100% found this document useful (3 votes)
21K views78 pagesTeaching Multigrade Classes
Uploaded by
ReynanCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
100% found this document useful (3 votes)
21K views78 pagesTeaching Multigrade Classes
Uploaded by
ReynanCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 78
TEACHING
MULTIGRADE
AS TES.
IMELDAICMONTALBODeviEdD)
GHETO ND EOE, 27)
NOLEN EET, aolED) oe “ah,
TEACHING
MULTIGRADE
CLASSES
“Be 2% bs
ras omine
s Sl
dtr : te
Roe y a
IMELDA C. MONTALBO, Dev EdD
CHARLO M. IRADEL, EdD
NOREMAY B, PEREZ, Dev EdD
OBE - Based
, Published by
<> LORIMAR Publishing Ine.
/ ©2022 TEACHING my
LTIG.
Copyright 2022 by RADE CLasses
OR. IMELDA c. y
Br. neko abet ®°
3 ‘My
and AY B. PEREZ
LORIMAR PUBLISHING INC,
ISBN 978-624 -451-027.6
Published by
LORIMAR PUBLISHING INC,
108 Boston Street, Brg
Quezon City, Mevo Noni
Philippines 1
email publshedbyiormardyahieee, 1
Telephones: 87212715, 87231560
Cellphone: 09185375190
Telefax: (632) 87273386
y. Kaunlaran, Cubso
Cover and Book Design by Romie ena Mariner
A rights reserved, No part of hs back maybe reproduce or tasted
in any form or by any means, electric or meaning php,
Tecorcing, mimeograptng o by any infra and reel stem
witout writen permission fom the cpr tide
To purchase additional copies of this book, kindly cal:
LORIMAR PUBLISHING INC.
at any of the above numbers or send an email to sales@lorimarph
Aliso available at:
‘www.buylorimarbooks.com thru SHOPEE and LAZADA
ee
_——roreworo
en ct
ie te A ano
a ea te fe
et tel involved in &
Seting, new bow
~ task This is so int
—
ves nd inn 2
oe bt
we orig ees
sees forms prolific partnership
na ligned to the
: 55 al
FEN Merten as comarca
sed, research-based
fneractive, collaborative, inquiry-based, brain-based,
and reflective teaching-leaming.
Imelda C.
We gicily seknowledge the authors, Dr. Imekla ©
Montaibo, Dr. Charlo M. Iradel, Dr, Noremay B. Perez f
their desire end concem to share’ their expertise in the teaching
profession
Thin Project WRITE publication is one of the latest editions
of the more than 60 publications that are in sctive circulation
throughout the country. We look forward to more publications that
will help improve teacher performance by enhancing both the pre-
service and in-service phases of teacher education,
Onward to Project WRITE!
is WRITE
BRENDA B. CORPUZ, PhD
MILAGROS L. BORABO, PhD.
MARIA RITA D. LUCAS, PhD
ELMER B. DE LEON, DEM
PAPTE, Project WRITE Committee
Po
uw ——————
C. |
® Seting neceestaes teas
Specie classroom management and teaching strategies, ih
This book provides aspiring profession
comprehensive view of how to warn fy
‘There are six (6) chapters ir :
in tis b .
inroduotion to muligrade courses, sed it act ChE i an
teachers with
808, and it discusses the
nature, benefits, drawbacks, implementation bases, and unser 2
theories and principles in’ muitigrade te. p "pinning
aching. This chapter ait
cena sreadin nd eames nd on mons
3 discussion on organizing
This book aims to not only provide a thorough understanding of
rmuligrade teaching but also to better prepare aspiring professional
teachers who may one day become multigrade teachers,
ee
c OURSE OUTCOMES
s and
4. Display in-depth understanding of the theories principle
concepts of teaching muitigrade learne’
content knowledge
cinta, sedan and on
ao erate eons nciforent ede lve
3, Design a comprehensive plan in organizing and managing
muligrade classroom;
4. Create lesson designs for muligrade classes:
5. Design varied assessment tools suited for learners in a
rmultgrade class;
6. Effectively utlize teaching approaches and strategies in a
muttigrade classroom;
7. Demonstrate understanding of the history, bases, and policies
of multigrade tesching; and
Perform critical analysis of research findings related to
Muttigrade teaching, —Prerace ae
Eveaton is @ right, not @ privilege. All eitren must be gj
the opportunity to enhance their knowledge, hone their skiie?’®”
imbibe values. The acquired knowledge, skis, and valueg “t
useful tools that they can utilize to effectively navigate the
and challenges in life. An educated child will eventually
fa productive citizen who can contribute to the developmer
‘country and the global community.
‘rium
become
Nt OF the
While it Is acknowledged that learning happens in
aa
Gay situations and in varied environment, formal educate
considered the most potent way to educate @ child. AL the tum &
te 2 cay, ora ediaton stated The steal ye
tun Safed 23 2 monogade schoo Howorr, ote renga
increased, students were grouped by grade level. Nevertheless, ©
some areas of the world, the mutigrade system is stil in place as pe
‘ur pepsin snot onus fo complete a monoge cue,
rue dbs cons of woo tee sae lel ean an
omar
Teachers in muligrade classes face the daunting task of desig
class activities that cater to the varied needs of the diferent students
In a dlass. Teachers expressed the need for extensive traning for
mutgrade teachers. Although regular trainings are conducted, it
was deemed insufficient 2s this was not Included in the curreulun
for Teacher Education Programs. Moreover, in a collaborative study
conducted by Department of Education, SEAMEO INNOTECH, and
UNICEF in 2017, it was found out that lack of Muitigrade teacher
preparation and nonsinclusion of Multigrade teaching in Teacher
Induction Programs prior to Multigrade setting deployment hinder the
full compliance of the multigrade program in the Philippines. The need
for traning is also expressed in other parts of the world. According
to Litle (2008), pre-service. and inservice training for teachers on
the needs of the multigrade ciass is vital. In fac, in some counties
(eq. Finland) mutigrade teaching is already included in the Teacher
Education Program while multgrade teachers in England expressed
the need for in-service training and curricula support.
‘As @ response to the identified need for the inclusion of mutigrade
teaching in the pre-service training, it was mandated in CMO 74
sided aera tee
vi
REFACE
1s" willbe included 2
2 Bunt eecve couse in the GEED Curl, TT ter
Mutigrade Clases couse was fat offered i te Smee MT oo,
of 2020-2021 in our univers. Having exPetere A were
teaching mentors for mutgrade casss, the autor of et
faked Io teach the couse, Sinco ts an entiey Now SANS oy
isno existing reference book avaiable. The author A
the publeaors of SEAMEO:NNOTECH (Southeast Roan
of educaton Orgarizatn Regional Centar for Edvoatonl Tier
fn Techology and ober research ares ried ° TN
teaching as references, Booked by research aves TA ing
pevaggial knowledge end experience of he authors 8 SCE
of mutigrade classes, the curiculum map ee
crafted, Thus, the auhors wore able to effectively teach the
for one semester
However, the authors believe that the course offering could stil
be improved for the next semester and tho years fo come. Prompted
by our experience and the desire to have an excellent instructional
delvery of the course, the authors decided to wite this book. In
this book you wil earn about: a) the history, nature and status
of mutigrade program; 6) managing and organizing a mutigrade
classroom; ¢) the teaching strategies, assessment principles,
assessment tools, and lesson designs for mutigrade teaching:
‘and ) research and partnerships in multgrade program. The
application activites and end of chapter exercises wil reinforce your
Understanding ofthe topics.
‘This book is envisioned to be a useful reference material for both
teacher education students and mutigrade teachers who are already
teaching in the fed. Through this book, the authors hope to be able
to contrbute to the realization of the vision of providing equitable and
‘quality education, constitutional mandate, even to children who are
in remote of marginalized communities in the county.
The Authors Table of Contents
Tanrrce
Conran
Foreors
Lesson 3
Organizing and Managing Groups ~~
“i Lesson 4
O version 7 : Managing Instructional Ti
~
Course outcomes ‘ mani Lesson 5
3 Preparing the Curriculum
Pretace ;
hapier’ 3 ) In the Multigrade Classroom.
Tale of contents q (cage (3) taching in
('ylabus for Teaching Multigrade, zs Lesson 4 :
Classes ‘ Concept of Differentiated Instruction...
ce History, Nature and Status of Lesson 2
Aaiiigvade Progeameceanse Whole Class Teaching
Lesson 1
History and Nature of Multigrade Program.
Lesson 2
Status of Multigrade Program....
nage ‘oe ‘and Managing a i ion
Solfirected Learning...
Lesson 1
‘Organizing the Physical Environment. Eensen 7
Center-Based Learning and Multiple Intelligence...
Lesson 2
Managing Students’ Behavior
vi j » ss...
Table of Contents
Gaghlr (4 )resessmen in Multigrade Classes...
Lesson 1
Monitoring, Assessment and
Evaluation in Multigrade Classes
Lesson 2
Purpose and Methods of Assessment.
Lesson 3
Information Gathering Techniques...
cafe Ks) Lesson Designing ou.
Lesson 1
Lesson Designing in Multigrade Teaching ....
eure nde
at Ri Spb 221
Lesson 2
Format and Parts of Lesson Designs..neunn«
Lesson 3
‘Sample Lesson Designs
Cagle '@ ) Research and Partnership in
i K / Multigrade Teaching.
Lesson 1
Research and Partnership on Multigrade Teaching ......u.124
Lesson 2
Partnership in Multigrade Teaching...
‘Outcomes-Based Education (OBE} Course Silabusin Teaching Mutigrade Classes
RelereMCES rwun soo per Supe. u ene venes ape lee
SaEs
| omen me
| eb
a
rooms emeamesa| i
maememnetcaen| | ere eee ac cara |
Se mene oo temas | Set sa.
ceased
poth ate mae | ayy nasgtste |
\eocare tarp eae TENES]| cnet eon IS | ne
| a Se eienaeremg pert 2 ma mck
| os a
cm | sce ye any pie e100
ssa owl |
| ee ee eee masa es
eg
Eom : Sothern weanie
| cme eros —
iapstnanepegn eeepc [artis eee | anon cpyeeen eee a
scmmenwense| Sesion hapagemeunaer
emmittenemeseeneaiiten TRE ements tn TOON ayer ee
ommnmrn! ame =e
tem one ae neaemangamad
mrs
ny my ameminemey rpnnt mares ma Rm «|
sa =
en| mento enrmns| emer ed
aE)
tre sesame roams
| apemmenmt oe on PSS mad | marron |
ra ear operas
penne eam wutang_| Srnene toacyerond «|
|nm =P ies we
wwe
: — on enn ten |r
: a Seal Crop Dene secon tod pri
cocoa i
netting cs | OES ani | Pe te,
a : a cnet. \Soace ar
= Teena Sng hate, oF
i oneness
ay apes emma
Seer |
zane |. Se
=o ‘Coeaing lessen cating on | SPS" a
ve re cs te tom
a rm, | re
ae se |Sepemaamet,
= Ss
oes ee
= a
| See
nts ipa | amt
Ly perce
Se | ere
St ates |* Eee
= =
Cites npn] pmo a xx
ere eed SSS =
xan oe tmpotine ot] Making of Lesson Design sag Lesen De ie
* pave tendege 8. Fermatand Para ct anon Onin ad Oman |
Cenc Dnonarsen Soreness alter tmg gn
+ only deren stops in various — ating: reg ae
sols]: i sass =
#
+ nen tn otote| OR entre onan
Selmer set soa giees
SS cinema =
sess Seoteress
Grouping by Abit Type 1 8 2) 2
nt ent spares
te i ee anya
corpo aang |
(on
+ Bon Irptane of een
td patoeip Made
Tete
seca femaches tad
tiga Tecig
ei eit apse
tee inpatac wih Owe he
Ione of Mabe
popan
«Garo presi sti
Ty eae in Mange
‘ring fat can be adored
rouse andrei
‘amerenandprinntipa | © Remwch icy
eee 1 Gata Leng Ay
atin 1 ce een
1A Rewoch Mita | tow
Tost
8 Poimamip in Sao
‘sina
erty Provision. The Course De
a SAN
el messes éeone
in war. moy rear tes, ss
etn aig Cies History, Nature and
CHAPTER 1 Status of Multigrade
Program
In many places, education systems are structured in such a way that students
typically advance from grade to grade as peers of the same age. These are called
monograde classes. However, in some places, the student population is not sufficient
to complete a grade level. Geographic location, low population density, cultural
factors, socio-economic constraints and other factors contribute to this situation. The
multigrade system was developed to provide full and sufficient quality education. This
means that school children in challenging or deprived circumstances will receive the
same education as other students. Students are divided into two or three grade levels
in a multigrade class and are taught by one teacher,
In this Chapter, you will be introduced to the history and nature of multigrade
classes. The bases of implementation and underpinning theories and principles in
multigrade teaching will be discussed. This Chapter also delves into the status of
multigrade teaching in the Philippines as well as the multigrade teaching practices
and strategies in Southeast Asia. The positive outcomes/advantages as well as the
drawbacks/challenges of multigrade teaching will also be discussed.
nded Learning Outcomes
At the end of the Chapter, you should be able to:
«discuss the history of multigrade classes;
+ identify the roles of a multigrade teacher;
+ synthesize the bases of Multigrade Program in the Philippines;
+ explain the underpinning learning theories and principles of
multigrade teaching;
+ - describe the status of multigrade teaching in the Philippines;
+ describe the practices and strategies of multigrade teaching in
Southeast Asia;
+ cite the positive outcomes / advantages as well as the drawbacks/
challenges of multigrade teaching; and
= identify solutions to the challenges in the implementation of
multigrade teaching.
‘Chapter 1: History, Nature and Status of Mutigrade Program
‘Lesson 1: History and Nature of Multiorade Program Ge,
Inthe space belo, draw an emoji that will show your Possible reaction
ive situation. Explain your reaction
Siuaton: You are anew teacher: You are hired as a mutigrade teacher
("= a
e= ‘ON OUR WAY Fics argos"
Case Study (Mathot, 2001)
drowned in that river when a flash flood happened. The inspector folows |
‘@ mountain trail fromm the river. He sees school children on their way home. |
horseback to another remote school. 34
Case Analysis:
1. Based on the case, describe the condition ofthe school.
2. As described in the case, what are the challenges encountered inthe school?
5. How does the creation of schools in remote areas support the concept “equal
aceess to education”?
n
¢ yanacom: DIG DEEPER
A. History of Multigrade Classes
In the 1800s, one-room schools consisted of students of varied ages
and abilities. Students teamed together as a single class. In fact, the first
goverment schools in North America and Europe were multigrade classes
(Brunswic and Valerien, 2004, as cited in “Quality Iodicators of Multigrade
Instruction in Southeast Asia”, 2012). With the beginning of the industrial
revolution and rapid urban population growth, the practice of graded school
system was started as a means to classify and organize the increasing number
(of students. Since its emergence, it has simply become the norm (Miller, 1989)
and has become the organizational unit of the school. However, the multigrade
classes have remained an essential schoo! structure especially in remote areas.
UNESCO (2015, as cited in “A Review of the Current Situation and Practices of
‘Maullgrade Schools in the Philippines", 2020) defined multigrade teaching as the
teaching of classes of learners who are not only from different grade levels, but
are also from diverse age groups, cultures, and abilities, A multigrade class hes
‘wo or more grades under one teacher with § 10 35 students. (Vllaino, 2010, as
cited in “Quality Indicators of Mutigrade Instruction in Southeast Asia", 2012).
‘The socio-economic conditions in countries where multigrade classes are
found vary. Generally, the multigrade classes in industrialized countries have
sufficient resources as compared to developing nations where the communities
are economically poor, Thus, multigrade education is essential in these poor,
rural, an! remote locations as part of the effort to widen and improve access
to quality education forall. It is a costeffective means of increasing student
attendance and student achievement. ("Profile of Multigrade Schools in the
Philippines”, md)
These classes exist for a wide varity of reasons (Mathot, 2001). For most
Southeast Asian countries itis seen as the means to achieve quality education
for all (SEAMEO INNOTECH Research Updates.nd.). Multigrade classes may
swerunomnsesmnennetane (5)
© Teaching Mutigrade Classes eet remnant ee eee ighborhood's geogrephic locg,
the community or ne rey be .
ao be the ret of cmos, Aces 0 eton sien)
scio-economi & inote mountain barangsys- Socio“ i
eee Moots. Cultual practices: may
seinen gc
teaching aries
(i). shools
sarious Focations, (ii)
more popular schools,
requirements, causing sti
ww population, Gi) classrooms are distrbuteg
{othe mamber of sadents exceeds offi clay gy
dens fom rent grade Teves © Bomb
Teagasc, (vi) Tes deployment of ACen, and
i ilanly, SEAMEO-INNOTECH (“Quality Indy
ee in tt As 202) Meifed BE flog
cen uy Mulgrade classes exist: (9 the provision of complet eden g
eee eerices in rr, thinly populated areas (Thomas and Show.199y,,
eet in “Quality Indicator of Mulirade Inston in Souhesst Asia", 2019
i) eeining poplans of students in small towns and villages in Euopey
eunves, (i) in some nations Hke Zambia, budgetary end manpower consi,
‘rade them unable to create and stn fullledged schools, (Wv) geography
Uharaterinies of countries are affected by limited student populations
fnncessiility, and (9) commitment to fulfil certain intemetional and nating
cbliguoes. For eximple, Vietum has also launched muligrade training »
tehieve its national EFA (Education for All) targets (Huong, 2010 us ced
“Quslty Indicators of Multgrade Instruction in Southeast Asi 2012); ty
Philippines hus to comply with the conttutional right to education (Vila,
2010 a cited in "Quality Indicators of Muligrade Insiructon in Southeast Ait
2012) and the bh control program in Thailand led toa decrease in popu
gro
B Roles oa Maligrad Teacher
‘A muhignde teacher plays various roles as she/he performs the tasks i
handing students with varied age level, developmental stages and ines
(Wao, 2001), The roles of « muligrade teacher are uniquely different
| monogade teacher. Shefhe performs asa researcher. Shere has to know tt
reeds ofthe community and must conduct studies on strategies and techniqes
tat promote engagement and achievement in learning, As a faclitator,
teacher should be fuilar with his or her pupils and their experiences to &
able to effectively fecitate the class, Most teachers take on an important role
{nthe local community because of thelr experience, status and obligation, They
serve as community Ilnlson or resource persons. In order to enhance the
‘quality of the educational services offered by multigrade schools, support and
‘assistance from the local community is required. The teacher also acts as a sovial
‘worker oF counsellor to the students and the community. As an evaluator, the
teacher ensures ¢ good standard of education by keeping track of the learning
of the students. Shethe is also considered a material designer as she designs
instructional materials suitable for the learners in « multigrade classroom as well
as 8 financial supervisor as she’he manages the schoo!'s finances. The teacher
also acts as parent trainer as she/he tains volunteer-parents who help facilitate
the class. Lastly, the atmosphere is more like that of @ home in a multigrade
classroom, Thus, the teacher often becomes a surrogate parent to the pupils
. 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 polices. 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 inthe Philipines.
Article XIV of the 1987 Philippine Constitution states that:
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 wall”
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 Educat
gard the implementation of
issued the following memoranda
1¢ multigrade classes inthe Philippines
{@) In DO. #96 s, 1997, the following guidelines were stipulated with
regard fo Multigrade Classes (MG): “(i) protect and promote the
i ofall citizens to accessible quality education at all levels (i)
complete six (6) grade levels to children in the remote barangays,
(iid, 2 multigrade class is defined asa class of 2 or more grades
under one teacher in a complete or incomplete el
(iv) the class size is 8 to 35 pupils, (8) construction of 3-room
school building for MG classes, (vi) classtoom layout. should
provide for grouping or regrouping, (vi) the provision of textbooks
and other resources, (vii) allocating teacher items andlor assigning
mentary schoo!,
Qeaat
Cupar Mo Nae ard Sut uae Pam
eso Hata Ma A porn gs ses) CNA SHPO, gg
tote ve ea a
monitoring of MG. cl
ile teaches SHEN AS.
ining oF MG tg
ses, vegan NG ag
ch
easter, granting, oF the
Mhsignatd fgg nace oF 1h BoE Sig
ashy Atlowanee fee
S08, te falling HEKNES WERE ing
gy in DO. WIS nases: "UD OVA AECESE fg)
ipl Ne cone
sn ts
wee ng ass aH
Me a gpent tin ABA
a pot ac TS 8
reas F traning resources and learning pay
ta ics MG ec © Se gh
2 een ages ee
‘mplementation of Dept
‘The following two EFA goals have their implications in eet
situation for multigrade teaching in different countries: (Aryl, ak
2003)
Goal 2: “Ensure that by 2015 all children, particularly ge
children in difficult citcumstances and those belonging to ei
minorities, have access to and are able to complete primary edveaie
thats fre, compulsory and of good quality”
Goal 6: “improve all aspects of the quality of education
censure excellence ofall so that recognized and measurable lari
cufcomes are achieved by all especialy in itera, numeracy a
skill
Qin cn
by the Mitlenninn
Development Swnit an the
Development
Mitlcnsiu
Declaration i 200 set ont
Development Goals (MDGs| MDG No? is
[primary education” (Mundy, K
ight Millenium
Achicve universal
& Manion, ©, 2020)
"auction for Sustainable Development
{Launched in 2018 at the United Nations: Sustainable Development
Summit, the seventeen Sustainable Development Goals (SDGs) of
the 2030 Agenda for Sustainable Development officially came ato
force on January 1, 2016, SDG 4, fosusing on quality education, aims
{0 ensure “Inclusive and equitable
litelong learning opportunities foe al
ality edlucation and peonvote
Mundy, K., & Manion, C.,
Tw
Ill the above-mentioned goals, counties have increased
rnevess f0 leaming opportunites forall selool children espectally in
{he remote rural areas trough thee
lige classes,
D. Underpinning Philosophies
Principles of Multigrade Teaching
To be more adaptive and active, multigrade teachers mist have
understanding of epistemologies. underpinning multigrade teaching (Brown,
2010). Constructivist approach is utilized in multirade 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, earning is more likely 10 flourish. Mulkigrade teaching is best
practiced in a seting where leamers can engage and work together (Lit,
2005; Kyne, 2005; Lingam, 2007 as cited in Brown, B., 2010). Another key
constructivist perspective sees learning as occurring through problem soli
language-based practice. Multgrade teaching studies have slrongly pat forward
ws for designing multigrads teaching for collaborative. knowledg
‘building through soeial negotiation (Tsolakidis et al. 2008, as ci
1B, 2010). Students can find learning meaningful by incomporating poagogic
methods such as independent research, peer tutoring, and small group instr
(ingam, 2007 as cited by Brown, B., 2010)
Lin Brown,
In the study of Msimanga (2021), it was found out that effective te
in a multigrade classoom takes place when (1)
‘opportunities for selflreted leaming, (2) ps
@) leamers are engaged in cooperative le
¢ slulents are alforded
taoring 8 properly use
vg, (4) earners’ Heaming styles
are recognized an (8) the stulenis are given opportunites 4 learn fom thei
families. Sel
ested learning allows the students t© be actively involved in
theie own learning process and to work oa their own, Peor tntoring contributes
ha ty, nd St age Po
Taser Hay nae fae Pg srectively when sharing th
This can be use fhe teacher is busy with
amor akes a leading role in his! her grade level. Lem TT
iy, as part of the learner's Socal li, AS
to effective learing because students aus : if
with other students.
vel ad
eS ‘Consequently, the famil
fa social press i
in the learning process.
sen ge cs TEA eng ge Select 3 phrases or keywords that ate listed inthe box. Briefly explain cach in
voeratve earings key i the conten of multgrade teaching, Use the space
snowed Fe ssignnens of aclviles in ord Equitable access to educaton Diferentitedinstucion __—_—Peartutonng
Teaming involves learners in_ specific let ty | Constructivist approach Social and economic constraints
i errors, sclars of the COOpCTLVE leumigy | [Right quaty easton
‘achieve tskrelated outcom
pron have identified. speci. princes
tomy ose imerdependence, heterogeneous ETOUPS:
peromanee interpersonal and small-group hls diversity, human right
aera joie, ie skills and reasoning skils Johnson & Johnson, 195
sted in Van Wyk, 2019). Multgrade teachers mst master the prinepls
‘eopatieleaing before they can plan and implement the necessary step
in ther respective classrooms
Mltgrade teachers must recognize that students have different strengty
ad sits, and that they prefer to lear in different ways. Thus, varied teaching
Stntgis and essessments must be utilized to eater to the varied learning sy
Of ihe students Msimanga, 2021). In multigrade teaching, differentiation i
used to cater to the varying needs of the students. Differentiation refers to how
the same teacher organizes leaming for diferent individuals and/or groups of
eames. Differences may be that of subjects taught, inpu/stimulus, learning, and
‘expected outcomes (Lite, 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 experiene
(8) Children can do and learn well from one another. (4) The role of the teacher
isto provide @ conducive learning environment, (5) The curriculum must eater ©
varied interests, abilities and levels.
underying. this phenonmengy
individualized leary eee a aap ee |
|
‘As you read farther, put these questions in mind f
1. How is the implementation of the multigrade program in the Philippines?
Is the implementation of the multigrade program successful?
What factors contributed to its success?
‘What challenges were faced in the implementation?
How were the challenges overcome?
A Practices and Strategies in Implementing Multigrade Instruction
SEAMEO INNOTECH conducted a workshop in 2010 to identity the quality
indcnors of muligade instracion in Southeast Asia (SEAMEO-INNOTECH
Research Updates, nd). The paricipating counties were Cambodia, Indonesia
Malaysia, Myanmar, Philippines, Thailand, Timo-Leste, and Vietnam, It as
‘evened tat he practices and strategies in Muligrade Instruction varied in the
following areas
‘Organization - Students may be combined by grade (e.g, in Cambodia and
Pilipino based on their abilities or achievements (eg in Malaysia nd
Myanmar) while the quasi-multigrade approach i used in Timor-Leste
Teoawa sty casey j
B. Teaching-leaming process - It makes use of teaching approaches. and
strategies such as cooperative leaming activities, selfregulated learning.
differentiated instruction and peer tutoring.
C. Learning environments and facilities These include setting spacious areas
that can accommodate mixed grade activites, having leaming centers and
group task boards
. Curicular development and implementation - Varied curricula may be
tused such as prescribed national curricula, integration and “jump jump"
approaches, modular curricula, localized curricula and needs- based curricula
E, Teaching-leaming materials ~ The national government may provide syllabi,
teachers’ manuals, textbooks, selfinstructional and peer teaming modules,
and reference materials; or teachers produce their own teaching-leamming
materials.
F. Assessment ~ Assessment may be done by the teacher (intemal) or by the
national government (external). Assessment can also be diagnostic, formative
oF periodic assessment, and self-assessment or peer assessment
. 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
rogram 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 taining 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) Lack of training in contextualizing teaching and
leaming materials, especially in the absence of MTB-MLE resources; (ii) Lack
‘of multigrade teacher preparation, non-inclusion of multigrade teaching in Teacher
Induction Programs prior to multigrade setting deployment; (iv) Fast multgrade
teacher tumover. (€) Partial compliance with the following, namely: school
facilities, basi classroom features; teacher incentives; resources for teaching and.
leaming, 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 schools became an te provide oppor oun ang
ed communis 10 access qui eduction ("A Revigy
ae ‘and Practices of ‘Multigrade ‘Schools in the Philippine
2020). Of the muligrade schools that were part of te ss 7 2 ne
ian ig val ses wle 406% ere sted cnt AS ei
i ‘tuated in other areas. Moreover, the survey
a en
ice De pa mi
Fe 2 aan teen ca
chronically il (1.55%), abused (1.55 %); are conflict with the law at aq
oo Seok eae
aon
‘essential menns for the government
Positive Outcome/Advantages and Drawbacks/Challenges of Multigrade
Cases
Arya P eal 2003) identified the following positive outcomes agg
deewbacks of muligrade classes. The positive outsmes are: () it can desl
independent leaming; () it makes use of pupi-centered teaching ap
(©) material revision is easier; (6) it increases pupil interaction; (€) study,
advance at their own pace; (fit utilizes the concept of monitoring and pe,
tutoring; (git supports group learning. The drawbacks are: (2 if multirate
programs are ot supported, there is « possiblity of low student achievemen.
in muligrade schools; (b)muligrade teaching requires more time and
‘organizational skis from teachers(c) teachers require intensive training wit,
special emphasis on teaching materials; and (4) students often have to wok
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 muhigrae
classes can be among the high performers:(b) teachers can address various
Social sues, sucha the promotion of health, agriculture and microfinance; )
low rato of students 10 teaches: (A) a chance to have highly individualized
‘racing: and (@) an opportunity for the students themselves to develop
Imanagement, leadership, and cooperative skills. The challenges are: (2) It
‘ranig colleges, te skill needed to handle students and teach in a multigade
‘ting are typically not taught; (b) Teachers are required to know and
