3 Teaching Multi-Grade Classes 1
UNIT 3: THE EDUCATIONAL ENVIRONMENT
3.0. Intended Learning Outcomes
a. Define classroom space and organization
b. Explain the principles of Multigrade teaching
c. Understand the approaches and strategies on MG teaching
3.1. Introduction
The characteristics of the classroom environment play an important role in shaping
teaching practices and supporting research-based instructional strategies. One instructional
strategy that has reimagined the classroom is the Student-Centered Active Learning
Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style
instruction to facilitate student collaboration. Although there is significant interest in studio-
style instruction, there is not much research-based guidance available for institutions
interested in setting up a classroom, especially for secondary users interested in using this in
different academic settings and context.
3.2. Topics/Discussion
3.2.1. Classroom Space and Organization
It is essential that teachers consider how the classroom design will
accommodate children with special needs and help them to feel a sense of belonging
in the community. To learn about a child’s needs from many perspectives, begin by
having a conversation with the child, the child’s family, and the team that is
developing the child’s education plan. Depending on the child, adjustments may
range from minor changes to major adaptations. A student in a wheelchair, for
instance, might require additional space when sitting in a group or maneuvering
around the classroom. A student who exhibits impulsivity might need two distinct
work environments—one among classmates (at a table or desk group) and one by
him/herself.
Having one or more one-on-one teachers aiding children with special needs in
a multigrade class will also impact the room design. Often, these teachers will need
desk space of their own with access to adaptive computers and materials.
Before we continue, answer first the question below.
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Q1. How do you define classroom space? Write your answer on the space
provided below.
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Teaching practices are affected by the characteristics of both the individual
instructor (i.e., beliefs, experience, desires, etc.) and the environment (i.e., physical
space, local culture, and available resources) (Beggs 2000; Martin 2002; Cotner et
al. 2013). Therefore, the design of the physical classroom space plays an important role
in shaping the learning environment. From seating configuration to furniture to
technology, the classroom and its features can encourage or discourage particular
activities. For example, seating bolted to the floor facing forward toward a projection
screen encourages instructor presentations, while round tables with no discernable
front of the classroom facilitate group work. Developing non-traditional classroom
space can support many active learning instructional strategies that have been shown
to produce high student learning (Beichner et al. 2007; Dori et al. 2007; Walker et
al. 2011; Narum 2013; Cotner et al. 2013).
Student outcomes are the most relevant factor when it comes to measuring the
success of a learning environment. Though classroom design has an important
influence on learning achievement, the majority of time is spent on traditional
methods of enhancing the learning progress, such as executing standardized tests,
professional growth for educators, and advancement or mediation courses for
students. Thanks to a growing awareness of the profound impact classroom design
can have on the educational achievements of students, opinions on classroom design
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are changing, as educators are making strides toward constructing optimal learning
environments with the goal of meeting the educational needs of various groups of
students.
When creating classroom designs suited to enhance the educational experience
of all learners, educators are focusing on cultivating student growth in creativity,
collaboration, and communication. Along with the initiative for personalized
learning, a core focus of modern classroom design is flexibility. Flexible classroom
designs allow learners to make choices, experiment with learning techniques, and
ultimately discover how they learn best. A flexible classroom layout also supplies
teachers with a greater capacity to effectively respond to different students’ learning
needs. Flexible classrooms usually incorporate some type of group discussion area, a
variety of seating options, and a flexible space, which can be adjusted for many
specialized activities. With the central goal of providing the space for students to
explore, share, and create collaboratively, flexible classroom arrangements provide
the means for a variety of group set-ups and lesson formats in hopes of addressing all
students’ needs.
Classroom management or organization is the use of procedures and teaching
techniques that promote a safe and efficient learning environment. For primary school
teachers, disciplinary method and behavioral expectations are central to this system.
As students age, the managerial style of instructors may change to assist students in
the development of self-guided learning. Although every teacher will have a unique
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style of management to meet each class' needs, the same elements can be found
consistently.
Elements of a Good Classroom Management and Organization
A. Classroom Design - the first element of classroom management is intentional
design. Use the positioning of your desks, displays, storage and equipment to
create a warm and welcoming room. Make sure you have removed all
unnecessary and distracting items from your classroom. This is also a good
time to check your room for safety hazards.
B. Rules - develop rules that foster respect, caring and community in your
classroom. Make your expectations for behavior clear at the beginning of the
year by reviewing these rules with students. Continue to reinforce your rules
throughout the course, and post them in a visible location.
C. Discipline - classroom rules must have concrete consequences. Students will
test the limitations of each teacher from the very first day of school. Be firm,
fair and consistent. Begin by warning a student and having them confirm their
knowledge of the classroom rules. Follow-up continued disruption by issuing
demerits, detention, or other official reprimands. Never, hit, harass, embarrass
or yell at students-this is counterproductive and unprofessional.
D. Scheduling - keep your class in order by staying on time and on task. Do
classwork during class time, leaving plenty of room for in-class assignments.
Cramming work and instruction too close to other activities can lead to
disruptive behavior and poor comprehension. There should be space before
and after every room change, lunch, and recess for students to settle down.
Having a regular daily schedule helps you and your kids prepare for upcoming
tasks. Be firm but fair with due dates. Always leave room for extenuating
circumstances. Never leave room for procrastination.
E. Organization - Stay organized inside and out. Keep your student files,
assignments, lesson plans and administrative paperwork in order. It sets a
good example for your students and keeps you from wasting instructional time
looking for materials. Share this system with your students. Post the classroom
calendar, homework schedule and assignments on the board. Allow students
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to see how you take notes. It helps them distinguish irrelevant information
from essential details. Encourage self-directed learning by providing students
with their own agenda (notebook). You may require students to have their
notebooks checked at home or during class.
F. Instructional Technique - Although you may not have flexibility over the
content of your curriculum, teachers are able to convey information as they see
fit. Tailoring your instructional technique to the grade level, subject area, and
students is very important. A hands-on demonstration of electricity will keep
8th graders engaged, but may prove chaotic in a 3rd grade classroom. Vary the
style and intensity of your lessons. Follow-up lecture-style sessions with
relaxed group activities. Consult your colleagues for ideas for new lessons.
Learn about each of your student's learning style. (What is their learning curve?
How do they learn best? Do they work well in groups?) These observations are
crucial when fitting your teaching style to your student’s needs.
G. Communication - Communication is the most important aspect of classroom
management. It is essential to have clear and consistent lines of communication
with your administration, colleagues, students and parents. Without it you will
lose the respect of peers, the attention of students, and the cooperation of
parents. Be responsive to the concerns of others. Be flexible and willing to
accommodate reasonable requests.
3.2.2. Instructional Time Management
Teaching takes time. And in school, as elsewhere, there's never enough of it. Like any
executive responsible for the efforts of others, you will find that managing time — yours and
the students' — is one of your biggest challenges.
Time management is the thread running through almost all aspects of teaching
— organizing the day, organizing the classroom, deciding how long and how often to
teach various subjects, recording student progress, or keeping time-consuming
behavior problems to a minimum. Students only have so much time in your
classroom.
Effective use of school time begins with efficient classroom organization and
management and vice versa. Much of the essentials of classroom life involve time
management in some way: paring down paperwork; planning; establishing routines
that eliminate wasted time and confusion; using learning centers, independent
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assignments, and seatwork to give you time to work with small groups; and creating
classroom environments that allow students and activities to move smoothly from one
activity to the next.
Here are some ways to increase teaching time:
• Find out which aspects of school time you can control. In some schools, teachers
discover they can change the scheduling of class periods, pull-out programs,
extracurricular activities planning time, and outside interruptions. Ask your principal
to help you control time-wasters such as unexpected visitors and frequent intercom
announcements.
• Schedule solid blocks of teaching time for each day. You might hang a "Do Not
Disturb" sign outside your door during those times. Also, secure your principal's help
in scheduling pull-out programs around those blocks and ask parents not to schedule
medical of dental appointments then.
• Plan for smooth transitions between lessons and always try to have materials ready
for each lesson or activity.
• Assign homework to extend practice time. Homework should allow students to
practice skills they have already learned.
• Consider how and when you schedule restroom breaks for maximum efficiency.
• Improve student attendance. Attendance has a big effect on teaching and learning
time. Impress upon parents the importance of good attendance and teach an actual
lesson on how it hurts to miss school. "At the end of each day, I try to tell kids what
we will be doing the next day," notes first-grade teacher Susie Davis. "I emphasize the
kinds of activities they look forward to, such as hands-on activities. This seems to
encourage attendance."
Those are the tidbits of ideas on how your teaching land learning process
becomes more effective but enjoyable. Before we continue, may I know your view
about time by answering the question below.
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Q2. How important is time management? Write your answer on the space
provided below.
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3.2.3. Principles and Theories of Multigrade Teaching
a. Children are unique
- They are individuals and no two children are alike physically, emotionally,
socially 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
b. Children can learn best from experience
- Children learn by doing using their senses, exploring their environment of
people, things, events and places.
c. 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.
d. The role of teacher in a classroom involves setting – up and managing a
learning environment that will be conducive to learning and teaching.
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In Greek Mythology, Procrustes was a man who provided a bed for travelers.
However, his guest should adjust himself or forced to adapt to be fit in his bed. The
word “Procrustes” means “he who stretches.” He did something extraordinary way
and challenged to match his guest to his bed.
Consequently, Multigrade schools were purposely made to cater to the less
fortunate children living in a far-flung place who unfortunately cannot afford to go to
big schools. Multigrade teaching can be compared to the Greek mythology of the
Procrustean bed. Multigrade teachers need to adjust to the situation they were. They
need to make some adjustments even if these meant stifling conditions of their lives.
On the one hand, the bed represents the multigrade teaching that accommodates
different guests, the pupils, or the learners.
On the other hand, Procrustes refers to the multigrade teachers who try their
best to fit all the learners in a one-size bed, the classroom. Different travelers and
guests, somewhat like the pupils with different pupils who have different abilities,
skills, and needs to cater to whom the multigrade teachers are handling. Despite the
differences, the multigrade teachers try to find solutions or answers to fit or suit
learners’ needs. With these challenges, differentiated instruction and methodology
were born. Differentiated materials are used to cope with the different abilities and
needs of the pupils. As multigrade teachers, they do everything to impart learnings
despite inadequate facilities, learning materials, and even lack of teachers to cope with
and achieve quality education as mandated by the Department of Education. In
Procrustes mythology, he even cuts the legs of his guest just to be fitted to his bed.
Another theory is the scaffolding theory of Vygotsky. Scaffolding theory is best
applied to the diverse students as that of multigrade classes (Smagorinsky, 2018).
There is a need to acknowledge heterogeneity in the classroom to welcome
collaboration and success.
3.2.3. Teaching Effectively in a Multigrade Classroom
Multigrade classes came out because of the needs, demands, and necessity of
particular places (Little, 2001). Multigrade teaching was established because of the
distance of the location of the sites and the small population.
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Even if teaching a multigrade classroom is so challenging, there are still good
things that came from it. There are always classroom strategies that are observed. One
of them is reducing or capitalizing on the pupil’s heterogeneity (Hyry-Beihammer &
Hascher, 2015). In a multigrade classroom, there are different kinds of pupils. Thus,
the teacher can use the unique skills and talents as well as the advanced skills of other
pupils in helping their other classmates. Some pupils were intellectually superior
compared to others. Therefore, teachers allow them to be facilitators and little experts
to their other classmates. To acknowledge pupils’ heterogeneity, practices like
following a spiral curriculum, having working plans, and peer learning are relevant
(Hyry-Beihammer & Hascher, 2015).
One technique in teaching a multigrade classroom is the learning environment,
learning process, and learning outcome (LEPO) framework (Msimanga, 2020). In
teaching multigrade, it is very important for teachers to prepare well the learning
environment. They have to ensure that the there is proper time allotment of the
learning process of the students. The students then are given assessment tasks that
match their academic competence.
The creation of Multigrade education is considered as a classroom strategy as
school administrators perceived it as beneficial to many people and to achieve the
education for all (Buaraphan, Inrit, & Kochasila, 2018; Thephavongsa, 2018). Because
of the creation of multigrade education, students from remote and far places have
access to education. Some teachers continue to serve their needs to be educated.
Reading classes can become a classroom strategy in multigrade teaching as it
fosters the emotional, intellectual, and social and academic well-being of the pupils
(Sampson, 2016). Its excellent effect is not just in the educational aspect of a person but
also in other elements.
Some examples of differentiated teaching and learning strategies include:
Flexible grouping, learning preferences, anchoring activities, tiered activities,
adjusting oral and written questions, learning centers, and independent and shared
study projects (PASTEP, 2000). They provide varied activities for students to learn.
Students can choose which way they learn best. Other teaching strategies in
Multigrade teaching include peer teaching and integrated teaching, and different
groupings such as adjacent grouping, row grouping, and sex grouping
(Mortazavizadeh, Nili, Isfahani, & Hassani, 2017; Tiernan, Casserly, & Maguire, 2018).
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One of the classroom strategies in Multigrade education in the Philippines is
the conduct of Escuela Nueva, an educational innovation from Colombia. It is known
for developing soft skills for students (Le, 2018). Multigrade teaching pedagogies need
to be pupil-centered.
Little (2004) emphasizes four subjects or lesson adjustment techniques that are
useful in multigrade classrooms, namely: The Multi-Year Curriculum spans,
Differentiated Curricula, Quasi- Monograde, and Learner and Material- Centered. In
the Multi-Year curriculum span, units of lesson content are delivered through all
grade levels. The exercises given are different and suitable to the learning levels of the
pupils. The fast learners have more challenging or few hard tasks than slow learners.
The most common classroom strategies used in the multigrade class in the
Philippines are on Daily Lesson Log or DLL for time management (Ballesteros &
Ocampo, 2016). DLL is used as the guidepost sketch of everyday activities. For time
management, it is about the listing of daily priority activities.
A. Collaborative learning - Collaborative learning involves students
working together and solving a specific problem, completing a task, and
solving a certain problem (Laal & Laal, 2011). It is also known as
“teamwork learning.”. Collaborative Learning as a theme for classroom
strategies of multigrade teachers includes Peer Tutoring
B. Using differentiated instruction - Differentiated Instruction is a way to
demonstrate how educators incorporate strategies in addressing the
needs, interests, and learning styles of their pupils (Taylor, 2015).
Meanwhile, as differentiated instruction requires more time to perform,
following the Budget of Work (BOW) from the Department of
Education.
C. Connecting the teaching to real life situation - Another classroom
strategy for Multigrade teachers pertains to relating their teaching to a
real-life situation. This practice is a practical way of education in which
the teacher is making the classroom the real world for pupils. This theme
includes the explicit strategy of teaching and integrative teaching.
Referring to connecting to Real-life situations, the teacher is using her
experiences as a guide for the pupils.
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Connecting to real-life situations can also be done using the integrative
strategy. In real life, the students are not just concerned about one aspect
but of multiple elements in their lives. They also have not only one
subject to learn, but they have to learn different items. Thus, integrating
one subject to the other can be done by the teacher.
D. Integrating technology in teaching - Another classroom strategy for
multigrade teachers, is on integrating technology in teaching. This
practice can be done through the use of digital tools in teaching.
E. Flexibility of the teacher - The flexibility of the teacher is also an essential
factor in teaching multigrade. Multigrade teachers should be flexible
and equipped with the knowledge of using various strategies. They
need to overcome the problems and peculiarities inside the class.
Multigrade teachers should be flexible to make the Curriculum fitted to
the multigrade classes
3.2.4. Assessment
A. Multiple Choice. Read each item carefully. Choose the best answer. Encircle the
letter of your choice.
1. What does SCALE-UP stand for?
a. Student-Centered Active Learning Environment with Upside-Down
Pedagogies
b. School-Centered Active Learning Environment with Upside-Down Program
c. Student-Centered Active Learning Education with Upside-Down Pedagogies
d. School and Student-Centered Active Learning Environment with Upside-
Down Program
2. Why does classroom space is an essential factor in a multigrade teaching?
a. It helps them feel their value as a pupil most specially learners with special
needs
b. It helps the pupil feel the sense of belonging
c. It considers pupil attention and retention span towards learning
d. It boosts pupil engagement and active interaction to every learning
3. How does classroom space and design affect the teaching-learning process?
a. It helps pupils understand the lesson easily
b. Pupils are encouraged to move around the room
c. Physical set up of the room help shapes the learning environment
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d. Seating configuration of the classroom makes the room conducive to learning
4. Why do classroom teachers allot time in creating classroom design that would
suit their learners?
a. To let their time be consumed
b. Designing classroom helps them think positively
c. Classroom design enhances the educational experience of the learners
d. Creating classroom design makes them feel comfortable to teach
5. What is the central goal of providing classroom space to learners?
a. To let the learner’s feel that their classroom is their second home
b. To let the learner’s, explore, share, and create collaboratively
c. To let the learner’s become flexible to day-to-day room set up
d. To let the learner’s fell that they are loved by their teachers
6. Which statement best describes classroom management and organization?
a. Classroom management is the use of procedures and teaching techniques that
promotes a safe and efficient learning environment
b. Classroom management is the use of all the teaching and learning resources
that enhances the learner’s learning capacity
c. Classroom management is a tool in preparing, assessing, and evaluating
learner’s least learned skills
d. Classroom management is a method for a multigrade teacher on the conduct
of quarterly behavioral and managerial style check
7. Teacher RL is known for his effective teaching style by keeping his learner’s file,
assignments, worksheets, his lesson plans, and other paper works in order which
sets a good example for his learners must specially during his day-to-day
teaching and learning process. Based on the statement, what generalization can
you draw?
a. The teacher shows discipline within himself to be emulated by his learners
b. The teacher acquires one of the elements of a good classroom management
towards classroom design
c. The teacher exhibits organization towards himself and on to his learners as
one of the key elements of an effective classroom management
d. The teacher is worth to be appreciated and be given a commendable
recognition his good work
8. Teacher LJ is a well-loved primary teacher in Layo Central Elementary School.
Everytime he teaches, he sees to it that all his learners is given same time, same
effort, and same attention considering the peculiarity of each learners. He always
considers the different interests, needs, likes, and dislikes of all his learners
regardless of their socioeconomic status in life. What theory supports the action
of the teacher?
a. Children are unique
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b. Children learns best through exposure on media
c. Children can learn best from experiences
d. Children can and do learn from one another
9. Which theory is best to be applied to the diverse learners as that of a multigrade
class?
a. Theory of homogeneity
b. Scaffolding theory
c. Deductive theory
d. Theory of heterogeneity
10. What teaching strategy is known as “teamwork learning”?
a. Differentiated learning
b. Collaborative learning
c. Integrating learning
d. Contextualized learning
3.3. References
Aksoy, 2008
N. Aksoy
Multigrade schooling in Turkey: An overview
International Journal of Educational Development, 28 (2) (2008), pp. 218-228,
Ballesteros and Ocampo, 2016
M. Ballesteros, R.O. Ocampo
Best practices of multigrade teaching in luna, apayao, Philippines
International Journal of Novel Research in Education and Learning, 3 (6) (2016), pp. 61-73
Buaraphan et al., 2018
K. Buaraphan, B. Inrit, W. Kochasila
Current policy and practice concerning multigrade teaching in Thailand
Kasetsart Journal of Social Sciences, 39 (3) (2018), pp. 496-501,
Checchi and De Pala, 2018
D. Checchi, M. De Pala
The effect of multigrade classes on cognitive and non- cognitive skills. Causal evidence
exploiting minimum class size rules in Italy
Economics of Education Review, 67 (2018), pp. 235-253,
DepEd Order 81, 2009
DepEd Order 81
Strengthening the implementation of multigrade program in Philippine Education
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Engin, 2018
G. Engin
The opinions of the multigrade classroom teachers on multigrade class teaching practices
(multiple case analysis: Netherlands-Turkey example)
International Journal of Progressive Education, 14 (1) (2018), pp. 177-200,
Mulryan-Kyne, 2007
C. Mulryan-Kyne
The preparation of teachers for multigrade teaching
Teaching and Teacher Education, 23 (4) (2007), pp. 501-514,
Online Sources
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3.4. Acknowledgement
The images, tables, figures and information contained in this module were taken from
the references cited above.
Disclaimer: The content in and files attached to this module may be privileged and/or confidential
only for all bonafide students of Samar State University – Paranas Campus and are intended only for
authorized recipients of the campus. If you are not its intended recipient, please return this module to
the school authorities. By law, all-in text citations, technical terminologies, phrases, and views and
opinions expressed in this module are those of the acknowledged author/publisher/creator as respect of
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Rubric
Essay Rubric
5 4 3 2 1
The essay is The essay is The essay is The essay is The essay shows
fully focused consistently sufficiently minimally little or no focus
and contains focused and focused and focused. The and the ideas are
a wealth of contains ample contains some provided unclear,
ideas and ideas and ideas and examples are irrelevant, or
examples. examples. The examples. The vague or general repetitive. The
writer may response is and the response response is
employ rhetorical generally demonstrates incomplete or
strategies or appropriate to minimal too brief.
address the persuasive awareness.
counterarguments. purpose.
C. M. D. Hamo-ay
