simple task.

5. Assessment and Feedback

Use Formative Assessment – Observe, ask questions, and adjust instruction based on student
responses.

Self-Checking Activities – Provide answer keys for some tasks to encourage self-assessment.

Flexible Evaluation – Assess students based on their individual progress rather than grade-level
standards alone.

✅ Example: Instead of giving the same test, assess Grade 3 on identifying main ideas and Grade
4 on summarizing the text.

Multigrade teaching requires flexibility, patience, and innovation. With proper planning and
engagement strategies, you can create an effective learning environment for all students.

______________________________________________________________________