MODULE 1: ELECTIVE- Teaching Multi-grade Classes.

Title/Topic: Introduction to Multi-grade Teaching

Objectives:
At the end of the module, you are expected to:
A. Define Multi-grade Teaching
B. Explain Multi-grade Teaching
C. Appreciate the importance and the history of Multi-grade Teaching

COURSE DESCRIPTION
This is a course in implementation of multi-grade classes that deals with the theories,
principles and concepts of multi-grade learners and classes. It includes pedagogical
approaches and contextualized learning environments for the different grade and age
levels are grouped for instructions in different school situations.

OVERVIEW OF THE COURSE

➢ Multigrade teaching is a prevalent practice in rural areas where student
populations are smaller, typically ranging from a minimum of 8 to a maximum of
35 students per class. This approach not only enhances accessibility in remote
regions but also offers various benefits. By accommodating multiple grade levels
in a single classroom, multigrade teaching provides opportunities for
re-teaching, reduces academic and social competition among students, fosters a
sense of responsibility among older students, and strengthens student-teacher
relationships.
➢ As an archipelago consisting of more than 7,000 islands, the delivery of
government services, such as education, remains challenging and sparse. In
remote locations, classrooms practice multigrade teaching-where one teacher
instructs students from different grade levels to address issues of accessibility
and teacher availability.
➢ Multigrade classes have been adopted for over a century, a mality bud on
geographical and economic necessity for many countries in the developing
world. The multigrade approach has become an imperative in these countries,
particularly in poor, rural and remote locations, as part of broader efforts to
widen and improve access to quality education for all
➢ Some multigrade 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. In the traditional single-grade teaching, or monograde as it
is sometimes called, the teacher teaches only one grade. The learners in each
grade are usually of the same age but may differ in abilities.
Content

A. (Role Playing - News Reporters About Multi-Grade Teaching)

B. Discussion about the Introduction to Multi-Grade Teaching

➢ The term Multi means plenty, many, or more than one. The word 'grade means
level. Multigrade, therefore, means many grades. 'multigrade teaching generally
refers to a teaching situation where a single teacher has to take responsibility for
teaching of students in different ages, grades and abilities in the same group. It is
referred to variously in the literature as 'multilevel', 'multiple class', 'composite
class', 'vertical group ',' family classes, and, in the case of one-teacher schools,
'unitary school. Schools with multigrade classes are referred to as multigrade
schools.
➢ Multigrade Teaching incorporates more than one grade in a classroom, allowing
students to work independently or together toward their respective grade level's
curriculum goals.
➢ Multigrade schools and multigrade instruction are neither a new educational
innovation nor a recent experiment introduced by education experts. Multigrade
classes have been adopted for over a century, a reality based on geographical and
economic necessity for many countries in the developing world.
➢ The multigrade approach has become an imperative in these countries,
particularly in poor, rural and remote locations, as part of broader efforts to
widen and improve access to quality education for all.
➢ A multi grade class is defined as a class composed of two or more grades less
than one teacher in a complete or incomplete elementary school But when was
this system introduced in the Philippines setting?
➢ The Multi Grade System has been implemented since 1993. It has always been
covered by policies on monograde class organization which resulted in multi
grade classes. The multi grade system has been with us for quite sometime but it
is very obvious that we have not regarded it as a very viable alternative delivery
system to provide access to basic education as well as quality education by
providing complete grade levels in all public elementary schools. While DECS
(now DepEd) officials then had always recognized the existence of multi grade
classes, it was only under the leadership of Secretary Armand Fabella (1993- 1994)
that the multi grade program was launched as a systematic and viable means of
meeting the goal and providing education for all.
➢ The existence of the multi grade classes in our country is also embodied under
the provision of the Philippine Constitution. Considering the present thrusts of
the government to make at least elementary education truly accessible to all
particularly to children in remote barangays, a policy has been made and
declared to build a school in all school-less barangays where enrolment and
population growth trends warrant the establishment of a new school, and
develop and/or implement the Multi grade System of Delivery, so as to enable
 children to complete their elementary schooling particularly in areas where it is
uneconomical to put up a six-classroom building. From then on, multi grade
classes became truly a part of our educational system. at present, some of these
multi grade classes were already converted to monograde classes due to increase
of enrolment while other areas of the country are just starting to put up multi
grade classes.

History and Background

➢ In 1918, there were 196,037 one-room schools, representing 70.8 percent of all
public schools in the United States. By 1980, less than 1,000 of these schools
remained (Muse, Smith, & Barker, 1987). But the multigrade classroom persists.
For example, in a study consisting of multigrade classrooms of only two grades,
Rule (1983) used a sample from a suburban district outside Phoenix, Arizona. Of
the 21,000 elementary students in the district, approximately 17 percent were in
classrooms that combined grades. In rural, small elementary schools the
incidence of students served in multigrade classrooms may well be much higher.
➢ Although rural, small schools may combine grades to save money, in the guise of
the "ungraded classroom," multigrade organization has also been a feature of
urban and suburban districts. In the 1960s and 1970s, "open education" and
individualized instruction became influential curriculum and instructional
models. Such models were commonly implemented with multigrade classrooms.
Energized by developmental theories of learning, a large influx in federal money,
and student-centered models of instruction, open education became a major
educational innovation. As a result, multigrade classrooms received new
attention.
➢ Numerous studies compared the effectiveness of "open" classrooms (multigrade
organization with student-centered ethos and methods) and "regular"
classrooms (single-grade organization with traditional ethos and methods). We
have learned a great deal from these innovative efforts. Working in an open,
multigrade school requires serious, ongoing teacher training and a commitment
to hard work.
➢ Most teachers have been trained to work in single-grade classrooms. Their
knowledge of teaching method is based on whole-class instruction and
small-group instruction (with groups often formed on the basis of ability or
achievement level). When placed in a multigrade setting, teachers of the 60s and
70s discovered that the time requirements and skills needed to be effective were
simply not part of their prior training and experience. Although the premises of
"open" and "regular" (traditional) education can differ sharply, this finding still
applies to multigrade classrooms in traditional schools.
Definition of different kinds of multigrades

Multilevel teaching

➢ Refers to an instructional approach in which educators simultaneously

address the diverse needs, abilities, and learning styles of students who are at
different academic levels within the same classroom. This method requires
teachers to carefully plan and implement individualized instruction while
fostering cooperative learning among students. Multilevel teaching aims to
create a supportive and differentiated learning environment that promotes
academic growth for every student.

Small Grade School

➢ typically refers to an educational institution that offers education primarily for

younger students from kindergarten up until early adolescence. These schools
usually have smaller class sizes, allowing for more personalized attention and
closer relationships between teachers, students, and parents. In small grade
schools, educators can often provide individualized support tailored to each
student's unique needs, helping them reach their full potential academically
and socially.

Multi School Class

➢ refers to a classroom setting where students from different schools are

grouped together based on their grade level or curriculum. This type of class
aims to provide specialized instruction that may not be available at individual
schools due to limited resources or expertise. The students in a multi-school
class collaborate and learn from each other while being taught by experienced
teachers who possess the necessary skills to cater to their diverse educational
needs.

Multi Mono Grades

➢ is an education institution that combines multiple grade levels within one

classroom but emphasizes teaching only one specific subject or discipline
across all grades. For example, a multi-mono grade school could have separate
classrooms for different subjects such as mathematics, science, language arts,
etc., with students moving between classrooms according to their proficiency
in each subject area.

Multi School Class

➢ refers to a classroom setting where students from different schools or

educational institutions are combined into one class. This can occur due to
 various reasons such as resource constraints, low student enrollment, or
unforeseen events like natural disasters. In this arrangement, multiple teachers
may collaborate to ensure that students receive appropriate instruction and
support.

Mono Grade Class

➢ refers to a classroom where all students belong to the same grade level. This
educational approach aims to create an environment where children of similar
ages can learn together, fostering peer interaction and common academic
challenges. Mono-grade classes allow teachers to cater their lessons directly
to the specific needs and abilities of one grade level, thus promoting efficient
teaching strategies and targeted learning outcomes. Both multi-school and
mono-grade classes reflect alternative approaches within the realm of
education towards providing effective learning experiences for diverse student
populations while taking into account various logistical factors.

Why Multigrade Class Exists?

● Multigrade classes were organized as a matter of necessities for remote

barangays where the number of children enrolled could not meet the
required number to organize a single grade class and assign the necessary
teacher from each class.
● Distance of the barrio and the small number of students for e each class.
● Shortage of funds, teachers, and school buildings.

Factors Contributing to the establishment of Multigrade Teaching.

● Cultural factors
● Socio-economic factors

Benefits of multigrade teaching

● Richer learning environment

● Greater community involvement.
● Development of health competition
● Greater understanding between learners and educators.

Why establish Multigrade Class?

● Younger children learn a lot from older ones even without it being
planned
● Older children get constant reinforcement of what they have learned in
previous year(s).
● Children's social skills mature earlier in multi-grade classes.
 ● Children become independent learners by the nature of the classroom
needs.
● The multi-grade classroom is more receptive and suitable to the essential
tenets of the 'new curriculum that is child centered, activity based,
discovery methods, and group work.
● Children find their own level easier in a multi-grade class less likely to feel
different than in a single age, 'single-ability' class.

Challenges of Multigrade Teaching and ways to overcome them.

● The curriculum Planning for delivery Attitude

● Isolation Due to the Geographical Location
● Disadvantaged Local Environment
● Learners at different learning levels
● Teacher frustration
● The physical space

Teacher support for Multigrade Teaching

● Self-directed professional growth or development should be encouraged

by providing distance education material at resource centers.
● Materials should be given to small schools
● Education officers should visit these small schools regularly, not to
inspect but to advise.
● Teachers who have taught at multigrade 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.

Teacher support for Multigrade Teaching

● 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.

Teacher support for Multigrade Teaching

➤ Resources

a. adequate classroom space

b. portable chalkboard

c. printed materials

d. classroom library or reading corner

e. electronic resources

f. other instructional resources.

➤ Space

a. Multigrade 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.
Multi grades in the Philippines Versus Other Countries (Multigrade Teaching
Concepts & Status)

Country Philippines Indonesia Cambodia

Definitions
A multigrade Multigrade Multigrade classes
program or class is teaching is the feature a mix of
defined as a class practice of students and
of two or more teaching pupils of grades. There are
grades taught by various levels, ages, only a few students
one instructor in a and abilities in the in each grade
complete or same room at the levelA multigrade
incomplete same time. A class is also one in
elementary school teacher in which only one
with a minimum of multigrade teacher is in charge
eight students and teaching teaches of teaching two or
a maximum of 35 more than one more grades in a
students. grade or class at single classroom at
the same time, the same time
either in separate during the school
classrooms or in year.
the same room
divided by a
partition

Policy Support
Official A government Policies boost
Department of regulation was multigrade
Education (DepEd) issued to build teachers'
Orders exist to small-island, subsistence
support multigrade border, and distant allowances by
instruction with schools. Policies on adding 60% of the
regard to teacher incentives, multigrade
improving access improvement, teacher's pay to
to education by certification, his/her existing
providing complete prizes, and income if he/she
grade levels protection, as well teaches two-grade
through as materials classes. If a
combination or assistance, apply to multigrade teacher
multigrade classes. multigrade teaches three
Implementing teachers. When grade classes, add
policies and providing 80 percent of his or
guidelines on scholarships or her current wage. If
organizing and grants, multigrade a multigrade
 operating pupils are also teacher conducts
multigrade classes. considered. double-shift
Strengthening the lessons for two
implementation of grade levels, add
the multi grade 160 percent of his
program in the or her current
country. wage. Also, if the
multigrade teacher
teaches
double-shift
lessons for three
grade

levels, add 180

percent of his or
her current wage.

Organizational
Form There are mixed- Students are Pupils are
ability groupings divided into organized in the
per grade levelIn mixed-ability classroom for
addition, grades 1 groups. For learning activities
and 2, 3 and 4, and example, grade 4 is based on their
5 and 6 may be combined with skills. There are
merged. Only grade 6. Students also mixed-ability
grades 2 and 3 and from various grade groups of pupils
5 and 6 are levels attend with similar levels.
sometimes mixed. classes. For example,
grades 2 and 3 are
merged; grades 4
and 5 are
combined; or
grades 2, 3, and 4
are combined.

Teaching and
learning process Naga's Libmanan The teaching and Direct facilitators
learning model for and group learning
District employs E- multigrade sessions are
IMPACT modules teaching is an available for
that are directed by elaborate process. alternative
pre-planned It involves learning.
and/or competence Teaching-learning
textbook-based analysis that in the entire
lessons. It employs combines learning classroom is used
a cooperative
 learning strategy as materials from in alternative
well as an different levels learning by
interdisciplinary based on an teaching the same
learning approach. analysis of subject and
Schools that do not competencies that material, such as
use the E-IMPACT need to be taught arts and sports. In
system rely on for one semester or combination grades
various ways of for one year. It also such as 2, 3, and 4,
distribution. In involves mapping independent
certain cases, the theme for learning is used.
teachers present related Students in grades
subjects that are competencies, 2 and 3 engage in
easily integrated resulting in five interactive
into all grades at themes, each learning, while
the same time. In taught for 3-4 students in grades
other cases, weeks; developing 4 study individually
teachers work a syllabus, which utilizing learning
intensely with one contains materials and
group on one competencies as question-
subject (for well as details of and-answer
example, English or the activities, papers.
math) while resources, and
another group evaluation; and
works planning lessons,
independently on which includes
another subject (for step-by-step
example, arts). activities as well as
strategies on
organizing
students.

Learning
environment and School structures Utilization of
facilities with enough space, natural
furnishings, and laboratories,
movable chairs. repurposed
The same materials, and
environment as mobile facilities, as
traditional schools, well as optimal
but with a learning utilization of open
center in each areas
classroom.
 Nature of Multigrade schools Every teacher Multigrade classes
Multigrade follow the national develops his/her follow the national
Curricula curriculum. own curriculum curriculum.
called "KTSP" (i.e., a
school-based
curriculum) by
referring to the
national content
standards.
Assessment is
made based on
competencies
developed on the
basis of
school-based
curriculum. The
national
examination is
conducted based
on the national
curriculum
standards.

C. Article

https://www.studocu.com/ph/document/la-carlota-city-college/education/history
-and-nature-of-multigrade-program/69760990

D. Assessment (Higher order thinking skills Questions)

MULTI-GRADE TEACHING

1. What is multi-grade teaching?

a. Teaching multiple subjects at once
b. A curriculum designed for advanced learners
c. Teaching multiple grades in a single classroom
d. A system where students of different ages and grades learn together in the same
classroom

2. Why multi-grade class exist?

a. The small number of students for each class

 b. The class numbers are modest and the barrio is far away.
c. The distance between the school and the small enrollment in each class
d. The distance of the barrio and the small number of students for each class

3. Why establish multi-grade class?

a. Children's social skills mature earlier in multi-grade classes.

b. Multi-grade classes help children's social skills improve earlier
c. Children in multi-grade classrooms develop their social skills at an early age
d. Older children get constant reinforcement of what they have learned in previous
years.

4. What is the potential challenge of multi-grade teaching?

a. Challenge for teacher

b. Lower student engagement
c. Decreased student motivation
d. Language barrier, classroom management struggles, lack of resources, danger in
going to stations, workload, absenteeism

5. Which of the following is an advantage of multi-grade education?

a. Increased students' independence

b. More teacher and student interaction
c. Reduced classroom management challenges
d. More opportunities for individualized instruction

6. Which statement best reflects the impact of multi-grade education on rural

communities during the early years of Philippine education system development?

a. Multi-grade classrooms promoted inclusive learning environments, fostering

collaboration and peer support among students.
b. Multi-grade schools faced resource constraints, resulting in limited access to
quality education for students in rural areas.
c. Multi-grade programs successfully addressed the challenges of overcrowding in
urban schools, offering personalized instruction to students.
d. Multi-grade classrooms enhanced academic performance and resulted in higher
literacy rates among students from diverse socio-economic backgrounds.

7. During which decade did the government introduce the multi-grade system in
Philippine schools?

a. 1940-1950,
b. 1960-1970,
c. 1993-2000,
 d. 2010-2020.

8. What was one major benefit of implementing multi-grade classes in rural areas?

a. enhanced social skills development,

b. increased teacher-student interaction,
c. advanced technology integration,
d. standardized assessment outcomes.

9. Which governmental body plays a pivotal role in formulating guidelines for

multi-grade classrooms?

a. Department of Education (DepEd),

b. Commission on Higher Education (CHED),
c. Technical Education and Skills Development Authority (TESDA),
d. National Economic and Development Authority (NEDA).

10. What are the advantages of a multi-grade classroom system in the Philippines?

a. enhanced social interaction among students of different ages

b. personalized attention from teachers,
c. opportunities for peer tutoring
d. reduced teacher workload, and flexible pacing to accommodate individual
student needs.

“Cooperation is a necessary condition of life in the multigrade classroom. All ages become
classmates, and this closeness extends beyond the walls of the school to include the
community.”

Prepared By;
Lupera, Joemedis B.
Dongaol, Kenneth John
Toledo, Dennish
Lolo, Christian
Marqueses, Rose Ann

Submitted to;
Mrs. Dacillo, Gilda