Caramoan Community College
Cadong, Caramoan, Camarines Sur
1st Semester, S/ Y 2020-2021
( BEED 3-A,B,C, and D Only)
MODULE 1
Name of Student: _______________________________________________________________
Course Code: Elective Course Title: Teaching Multi-Grade Classes
Instructor: ROWENA P. GORIMBAO , MAED Recommended No. of Hours: 3 Hours
A. Learning Targets:
1 .Describe a multi-grade teaching
2. Compare multi-grade and mono-grade teaching.
B. Warm-up
Think of this!
If soon you will be a multi-grade teacher, How will you address the struggles experienced by
the multi-grade teacher? How will you make your teaching strategies and methodologies be
effective to your learners?
C. Overview
This module discusses all about: A definition of multi-grade teaching, different
terminology and viewpoints of multi-grade teaching as well as the comparison of multi-grade and
single or mono-grade teaching.
D. Lesson Proper
Discussion 1.
Just as there are different terms, there are also differences in the way
people view these situations. To get a sense of what such schools or classes might be
like, read the following example and story.
Description of a Multi-grade School
The school can only be reached after a long walk, or maybe by getting a lift
in the back of a farmer’s truck. When you get there, you will find a small building,
divided into two or three classrooms. Sometimes well looked after, but often
needing some repairs. There is no electricity and no telephone, and water is drawn
from a nearby river/well. There is no garden and no sports field. Instead, a rough
piece of land is used as a playing ground. The three classrooms cater for a little more
than 100 learners who sit in rows according to their grades. There are two grades in
each room, each with one teacher. The room for the Grade 1 and 2 learners is over-
crowded. The groups of learners in the higher grades are smaller. The walls of the
classrooms are quite bare, except for a few charts. Usually the teacher gives
instructions to one grade at a time. While she does this, other learners must wait,
listen or play. The teacher has never been prepared at college for this situation.
After school, the children either play in the veld/open space, or they have singing
practice for a concert to raise some funds for the school. The community sometimes
collects funds and helps to maintain the buildings. All three teachers are women,
and two of them are single. They live near the school and prepare for their teaching
at home, or after school. They feel over-worked, frustrated and isolated. They do not
know how to deal with all the different demands placed on them by their classes.
They would like to have more teaching and learning materials and resources.
They wish that there were more teachers available for their schools, so that
they can be responsible for just one grade.
What Is Meant by Multi-grade Teaching? ‘Multi’ means plenty, many, or
more than one. The word ‘grade’ means level. Multi-grade, therefore, means many
grades. Multi-grade teaching is a situation in which one teacher has to teach many
grades, all at the same time. It happens in all schools where there are more grades
than teachers. Some multi-grade teachers may teach two grades, but some teach
three or four grades. In very small schools, teachers may teach six or seven grades at
the same time under one roof.
Do it yourself
Answer the following:
1. Do any of these examples mentioned above sound familiar?
2. Have you had experiences similar to those in the example and story above? Did
you attend multi-grade classes? Did you like the experience?
3. What other thoughts do you have about the stories? Would you want the children
of your community attend a multi-grade class? If they did attend such a class, how
would you help them to learn better in this environment? What advice would you
give to teachers to help these children learn more effectively?
Discussion no.2.
A comparison between Multi-Grade and Mono- Grade Teaching
Characteristics Multi-Grade Mono-Grade
Methods A variety of methods are used A whole-class approach is used
to meet the needs of individual to meet the needs of individual
learners who have different learners with different abilities
abilities and are in different in the same grade
grades.
Organization More time is needed for The teacher is responsible for
organizing and planning only the mandated curriculum
instruction. The teacher is for that particular grade.
responsible for only the
mandated curriculum for that
particular grade.
Relationships Because of the small class size, The school population is larger,
the teacher appears to be part so it is more difficult to develop
of the family unit. interpersonal relationships.
Tutoring Peer tutoring is employed. Usually group leaders assist
Older learners serve as others.
teachers and role models
Teacher Training Many teachers have no multi- Many are trained with
grade training and lack government support.
technical support.
Number Fewer children are frequently Normal class size is 40 to 60
in multi-grade classes, but students who are of the same
there are different ages in age and same grade, but have
different grades, and students different abilities. Curriculum
have different abilities The curriculum is not designed
for multi-grade classes. The
curriculum
Curriculum The curriculum is not designed The curriculum is geared
for multi-grade classes. towards mono-grade classes
Remuneration There is no special Special remuneration is
remuneration for teaching possible through promotion.
multi-grade classes.
Skills Teachers require more skills in Fewer skills are required to
order to handle different handle one grade.
grades.
Resources The community is often poor The government often provides
and cannot provide additional educational materials.
educational materials.
Do it yourself!
In your own words, Give at least five (5) advantages and disadvantages of Multi-
grade teaching.
E. Assessment:
Answer the following questions using the knowledge you have acquired throughout this unit
Use your own words.
1. Explain the concept of multi-grade teaching.
2. Compare multi-grade teaching and mono-grade teaching.
3. Describe your personal views on multi-grade teaching.
References
Introduction to Multi-Grade teaching book by Kgomotso Motlotle et al.
