ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
TEACHING MULTI- GRADE
CLASSES ELEC 1- TEACHING MULTI- GRADE CLASSES
LEARNING MODULE 2
Research on Multi-grade both regional and
International
Introduction
MODULE
CBSUA – CALABANGA
COLLEGE OF EDUCATION
BACHELOR OF ELEMENTARY EDUCATION
A/Y 2021-2022
1ST SEMESTER
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
Hi! Welcome to this module 2 designed to provide you with the
necessary knowledge about researches on Multi grade both regional and international. This
module is good for three sessions or 3 hours. If there are any question or clarification about
this module, feel free to contact your instructor immediately.
Learning
Outcomes
At the end of this module, you are expected to:
a. Understand the basic principle underlying multi
grade class.
b. demonstrates the different support for multi grade
teaching.
c. enumerates the different multi grade program in the
Philippine Education.
Pre- Competency
Direction: Fill in the needed information below. Write your answer on the sheet provided.
MULTI GRADE EDUCATION
What I already Know What I want to Know What I want to learn
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
Learning Content
a. Basic principle underlying multi grade class
b. Teacher support for Multi grade teaching
c. Multi grade program in the Philippine Education
TOPIC 1
Basic principle underlying
multi grade class
Basic Principles of Multi grade teaching
Children are unique
They are individuals and no two children are alike physically, emotionally, socially
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
and intellectually. Each child is a unique individual. They will each have their own
life experiences and feelings about themselves. They have different likes and
dislikes, interests and needs.
Children can learn best from experience
Children learn by doing using their senses, exploring their environment of people,
things, events and places
Children can and do learn well from one another.
They learn concretely as they work in groups or in pairs that different people have different
points of view. Children can be more honest with one another especially children from ages 7 and
above who are more comfortable with peers.
o The role of teacher in a classroom involves setting up and managing a learning
environment that will be conducive of learning and teaching.
o The implementation of the school curriculum must take into consideration the varied
abilities, levels and interests within particular group.
o The value of any educational program will be judged according to how well it is able
to achieve the goals of the program whether the children actually learn what they are
expected to learn and how well they have learned.
o Inter- aging or the combination of children of different ages is more respectful of
individuals needs of learners and reflects real life.
THE COMPONENTS OF MULTI GRADE CLASSROOM
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
HOW CHILDREN LEARN BEST AND HOW TEACHERS TEACH EFFECTIVELY
Methods Teachers Frequently Use
o Lecture
o Recitation
o Discussion
o Direct instruction
o Individualized instructions and independent study
o Groupings as an instructional strategy
o Self-directed learner
o Peer teaching
CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR AN EFFECTIVE MULTI
GRADE TEACHING
Instructions
o Provides different lesson in every subject for the two-grade level.
o Plans learning activities to suit pupil’s ability and interest.
o Divide class into small group and individual group within a day.
o Time management is shown by alternating whole group periods with small group activities
and individual work within a day.
o Prepares different sets of test by grade.
o Provides pupils with necessary materials to work independently after whole group or small
group instruction
o Allows one grade to work or read independently or in group while discussing lessons to other
grade level.
o Treats two grade level as one in the class with different activities suited to their level.
Pupil Management
o Assign seats for individual whole group activity
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
o Schedule classroom routine such as flag ceremony attendance taking and classroom
maintenance activity
o Provides attendance chart to be filled up by pupils as soon as they arrive in class.
o Prepares daily/ weekly job chart for the children to accomplish.
o Establish clear class routines such as passing of papers falling in line and doing individual/
group works.
o Provide an access to all pupils.
o Involve children in classroom maintenance by using the “Job Chart”.
o Allows pupils to sit by grade level facing to their own blackboard.
o Schedule daily routines and activities.
Discipline
1. Set classrooms rules and regulations for the children to follow.
2. Talks privately to the disruptive pupils.
3. Explains classroom rules clearly.
4. Imposes rules in passing or checking papers, quizzes and assignments.
5. Treats pupils with justice and fairness.
6. Assign pupil secretary to monitor class behavior.
7. Requires pupils to fall in line before entering and leaving the classroom.
8. Check the accomplishments for daily routinary activities.
9. Treats pupil with justice and fairness.
TOPIC 2
. Teacher support for Multi
grade teaching
Teacher support for Multi grade Teaching
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
o Self- directed professional growth or development should be encouraged by providing
distance education material at resource centers.
o Materials should be given to small schools
o Education officers should visit these small schools regularly, not to inspect but to advise.
o Teachers who have taught at multi grade schools should be considered for promotion.
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.
o Organize parent- teacher meetings (PTM)
o Discuss with the community when and how it can help.
o Establish good relationship and be willing to cooperate with parents and the entire
community.
o Ask the community to identify the parents who are capable and willing to help.
o 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.
o Always make arrangements in advance if you need the community’s help.
o Allow parents to have to have access to the school to the school facilities. For example, they
may want to use the school for a meeting or hold church services.
o Show appreciation and encouragement. Always thank parents for their help.
Resources
a. adequate classroom space
b. portable chalkboard
c. printed materials
d. classroom library or reading corner
e. electronic resources and
f. other instructional resources
Space
Multi grade teaching requires spacious classrooms so that learners can move and interact
freely without disturbing one another. The classroom should be protected from wind and rain. When
the weather is suitable, learners can also be taught outside the classroom.
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
TOPIC 3
Multi grade program in the
Philippine Education
Multi grade Program in Philippine Education
Why?
o To provide a complete education cycle or expand access in sparsely populated,
remote, isolated areas.
o To maintain educational services in barangays with decreasing enrolment
o Multi grade school were the first kind of schools in North America.
o The room school house was the most common model of formal education programs
for elementary school children before the 1880s. It was then before the single grade
classes were organized
In the Philippines, the first mission schools were organized as multi grade schools. Single grade
schooling was introduced during the early 1900s by the Americans. Multi grade schools were
organized as matter of necessity for remote barangays. Aside from the limited enrolment, the distance
of the barangay to a school, teacher shortage, lack of funds for school buildings and other facilities
also led to the organization of multi grade schools in the different parts of the country.
This can be called a “combination class” in the Philippines. In other countries:
o Vertically grouped or
o Family grouped or
o Multi aged class or
o An ungraded class
The multi grade classroom provides the opportunity to “break down the walls” between
grades and look at the students as group of learners. These learners will be different in so many ways.
In multi grade classroom, there can be real student- centered learning built on the principles
of “ bayanihan” in a barangay community. Barangay ways of helping each other can come to life in a
multi grade classroom where a wide variety of people interact, plan, work, and learn together.
Program Components
Curriculum and Materials Development
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
o Budget of Work
o Lesson Plan for Multi grade classes
o Multi grade handbook
o Multi level Materials
o 100 Book library
o Teacher Made Materials
Staff Development
Monitoring and Supervision
Research and Evaluation
Physical facilities
Community support
Support Programs
Multi grade Demonstration School Projects (MDSP)
- was organized in selected divisions of the country with financial
assistance from UNICEF.
- The project aimed to improve the quality of instruction and thus
improve the over all achievement levels of pupils in MG schools.
DepED- CCFPI Little Red School house Project
- The DepEd- BEE and Coca Cola Foundation Philippines, Inc.,
organized the little Red School house Project in 1997.
The project components included:
1. The construction of three 50 three- room school building with toilet facility in each room,
water system and furnishings.
2. 3 phases training for multi grade teachers, coordinators and school heads on MG
instruction.
3. Capacity building program for the community
Pupil Learning Enhancement Program ( PLEP)
- A support program (1996- 2000) for the universalization of
quality primary education through the strengthening of the Multi
grade Program in Philippine Education (MPPE) with assistance
from the United Nations Development Program (UNDP)
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
Search for Multi grade Teacher Achiever
- The search for Multi grade Teacher Achiever which was started
in 2000 is a biennial quest for the most outstanding, Filipino
teacher assigned in MG schools in the country.
The Multi grade School Training Video
- This project is a documentary video on multi grade teaching
practices. It shows effective teaching strategies and other
important information about the multi grade school.
Congress on Multi grade Education
- The first Multi grade Congress was conducted in 2004. This
activity is in consonance with the Department of Education’s
policy on improving access and quality in elementary education.
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
Post-Competency
What are your opinions on Multigrade teaching? Do you think it is only suitable for
remote schools? Do you think Multigrade teaching will address the issues and
problems?
___________________________________________________________________
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In your own opinion, Explain the following basic principles. Provide sample
situations.
Children are unique
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Children can learn best in experience
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Children can and do learn well from one another.
J.R. BALDEMOR, Instructor
ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
___________________________________________________________________
___________________________________________________________________
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Criterion Exemplary Satisfactory Needs
(20) (15) Improvement
(10)
Organization The organization The thoughts were Thoughts were
of thoughts were adequately rumpled and
clearly structured.
organized. incomplete.
Clarity Ideas were statedIdeas were clear Unclear ideas
relevant and clear.
stated nearly and
relevant. inconsequential.
Creativity of Idea Cleverly written Written with some Written with dull
skill ideas
Depth of Content was Content was Content was
Understanding visualized with the somehow misinterpreted.
in-depth comprehensive.
knowledge about
the topic
Total
Rubric in scoring Pre-Competency and Post- Competency
Analytic Rubric
In a Nutshell
Mission accomplished! You have now reached the end of the First chapter of this module.
How about giving yourself a treat? To officially end you’re your learning experience, write
your reflection and conclusion by completing this graphic organizer.
I am certain that I learned I think there is a need to … I could apply what I learned
about ……. by ….
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J.R. BALDEMOR, Instructor
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ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus
References
http://www.education.gov.pg/TISER/documents/pastep/pd-mt-1-introduction-to-
multigrade-teaching-student.pdf
https://dokumen.tips/documents/basic-principles-underlying-multigrade-teaching.html
https://www.slideshare.net/Pilmathe2001/pp-multigrade#:~:text=BASIC%20PRINCIPLES
%20OF%20MULTIGRADE%20TEACHING,conducive%20to%20learning%20and%20teaching.
For your queries and clarification, you can reach me at:
jecayybaldemor@gmail.com
Jessica Rodriguez Baldemor
+639454883776/ 09517644711
J.R. BALDEMOR, Instructor
