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GOOD MULTI-GRADE PROGRAMMES AND PRACTICE

● Identify the different good multi-grade programs and practices.

● Recognize the challenges in the implementation of different multi-grade

programs and practices.

1
● Determine the purposes and/or importance of the different multi-grade

programs and practices.

2 2
“Would a teacher cancel a class if there are only a few students who enrolled?
3
Should a student drop out if the school is too far away or there aren't enough

teachers or classrooms?” These are some of the questions that many schools,
4 5
especially those that are located in remote areas where enrollees are low, are
6 7 8 7
always asked. But thankfully, there are many people who help in looking for
9
ways to get children to school so they can finish their basic education. Different
10,12
individuals, organizations, the government, and many more tries their best to
12 1
assist in making programs and practices that will become a solution to dropout
11
and/or low enrollees.

Many examples of good multigrade programs and practices are available

15 15 13
around the world, including in Asia, and many have features which can be
14
adapted to multi-grade teaching contexts. Though these practices were mainly
16
developed in response to country-specific attempts to address multigrade

19 19

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19 17 19
teaching, they do have important lessons that can be analyzed and then
18
adapted to your local context.

ESCUELA NUEVA

Equality is something that everyone is willing to fight for, whether it is in

education, the workplace, or any other area. Many people believe that providing
20
an equal education to all of a country's students is the most important source
22
of a country's strength. However, in some places, providing a quality education
21 21 23
for students is still a problem. But thankfully, through certain persons, groups,

or organizations, many students in remote rural areas are being reached and

are given the opportunity for education by creating good multigrade programs
24
and practices. One of the most well-known programs that has been adopted by
25
many countries is the Escuela Nueva.

26 27
A program which all started with a woman’s longtime dream and vision. From an
28
early age, Vicky Colbert was convinced that achieving sustainable democracy
29
required that all children be educated to become future citizens of their

country. In her twenties, she followed in the footsteps of her mother as an

30 31
educator and was moved by the civil conflict that decimated communities and

families in Colombia, leaving a large void in quality education for the country’s
32
poor. As a result, in 1975, she founded and co-designed the Escuela Nueva
33
pedagogical model to reach and empower poor, rural children’s basic education

in Colombia through quality education methods. After completing her

undergraduate Sociology degree at Javeriana University in Colombia and

earning two master’s degrees--one in Sociology of Education and the other in

Comparative International Education from Stanford University, she started the

Fundación Escuela Nueva (FEN) in 1987. She has been the Executive Director of

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ENF ever since, sharing and adapting the Escuela Nueva model in Columbia and
34
internationally, as well as continuing to innovate and enhance the model

through new developments and programs.

Escuela Nueva is a Colombian educational innovation that has influenced

35
educational policy in several countries around the world over the last 40 years.

It is one of the longest-lasting bottom-up innovations in the developing world.

It encourages active, child-centered, participatory, cooperative, and

36
personalized learning, as well as a new role

37 38
for teachers as mentors and facilitators. Academic units are completed by
39 40
children at their own pace. Escuela Nueva was founded when Colombian rural

schools, like those in the rest of Latin America, did not provide a comprehensive

primary education. Most rural schools did not provide a complete primary
41
education, and more than half of rural children aged 7 to 9 years did not attend
42 43
school. Rural children who were enrolled in school had a high rate of grade

repetition and dropout. Children in sparsely populated rural areas typically

attended multi-grade schools, where one teacher was required to teach

children of varying ages and grades in the same classroom. Teachers, on the
44 45
other hand, received little or no training in dealing with this situation. To meet
45
the needs of these small multi-grade schools, which made up the majority of
45
schools in Colombia's rural areas, an innovative approach was required. The

daily exposure of children to violence necessitated an educational approach

that instilled in students peaceful values and behaviors.

To address these critical needs of multi-grade schools, UNESCO piloted the

46
Unitary School model, in which teachers were required to create individualized

47

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47
and personalized learning cards to facilitate different learning rhythms. This

worked well on a small scale, but scaling it up required a significant amount of

48
time from the teachers. As a result, the model was not scalable at the time, and
49 48 48 50
it was not technically, politically, or financially viable. It was not economical.

Building on that pilot experience, Escuela Nueva sought to influence national

policy and respond to the needs of rural children throughout the country from
51
the start. The idea was to go beyond the concept of multi-grade and emphasize
52
a new type of child-centered learning as well as a new role for the teacher; in

other words, to place a conceptual and practical emphasis on pedagogical

renovation. We named it Escuela Nueva, which translates to "New School," to

emphasize a new way of learning and a new type of school.

Escuela Nueva´s new approach to schooling shifted the learning process from

the teacher to the student, encouraging active, child-centered, participatory,

53
flexible approaches so students could finish academic units at their own pace;

and personalized support from the teacher who was assuming a new role as

mentor, facilitator and guide instead of the traditional approach of the teacher

as the source of information. This learning process was supported by a system

of curriculum learning guides for students, resources like classroom libraries,

and rich learning corners with low-cost community materials to facilitate

54 54
student-centered inquiry and a set of activities, instruments and to promote

student autonomy on leadership skills as well as stronger relationships with

parents.

The learning guides are self-directed materials that facilitate both autonomous

and cooperative learning. They also serve as planning tools for the teachers.

Thus, “the basic idea was to transform the conventional teacher-centered

schooling practices into a learner-centered model that would integrate

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curriculum, teacher training, community involvement, and administrative

55
strategies systemically and cost-effectively. The expectation was that the new
55
approach to rural education would guarantee access and quality improvement

for all school children”.

Although the principles of Escuela Nueva are not new in the philosophy of

education, the innovation consisted of transforming these principles into

operational strategies and applying them to rural children from underserved

localities. Some of these ideas came to Colombia to some of the elite private
56
schools, not so to the public school and less so in rural areas. The model was
57
also meant to expand access to education in rural areas, improve student
59 58
achievement, minimize rates of repetition, and improve self-esteem, civic
59
engagement, and creativity of children. Escuela Nueva teachers used learning
60
guides to facilitate student-centered classroom environments thru a holistic,
61
collaborative approach. Just as important were authentic student government

elected and run by students to ensure they could participate in ways that

contribute to building citizenry and interpersonal skills among students.

DESCRIPTION OF THE ESCUELA NUEVA AND THE PROBLEM IT ADDRESSES

DESCRIPTION OF THE PROBLEM

The Escuela Nueva program successfully addressed the quality of children’s

education in conflict areas. This program focuses on the difficulties of small,

multi-grade schools by linking communities, teachers, families, administrators,

62
and policymakers. The Escuela Nueva program is a response to some

educational problems that Colombia experiences, especially in remote rural

63
areas, such as traditional teaching methods that don’t engage students, low

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student achievement, and high repetition rates. Teachers in the Escuela Nueva
64
schools are not transmitters of information but facilitators of learning. This

program started in the mid-seventies as a small project in Colombia to improve

the quality of education in urban areas. Rural education in Colombia has lagged

behind many developing countries (World Bank, 2000). The Escuela Nueva
65 66
program was derived from the Unitary Schools that were sponsored by
67 68
UNESCO. The program shifted the focus from good teaching to good and
69
effective learning. The founders of Escuela Nueva created this innovative model

by implementing new teaching methods and training teachers to help

marginalized students complete their primary education in rural areas. Many

countries have adopted this program, and educators from over thirty-five

countries have visited Colombia to observe the Escuela Nueva schools. During
70
1988-1996, the number of students increased to 45.6 percent in rural schools
70
and to 7.6 percent in urban schools. In addition, Colombia was the only country

after Cuba that achieved higher results in rural schools than urban ones.

DESCRIPTION OF THE PROGRAM

The program promotes participatory learning and helps students avoid

repeating grades. The Escuela Nueva promotes equity between rural and urban

marginalized students, a major educational challenge in Latin America.

4 MAJOR COMPONENTS OF ESCUELA NUEVA

71
The Escuela Nueva addresses four major components: community involvement,

curriculum, teacher training, and administration. The curriculum content

consists of guides for students to help them apply what they learned in the
72
classroom to their life. The curriculum promotes critical thinking and active

73

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learning, and it improves students’ self-esteem. It also improves students’

cognitive abilities and social skills, which helps them to link between schools
74 75
and community. The student guides are designed to be used by two or three

students, which encourages teamwork and collaboration. In addition, the

76
Escuela Nueva system adapted to the student’s needs in rural areas. For
77
example, students are allowed to leave school if their parents are sick or when
77
they need to help their parents with agricultural tasks without affecting

continuing their education.

78
Secondly, the teacher training and follow-up component is conducted through a
79
series of workshops that help teachers to learn how to implement the Escuela

Nueva program. This component involves four workshops that help teachers to

learn how to manage the new materials. Teachers can meet monthly to discuss
80
the results and to exchange their ideas (Velez, 1991).

The third component is the administration in the Escuela Nueva schools, which

introduced students to a democratic way of life (Dongen, 2002). Administrators

and supervisors attend a workshop yearly to improve their ability to guide the

staff in implementing the Escuela Nueva methodology. Administrators’ roles

serve as a source for teachers who have questions or concerns regarding the

application of the model and the learning process.

81
Forth component is community involvement. It is also a significant component

to encourage parents, teachers, and students to engage more in school

83
activities. The Escuela Nueva's main characteristics are that it develops
82
consistently over time and allows for flexible promotion. Students, teachers,
84
and parents are encouraged to work together as part of the program. The

schools provided study areas as

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well as a small

library. Many
85
school activities encourage parents and members of the community to

participate in their children's education. The program also encourages peer

86
instruction, in which older students mentor younger students (Kline, 2002). The

Escuela Nueva program employs new educational materials that encourage

students to apply what they learn in school to real-life situations in rural

87 87
communities. Students learn civic and democratic behavior, and they apply

what they learn in school to their daily lives (Dongen, 2002). This program
88
assists teachers by having them meet once a month to discuss their

experiences, training, and concerns (UNESCO, 2012). The program boosts

89 89
student performance encourages community involvement and aids in the

reduction of dropout rates. Cooperative learning and student government

promote democratic behavior and positive social interaction among students

90
(Colbert, 2009). Students who attend Escuela Nueva schools are able to

communicate effectively and improve their writing, reading, and basic math

skills. Furthermore, the program's implementation costs are low, making it

91
more effective when considering that many Latin American countries are low-

income.

92 93
KEY ACTORS & IMPLEMENTATION OF THE PROGRAM

Because of the conditions of Colombia, Vicky Colbert and other co-authors

94
designed the Escuela Nueva model to improve the quality of basic education in

urban and rural areas. Colbert is the founder of Fundación Escuela Nueva. She
95
is internationally recognized because of her remarkable achievement in

promoting equity for marginalized students. Colbert served as a Vice-Minister

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of Education in Colombia, and she worked as an advisor for the World Bank and

UNICEF in Latin America and the Caribbean. This non-profit organization

96
continues supporting the Escuela Nueva model by offering services in teacher

training, educational assessment, curriculum development, and research

97
development. The municipal and departmental administrations are important
98 99
actors who helped the implementation of the Escuela Nueva model. The efforts

and the motivations of the Secretaries of Education and Directors were

essential for the success of the model of Escuela Nueva. Students, teachers,
100 101
and communities are also key actors in designing this program. All the
102 102
workshops, the training, learning guides, and the school community

relationships are encouraged by social interaction and participation, which

103
helped the Escuela Nueva methodology to be sustained over time.

104
There are other key actors in the case of the Colombian Escuela Nueva that

helped the program to achieve its goal and succeed, such as the Interamerican
105 105
Foundation that supported Fundación Escuela Nueva to implement the model
106 106 106,107
in urban regions in 1989. There are also other institutions that were the main

actors in implementing the Escuela Nueva program, such as the Coffee Growers

Federation and the FES (Fundacion para la Educacion Superior). These two

actors helped promote and sustain the Escuela Nueva methodology.

The Escuela Nueva program is the best-known and most enduring example of a

multi-grade program. The following are some of the several essential features
108
the Escuela Nueva:

● Teachers are facilitators to guide and orient learning

● Teaching strategies encourage active, creative, and participatory learning

● Students learn at their own pace using self-instructional materials

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● There is no grade repetition; promotion to the next objective or grade is

individual, progressive, and flexible

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● Students have the freedom to study at school and at home at their own pace
1
● Self-instructional materials are shared among three students and are able to

last for several years

● Active participation of students in school governance is encouraged (e.g.,

through student councils) to promote civic and democratic behavior

● The content of the materials reflects the national curriculum and also

includes regional and local adaptation

● Teacher training workshops are highly contextual and replicable

IV. ASSESSMENT

Test Items

Direction. Choose the letter of the correct answer.

1. She is the founder of the Escuela Nueva Foundation.

a. Winnie Colbert

b. Vicky Colbert

c. Marry Calbert

d. Jenny Calbert

2. The following are the components of the Escuela Nueva, EXCEPT _______.

a. community involvement

b. curriculum

c. illustration

d. teacher training,

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3. In _____, Colbert founded and co-designed the Escuela Nueva pedagogical

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model to reach and empower poor, rural children’s basic education in Colombia

through quality education methods.

a. 1975

b. 1985

c. 1965

d. 1995

4. This component involves four workshops that help teachers to learn how to

manage the new materials.

a. administration

b. community involvement

c. curriculum

d. teacher training

5. It is also a significant component to encourage parents, teachers, and

students to engage more in school activities.

a. administration

b. community involvement

c. curriculum

d. teacher training

6. The third component is the ___________ in the Escuela Nueva schools, which

introduced students to a democratic way of life

a. administration

b. community involvement

c. curriculum

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d. teacher training

7. The ____________ consists of guides for students to help them apply what
112
they learned in the classroom to their life.

a. administration

b. community involvement

c. curriculum

d. teacher training

8. _____________ is a Colombian educational innovation that has influenced

educational policy in several countries around the world over the last 40 years.

a. Nueva Escolar

b. Escuela Escolar

c. Nueva Escuela

d. Escuela Nueva

9. What is the meaning of the term “Escuela Nueva”?

a. New School

b. New Community

c. New Scholars

d. New World

10. Which of the following are Escuela Nueva’s goals?

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i. to encourage students to participate actively in solving academic problems in

the classroom

ii. to promote grade repetition and teacher-centeredness

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iii. iii. to highlight cooperation, teamwork, leadership, and the motivation of

114
students in the learning process.

iv. to inspire students to value democracy, tolerance, respect, and conflict

resolution when interacting with others

a. i, ii, iii c. i, iii, and iv

b. i and iii d. iii and iv

SCHOOL IN A BOX

Education is the process of transforming a person into a better individual. It

develops one’s personality, provides a physical and mental standard, and

115
transforms people’s living status. Education allows every individual to change
115
into a better life and a better future. Also, it is a fundamental right of every
116
child. But fulfilling the right to education is most at risk during times of

emergency (cyclones, earthquakes, floods, conflicts, and other emergencies

117
wreak havoc on society and deeply affect children) and during the transition

period following a crisis. Also, providing inclusive and equitable quality

education for all remains a critical concern. Towards this end, Multiple grade
118
(multi-grade) schools have been established to bring education closer to
119
school-age children located in isolated, hard-to-reach, underserved, and
120,121 120
sparsely populated communities. But teaching multi-grade classes is very

challenging. Multi-grade teachers experience challenges such as

transportation, illiteracy of parents, poor economic backgrounds, excessive

effort of the teacher, lack of time, language problems, and teacher challenges in
122
the actual teaching and learning process (Condy & Blease, 2014; Engin,

123

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2018). Therefore, United Nations Children’s Fund (UNICEF) School in a Box

provides an incredible solution.

124
The School-in-a-Box has become a major innovation in teaching and learning
125
materials for multi-grade classes. It was developed by the Rishi Valley Institute

for Educational Resources (RIVER) in the 1990s to provide all the equipment a
126
temporary learning center needs to operate in an emergency period, replicating
127
the color and stimulation of a normal classroom. A School in a Box allows
128
learners in one grade to work on their own doing lessons preset by the educator

while the others can enjoy concentrated time with the teacher. Since then,

School in a Box has been at the heart of UNICEF’s emergency response

129
activities in the area of education. When combined with teachers who have
130 131 132
been trained in the local curriculum, classes can be supported for as long as it

takes to get a new school rebuilt and running.

133
What’s in the box?

One School-in-a-Box will meet the needs of one teacher and 40 students to
134
carry on classes for approximately three months. All equipment is packed in

one lockable metal box, and its lid can be painted and used by the teacher as a
135 137
chalkboard. The kit can be used in any context where children can go to school
136 136,137
in safety and under shelter. It is appropriate for all children over the age of six.

Teachers receive a student register, exercise books, pens, chalk, markers,

flipcharts, compasses, set squares, rulers, posters (alphabet, multiplication

138 139
and number tables), a globe, a clock, colored cubes, tape, scissors, chalkboard
138
paint, brushes, dusters and a solar wind-up radio. Students receive exercise

books, pens, pencils,

crayons, a plastic slate to write and draw on, erasers, rulers, pencils,
140
sharpeners, safety scissors and a bag. Replenishment kits are also available

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wherever necessary to keep the supplies coming.

141
Wherever a School-in-a-Box is delivered, it is complemented by teacher

training and support workshops and a teacher’s guide. UNICEF works with

national and local education authorities to develop and translate the guide into
142
the appropriate local languages. The kit is distributed to teachers at a teacher-
143
training workshop. The education tools inside have been sensitively selected
144,147 145,147 146
and designed in order to be culturally neutral, so they can be used in most

education settings anywhere in the world.

148 150 150 150

How can I use the materials of the School in the Box Kit in the implementation
150 149,150
of activities?

One of the goals of the School in the Box Kit is to provide essential teaching
151
materials that can assist you in creating learning and child-protection activities
152
and communicating lifesaving messages to the children in your care. Here are

some general ideas on how to involve the students in learning activities that are

creative and participatory. In the School in a Box Kit, there are some materials
153 154 154
that support the implementation of art and craft activities, such as crayons,

scissors, pencils, and glue.

155 156
Suggestions on how to develop art and craft activities:

157,158
● Drawing by theme. Each week you can select a theme — for example, the
157 157 157
seasons; domestic and wild animals; members of the family; and the natural

environment. These themes will guide the drawing activities.

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● Drawing by message. Identify important lifesaving messages that are relevant

159
in your context and use drawing sessions as a way to convey these messages.
160
For example: What should you do in case of a fire? Ask the pupils to draw the

fire drill procedures.

● Collages and mosaics. Use colorful leaves, flowers, paper, cloth, and cut-out

figures from magazines and newspapers to create stories by sticking them on a

poster and writing around them.

ASSESSMENT

Multiple Choice

161
1. Which of the following is not true about the School in a Box?
162
a. It provides essential teaching materials that can assist you in creating
163 163
learning, child-protection activities and communicate lifesaving messages to
164
the children in your care.

b. provide all the equipment a temporary learning center needs to operate in an

165
emergency period.

c. It provides a cost-effective, replicable, and scalable solution to improve the

166
quality of basic education in low-income schools.

2. When was the School in a Box Program developed?

a. 1990

b. 1998

c. 1993

167
3. The School in a Box was developed by the RIVER. RIVER stands for.

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a. Rishi Valley Institutional Education Resource

b. Rishi Valley Institute for Educational Resources

c. Rishi Valley International Education Recourse

168
4. Which of the following statement is true?

a. One School-in-a-Box will meet the needs of 2 teachers and 50 students to

169
carry on classes for approximately 2 months.

b. One School-in-a-Box will meet the needs of one teacher and 40 students to
170
carry on classes for approximately 3 months.

c. One School-in-a-Box will meet the needs of 1 teacher and 40 students to

171
carry on classes for approximately 4 months.

172
5. The School in a Box is appropriate for all children over the age of _______.

a. six

b. five

c. none of the above

173
6. All the materials for children EXCEPT?

a. Exercise books

b. Sharpeners
139
c. Chalkboard paint

174 175 17
7. Which of the following materials support the implementation of art and craft

activities?

a. Brushes, dusters

b. Exercise books

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c. Crayon, scissors, pencils

176 177 177

8. Which of the following suggestions can help you to develop art and craft

activities?

a. Collages and Mosaics

b. Drawing by message

c. All of the above

17
9. Which of the following programs/practices has become a major innovation in

teaching and learning materials for multi-grade classes?

a. Escuela Nueva

b. School in a Box

c. No More Schools / IMPACT

179
10. All are the Good Multi-grade Programs and Practices, Except?

a. Developing Teachers and Learning Materials

b. A Graded Approach to Reading

c. Learning and Teaching in Multi-grade Settings (LATMAS)

NO MORE SCHOOLS / IMPACT

180
“Teaching is the profession that teaches all the other professions.” A popular
181
quotation in the field of education describes teaching as the noblest

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profession; without a teacher, there are no Lawyers, Doctors, Engineers, Chefs,

182
Businessmen, etc. For this lesson, we will learn, know, and understand the
183
different Good Multi-grade programs and practices, specifically the “No more

schools/IMPACT” approach.

“No more schools/IMPACT” approach, this “No more school or IMPACT-

Instructional Management by Parents, Communities and Teachers” is a system

184
in which the parents, the community, and the students themselves collaborate

and coordinate with the school towards the education of their children. It is
185 186
usually done in remote or rural areas, which are far away from cities and places
186 187
where most people are living. This kind of approach will benefit the children
188
who are not financially stable, and the students who already drop-outs will be
189
given the opportunity to study again and learn new ideas that would help them

finish schooling and get stable jobs. This approach is challenging for both
191
teachers and students. On the part of the teacher, the use of different

instruction materials in handling different grade levels in one classroom or

190
learning community areas is really challenging. The teacher should be
192
resourceful and creative in doing instructional materials which will serve as a
192,193 192
guide for his/her student’s learning. On the part of the students, the challenge
194
to them is how they will cope with different grade level students and how they

will excel and improve their skills with other grade levels. It takes a lot of work,
195
coordination, patience, and time for this approach to be successful and to be

effective as a learning method for all children who want to learn.

A. Key background features of the IMPACT approach

196 197
In 1972, a major assessment of education in the Philippines resulted in the

Education Development Act, a plan to improve the quality of facilities and make

197

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197
the content of education more relevant

to the local

context. In the

same year, the

Southeast Asian
19
Ministers of Education Organization (SEAMO) organized a working group of key

educators from its eight

member countries to establish priorities for education in the 1970s. The

reasons for launching the initiative were that fewer than half the children in the

member nations completed the six-year primary cycle, and resources were
199
inadequate to accommodate further enrollment in the conventional system. As

a result of this working group, a management system for mass primary

education called IMPACT was developed by Rugh and Bossert, 1998.

B. Objectives of the IMPACT approach

200
The objective of Project IMPACT was to develop an effective and economical

delivery system for mass primary education. Education was available to all who

needed it, including those who had dropped out of school or never had the
201
opportunity to go to school. Emphasis was placed on flexible entry and exit to

schooling with progress based on mastery of sets of self-study instructional

materials, teachers being managers of the learning process, and education

being the joint responsibility of parents, the community, and the government.

C. Content of IMPACT approach

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In the Philippines, schools with one teacher handling more than one grade have
202 203
been common at least since the 1920s. During the early 1970s, the SEAMEO

Regional Centre for Educational Innovation and Technology (INNOTECH), based

in Quezon City, devised a radical approach to rural education. Known originally

204
as the “no more schools” concept, it proposed to replace schools, textbooks,

teachers, and grades with learning centers, self-instructional materials, peer

tutors and community support, and instructors responsible for the

204
management of learning among groups as large as 150-200 students. Over time
205
the concept became better known as Instructional Management by Parents,
205
Community and Teachers (IMPACT). The innovation began in the Philippines and

Indonesia (PAMONG), spreading subsequently to Malaysia (INSPIRE), Jamaica

(PRIMER), Liberia (IEL) and Bangladesh (IMPACT). Since teachers made up 80-

90 percent of unit costs in conventional schools, such costs were reduced by

increasing the student-teacher ratio and supplementing teacher supervision

with assistance from students, parents, and community resources.

206
Learning: Student learning in IMPACT is self-paced, with progress measured by

achievement rather than years of schooling. Instruction given by older children

and peers for group learning is also a feature.

Teaching: The IMPACT model requires a change of role of the teacher to be a

manager/supervisor of learning and no longer do “direct teaching.” When this is

needed, it is usually carried

207
out by older

students who follow

programmed scripts. Older children

208

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208
typically teach for 1 hour per day. This unconventional approach has been
209
problematic with both parents (expectations for the role of teacher and

children) and teachers (fewer teachers needed / threat of

unemployment). Instruction is

supplemented by 2

half-hour radio

210 211
broadcasts per day, broadcasted 3 times per week. Parents from the

community teach practical skills from their homes or places of work. Roving

teachers teach scouting, hygiene, sports, music, and arts.

212
D. How was the IMPACT approach success determined?

213 214
Several areas of successes and challenges have been noted in a project impact

evaluation and case studies completed by Cummings, 1986; Wooten et al.,

1981; and Flores, 1981

● Parents resisted the idea of pupil peer teaching, i.e., they wanted teachers to

maintain their traditional role of teaching students to ensure children could

compete in the national exams.

215 216 216
● IMPACT schools were intended to promote social equity, but they tended to

foster inequities in at least some schools. Some IMPACT schools developed

elitist reputations because of streaming some children to study advanced

modules of learning and complete modules more quickly. These students were
217
used more often to do peer tutoring.

● Parents of lower socio-economic backgrounds were the most resistant to the

model because of their traditional views about teaching.

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● Even though “local management committees” were selected to solve project

problems, there is little evidence that this developed management/leadership

capacity in those communities.

● The three top concerns for staff were lack of funds, the indifference of the
218
community to innovation, and the involvement of the school in too many

community activities.

● The module approach to learning provides a very flexible system for students

to re-enter the system after being tested to see where they are in the module

sequence. The modules also made it possible for children to advance at their

own pace, whether it took a longer or shorter time to complete a grade.

E. Benefits of IMPACT approach

● Children in the system are reported to be more spontaneous, even

uninhibited, in their activities and expressions.

219,220
● The system has helped develop among the children an intrinsic desire to

learn.

● Children under the system are more confident, particularly in taking tests and
221
in interacting with visitors.

● Their skill for self-study is enhanced so that even when they are absent from

class due to unavoidable reasons, the children make up for it through self-

study using modules.

222
● The system has developed in pupils a strong sense of responsibility and

commitment through a group contracting scheme.

223
● As children are given a chance to become programmed teachers or peer group

leaders, they develop self-confidence as they experience being looked up to,

obeyed, and respected.

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ASSESSMENT

Multiple choice
224
1. It's originally known as the “__________ ” concept, it proposed to replace

schools, textbooks, teachers, and grades with learning centers, self-

instructional materials, peer tutors and community support, and instructors

responsible for the management of learning among groups as large as 150-200

students.

a. Yes, for school

b. No more schools

c. Friendly school.

2. IMPACT stands for.

a. Instruction management of process and center teaching

225
b. International management of parents, community and teaching.

c. Instructional Management by Parents, Communities and Teachers

227 226 228 227

3. When is the major assessment of education in the Philippines resulted in the

Education Development Act, a plan to improve the quality of facilities and make
228
the content of education more relevant to the local context?

a. 1973

b. 1792

c. 1972

4. What is the main objective of the IMPACT approach?

a. to develop an effective and economical delivery system for mass primary

education.

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b. to create a universal man whose person combined intellectual and physical

excellence and who was capable of functioning honorably in

virtually any situation.

c. to manipulate the environment of a subject — a human or an animal — in an

229 230
effort to change the subject's observable behavior.

5. Mr. Dimasupil developed a teaching technique different from what other

231
teachers used in their teaching. Is it acceptable?

a. No. The teacher should follow what the others use.

232
b. Yes. It is his right to choose the best strategy.
233
c. No. The students in his class may not learn.

6. Miss Shalani is assigned to a rural area, Miss Mayani to a depressed

community, Miss Diane to a hazardous area, and Miss Ariela to a place where

the standard of living is high. Who is entitled to hardship allowance?

a. Miss Shalani

b. Miss Diane

c. Miss Mayani

7. In what country since the 1920s have schools with one teacher handling

more than one grade?

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a. Philippines

b. Thailand

c. Malaysia

234
8. What organization organized a working group of key educators from its eight

member countries to establish priorities for education in the 1970s.?

a. United Nations Educational, Scientific and Cultural Organization

b. Department of Education

c. Southeast Asian Ministers of Education Organization

9. What countries aside from the Philippines began the innovation of IMPACT or

-Instructional Management by Parents, Communities, and Teachers?

a. Kuwait, Saudi, Japan, Bangladesh, Malaysia

b. Indonesia, Jamaica, Malaysia, Liberia, Bangladesh

c. Korea, China, Thailand, Cambodia, Malaysia,

10. During the early __s, the SEAMEO Regional Centre for Educational

Innovation and Technology (INNOTECH), based in Quezon City, devised a radical

approach to rural education.

a. 1960

b. 1970

c.1980

MULTI-GRADE PROGRAM IN PHILIPPINE EDUCATION

The multigrade school was the first kind of school in North America. The one-

room schoolhouse was the most common model of formal education programs

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for elementary school children before the 1880s. It was then before the single-
235
grade classes were organized. Many good multi-grade programs and practices
237 237
exist around the world, especially in Asia, and many of them contain aspects
236
that can be adapted to multi-grade teaching situations. Though these methods
238 239
were mostly established in response to country-specific approaches to multi-
240
grade teaching, they contain valuable lessons that can be examined and then
241 242
modified to your own situation.
244
Multigrade teaching as a Philippines’ national strategy to improve access to
243 244
and the quality of primary schooling was formalized with the launching of the

Multigrade Program in Philippine Education (MPPE) in 1993. Since 1993, the

Multigrade Program in Philippine Education (MPPE) has significantly

contributed to the Department of Education’s (DepEd) need to democratize

access to education while ensuring its quality in around 19% of public

elementary schools in isolated, underserved, and sparsely populated

communities in the Philippines. Multigrade Education is also one of the

Department’s strategies to provide access to quality education for all school-

age children in remote communities where enrollment does not warrant the

organization of monograde classes.

In 2016, DepEd instituted its Basic Education National Research Agenda, which

identified the review of the MPPE as a research priority to determine if it is

serving its intended purposes and to inform decisions for policy formulation

and program improvement. As a response, under a tripartite agreement

established in 2017, SEAMEO INNOTECH worked with UNICEF and DepEd to

245
identify key steps in advancing the implementation of MPPE. One of the

components of the collaboration involves a program review to present the

overall status of the

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246 247
MPPE as a modality of delivering basic education. The review was carried out

with four specific goals in mind. First, it will evaluate how well the MPPE was
248 249
implemented in accordance with DepEd’s existing standards and procedures.
250
The second is to determine what factors help and hinder MPPE from reaching

its objectives. The review will also describe the Multigrade program’s
25
contribution to student learning and school quality. Finally, it plans to look into

the program’s role in improving access to high-quality education in underserved

252
school districts.
253
The study reveals that the MPPE implementation was usually compliant with

current standards and policies through a series of focus group talks, a national

survey of multigrade schools and school divisions, case studies, comparative

analysis, and documentary analysis. However, depending on the local context

and experiences of multigrade schools, the amount to which these principles

254 255
were followed varies. To accommodate the unique requirements of the areas
256,257
where the multigrade program is implemented, a more flexible strategy
258 255
appears to be required.

259
In terms of factors affecting the achievement of MPPE goals, innovative

instructional strategies, authentic assessments, parental and community

engagement, the strong commitment of multigrade teachers, and enabling

school leadership were recognized as contributing factors. On the other hand,

260
achieving MPPE goals is said to be constrained by inadequate instructional

support from school heads and supervisors, issues concerning multiple roles

assigned to multigrade teachers, and the absence of a responsive monitoring

and evaluation system specific for multigrade implementation.

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The above scenario necessitated the creation of a project that would evaluate
261
the effectiveness of the MPPE, thus, the creation of the “Technical Support to

Multigrade Program in Philippine Education” (TS–MPPE) project signed in 2017.

This project is a tripartite partnership involving the Department of Education,

SEAMEO INNOTECH, and UNICEF to determine the overall effectiveness of

262 2
MPPE as a modality of delivery of basic education in improving access to and in

addressing diverse learning needs of students in multigrade schools and build

DepEd’s capacity to design and utilize monitoring and evaluation tools or MPPE

assurance.

The Technical Support to Multigrade Program of Philippine Education (TS-

MPPE)

The project specifically aims to:

264
1. Examine the current policy environment, program design and coverage of

MPPE

implementation, and the capacity-building interventions provided for

Multigrade Schools.

2. Evaluate how well the MPPE design and intervention have been implemented
265
against pre-set standards and to what extent has the MPPE contributed to
266
improving access to basic education and student learning outcomes.

3. Identify the contributing and constraining factors in achieving the goals of

MPPE in the following domains: a) Classroom Organization and Management, b)

Alignment of curriculum and instruction, assessment, and standards, e)

instructional Leadership, and f) Parents and Community Participation.

4. Generate evidence-based recommendations to guide the MPPE Omnibus

Policy, quality improvement, and sustainability of MPPE in light of the K-12

curriculum.

26

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26
5. Support the development of quality assurance monitoring assessment tools

for MPPE to promote consistent quality improvement and program

sustainability.
269 269 268,269
1. Build the capability of MPPE education supervisors on the use of quality

monitoring and assessment tools.

The aims of the Multi-grade Program in the Philippine Education (MPPE)

Since the implementation of the MPPE, the Bureau of Leaning Delivery (BLD)

has developed various instructional materials, trained teachers and

administrators, improved the learning environment, increased school

270
participation, and, importantly, enhanced the holding power of pupil retention

in school.

271
The Multi-grade Program in Philippine Education (MPPE) in 1993 aims to

improve quality by increasing teachers’ abilities to work with more than one
272,273
grade simultaneously through training and instructional materials. The program

works in five areas: curriculum and materials development, staff development,

physical facilities, community support, and research monitoring and

evaluation.

The program works in five areas:

1. Curriculum and Materials Development

274
o Budget of Work
275
o Lesson Plan for Multigrade Classes

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o Multigrade Handbook

o Multilevel Materials

o 100 Book Library

276 277
o Teacher Made Materials

2. Staff development

3. Research, monitoring, and evaluation

4. Physical facilities

5. Community support

278
MPPE is implemented through the following sub-projects:

a) Search for Multigrade Teacher Achiever

The Search for Multigrade Teacher Achiever, a sub-project of the Multigrade

Program in Philippine Education (MPPE), is a quest for the most outstanding

teacher assigned in a multigrade

school. The award recognizes

the exemplary performance,

279
contribution, and dedication of multigrade teachers to the development of
280
school children in disadvantaged, deprived and underserved schools in far-
281
flung areas. The search also serves as an avenue to provide assistance to these
281
schools and recognize the efforts of the community in supporting education.
282 283
This, likewise, supports the efforts in the MPPE to retain quality teachers in the
283
Multigrade schools. Awarding of thirteen (13) winners for the 2003 Search was
284
held last March.

b) The Training Video on Multigrade Instruction

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The Training Video on Multigrade Instruction is a documentary video on

multigrade teaching practices. It shows effective teaching strategies and other

important information about the multigrade school. It serves as an orientation

and in-service training material on Multigrade instruction for multigrade

285
teachers and school administrators. It could be used during training sessions in

schools, divisions, or regions or as a self-learning training video for new

Multigrade teachers.

Two hundred thirty (230) copies of the training video with a viewing
286 287
manual/facilitator’s guide were reproduced. Said training videos are being
288
readied for distribution to the regions and divisions next month.

c) Little Red Schoolhouse Project (LRSHP)

289
The project is funded by the Coca-Cola Foundation Philippines, Inc., in
290
coordination with DepEd. This is a 5-year project which aims to provide fifty (50)

adequately equipped three-room school buildings in priority Multigrade

292
schools in the country since its inception in 1998. Training of MG teachers,

school administrators, and supervisors on MG instruction is part of the project

291 292
as well as training on leadership skills for PTCA members.

ASSESSMENT

293,294 293 293

Direction: Choose the letter of the correct answer.

1. What does the word stand for in the acronym MPPE?

a. Multigrade Programs in the Philippine Education

b. Multigrade Program in the Philippine Education

c. Multigrade Program in the Philippines Education

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d. Multigrade Programs in the Philippines Education

295
2. In what year did the Multigrade Program in Philippine Education (MPPE)

begin?

a. 1997 c. 1993

b. 1998 d. 1995

3. This project aims to determine the effectiveness of multigrade education–a

class with multiple grade levels conducted in one classroom and handled by a
296 297
single teacher–as a modality of delivery in basic education.

a. Multigrade Programs in the Philippine Education

b. Technological Support to Multigrade Program of Philippine Education (TS-

MPPE)

c. SEAMEO INNOTECH

d. Technical Support to Multigrade Program of Philippine Education (TS- MPPE)

4. What are the two organizations SEAMEO INNOTECH worked with to identify
298
key steps in advancing the implementation of MPPE?

a. UNICEF and DepEd

b. UNICEF and WHO

c. SEAMEO INNOTECH and DepEd

d. DepEd and CHED

5. It is one of the major strategies of the Department of Education (DepEd) in

the realization of the Philippine Education for All (EFA) 2015 plan of action and

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in meeting the global commitment to ensuring inclusive and equitable quality

education and promoting lifelong learning opportunities for all by 2030.

a. Strategic Plan of the Department of Education

b. United Nations Development Program

c. Multigrade Program in the Philippines Education

d. Multigrade Demonstration School Projects

6. In what year did SEAMEO INNOTECH work with UNICEF and DepEd to identify
299
key steps in advancing the implementation of MPPE?

a. 2016

b. 2017

c. 2022

d. 2015

7. The Technical Support to Multigrade Program in Philippine Education” (TS–

MPPE) project was signed in 2017; this project is a tripartite partnership

involving three organizations; what are those?

a. CHED, SEAMEO INNOTECH, and UNESCO

b. DepEd, SEAMEO INNOTECH, and UNESCO

c. DepEd, SEAMEO INNOTECH, and UNICEF

d. CHED, SEAMEO INNOTECH, and UNICEF

8. The following are recognized as contributing factors in achieving the

300
Multigrade Programs in the Philippine Education goals, EXCEPT.

a. traditional assessments

b. innovative instructional strategies

c. parental and community engagement

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d. the strong commitment of multigrade teachers

9. The five areas of Multi-grade Teaching are curriculum and materials

development, staff development, research, monitoring and evaluation, physical

facilities, and ______?

a. community support

b. community service

c. community immersion

d. community standards

10. The Multi-grade Program in Philippine Education (MPPE) in 1993 aims to

improve quality by increasing teachers’ abilities to work with more than one
301
grade simultaneously through training and instructional materials.

a. False

b. True

A GRADED APPROACH TO READING

302
Doing large amounts of extensive reading at suitable levels of understanding is

a productive tool to increase reading rate, vocabulary, motivation, attitude, and

general language proficiency. The amount of vocabulary and grammar learners

have determined their language proficiency. Extensive reading enables learners

to attain competencies in language skills. Graded readers are essential

303 304
materials for doing extensive reading. They are particularly designed to enable

learners to practice reading skills and provide an opportunity to reinforce

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known vocabulary. Through multiple exposures, learners become familiar with

grammatical structures and vocabulary.

Graded Reading
305,306 307
Graded Reading or also known as Basal Reading or Simplified Reading. The

rationale behind using graded materials is to allow the reader to read without
308 311 311,312 311,312
difficulty. Graded Reading, therefore, involves the reading of material that has
309 310
been made easy to read.
315 315 31
Graded reading, therefore, involves the reading of material that has been made
314 316
easy to read. The material can be graded according to the use of high-frequency
318
vocabulary rather than vocabulary a native speaker might use like simplified
318 317
phrasing or sentence structure, the use of illustrations, and so on.

The specific purpose of Graded Reading:

319
For readers to read enough material at one level to develop sufficient fluency
320
and other forms of linguistic knowledge to enable them to move to a higher
321
level. The ultimate goal of Graded Reading is to do so much of it that the learner

can deal with native-level texts fluently.

What is the relationship between Graded Reading and Extensive Reading?

● Extensive Reading is often called Graded Reading and vice versa, and the
322 323
terms are often used interchangeably. There are, however, important

differences between the two.

● In Extensive Reading, the material is self-selected.

Why do Graded Reading?

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Four linguistic benefits: building reading speed, lexical speed access, reading

fluency, and the ability when reading to move from working with words to
324
working with ideas.

Tips for using Graded readers

● Do the activities

● Listen to the accompanying CD (or online radio)

● Learn new vocabulary

325
● Let the graded reader inspire your writing

● Act it out
326
● Practice your pronunciation

327
What happens if we don't do Graded Reading?

● If a student is asked only to decode texts through intensive study of them,

then her eye is not receiving sufficient practice at moving smoothly over the

page to learn to move up to the "ideas" level.

IV. ASSESSMENT

Multiple choice. Choose the letter of the correct answer.

1. __________ is often called Graded Reading and vice versa, and the terms are
328
often used interchangeably.

a. Linguistic Knowledge b. Extensive Reading

c. Graded Readers d. Sufficient Fluency

2. In Extensive Reading, the material is ______.

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a. teacher selected b. the school selected

c. self-selected d. parent/guardian selected

3. It is the most well-known graded or simplified material available for the

classroom.

a. Graded Readers b. Sufficient Fluency

c. Linguistic Knowledge

d. Linguistic

4. The ultimate goal of ______________ is to do so much of it that the learner

can deal with native-level texts fluently.

a. Linguistic Knowledge b. Sufficient Fluency

c. Self-selected d. Graded Reading

329 329 331 331

5. Graded reading therefore involves the reading of material which has been
330
made _____ to read.

a. easy b. difficult

c. challenging d. complicated

LEARNING AND TEACHING IN MULTI-GRADE SETTINGS

332
Another approach in both Sri Lanka and Nepal has been the development of

teacher education models in the Learning and Teaching in Multigrade Settings

333
(LATIMS) project. This has resulted in the adaptation of the complete
334
curriculum in two subject areas for Grades 2-5 in Nepal and in one subject area
335
for Grades 3-5 in Sri Lanka. Significantly, both exercises have been conducted

as collaborations between curriculum developers and teachers. In both

336

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336
countries, there was a degree of resistance to the idea of curriculum adaptation

from curriculum developers, whose orientation was usually towards monograde

classes. “Thinking outside of the box” and reconceptualizing a new approach to

33
suit the reality of the multigrade class and the needs of the multigrade teacher
338 339
required creative thought and courage. This was achieved in both countries. The

development of teacher education materials alongside the curriculum

340
development exercise has had the advantage of bringing the most recent and

innovative curriculum developments to the attention of all teachers and not

only those who participated directly in the curriculum adaptation workshops,

trials, and follow-up exercises.

The Learning and Teaching in Multigrade Settings (LATIMS) project is an

341
extension of the Multigrade Teaching (MGT) research project. The project grew

out of several studies of teachers and classrooms undertaken as part of the

original project and published recently as the book Education for All:

Challenges and Opportunities (ed. A W Little, 2006). Those studies included

several small-scale exercises of curriculum adaptation with multigrade

342
teachers and studies of teacher training and teacher needs. Collectively, they
343
had led to the conclusion that national–level curriculum adaptation and

teacher education were required if teachers in multigrade classes were to be

344
empowered in their work in classrooms.

345
Previous analysis of teacher practices and reviews of research have led to a

broad typology of approaches to curriculum in multigrade classes (Little, 2004).

346
• Multi-year curriculum spans. Units of curriculum content are spread across 2-

3 grades rather than one. All learners work through common topics and

activities.

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• Differentiated curricula. The same general topic/theme in the same subject is

347 348
covered with all learners. Learners in each grade group engage in learning tasks

appropriate to his/her level of learning.

• Quasi monograde. The teacher teaches grade groups, in turn, as if they were

monograded. Learners follow the same or a different subject at the same time.
349
Teachers may divide their time equally between grade groups. Or they may

deliberately divide their time unequally, choosing subjects or tasks within

subjects that require different levels of teacher contact.

• Learner and materials-centered. This strategy depends more on the learner

350 351
and learning materials than on teacher input. The curriculum is translated into
352
self-study-graded learning guides. Learners work through these at their own

speed with support from the teacher and structured assessment tasks.
353 354
Learning is constructed as involving a relationship between the learner,

learning materials, and the teacher.

355
The Nepal team employed the differentiated Curriculum approach, while the Sri

Lanka team chose to employ the learner and materials-centered approach,

following recommendations made in the earlier study by Vithanapathirana

(2005).

In most countries, teacher education for multigrade teaching either does not
356 357
exist at all or is offered as part of in-service training.

Nepal is unusual in that all teacher education was, until recently, in-service.

The pre-service teacher education package was developed only in 2003. Its
358
formal and regular implementation still remains to be undertaken. Pre-service
359
training is still not a requirement for teacher recruitment. Currently, the

government provides two types of in-service teacher training in Nepal - 10

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months of training divided into four packages of 2.5 months each and short-

term needs-based recurrent training packages of 10 days. Multigrade teaching

360 361 362
is included as a part of the initial 2.5-month package, and one of the 10 days

training packages is about multigrade teaching. Government Teacher Training

363 363
Centres (TTCs) provide the 2.5 months training packages. The short-term need-
364
based package (10 days package) is run by Resource Centres (RCs). RCs provide

professional support to the schools clustered around it, including short-term

365
recurrent training on the basis of teacher demands. UNDP-supported

Community Organization of Participatory Education (COPE) schools also run

366
short-term multigrade teacher training specially focused on grade teaching in
367 367 3
one-room classes. For many years training program for multigrade teachers has

also been supported by UNICEF (e.g., see Suzuki, (2004, 2006) for an analysis of

this program).

In Sri Lanka, there has been less of a tradition of generic training for teachers in
368
multigrade teaching. Special projects have mounted in-service training during

the life of these projects, and distance education programs have included

modules on multigrade teaching.

Project Objectives:
369
This project was designed with two specific practical objectives:
370
● to analyze National Curricula and their potential for adaptation to the needs
370
of multigrade teachers in two countries, Nepal and Sri Lanka.
371 371
● to develop accredited Teacher Education courses to be validated by
371
Universities that recognize the professional development needs of teachers in
372
multigrade teaching settings in two countries, Nepal and Sri Lanka.

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Project Strategy:

373
The project was conceived as a collaborative exercise between researchers,
374 375
teacher educators, curriculum developers and teachers. Institutionally the

project was at the Institute of Education (IOE), University of London, England,

the Research Centre for

Educational Innovation and Development (CERID), Kathmandu, Nepal, and the

Faculty of Education at the University of Colombo (UC), Sri Lanka. The project
376 377,378
was designed to create new materials for use by teachers in multigrade
378
classrooms and by teachers in their professional development. Teachers were
379
involved in the development of these materials. The work of the CERID country
380
team in Nepal was coordinated by Dr Hridaya Bajracharya, and of the UC
380 381
country team in Sri Lanka by Dr Manjula Vithanapathirana. Overall direction of
382 381
the work was provided by IOE by Professor Angela Little and Dr Pat Pridmore,

who provided inputs to workshops and advice, managed progress reports and

finance, edited materials, and continuously updated the multigrade website

www.ioe.ac.uk/multigrade for shared use.

The work was stimulated and supported through joint team workshops
383
involving staff from IOE, CERID and UC and held in Nepal and Sri Lanka, country

workshops, small group, and individual work. During each of the joint team
384 385
workshops, team review, and planning discussions were combined with joint

field visits to multigrade schools and a national seminar with policymakers and
386 387
practitioners. Throughout the life of the project, team members disseminated

their work at conferences, workshops, and seminars. The project started in

388 389
April 2003 and was planned to be completed by the end of March 2006. The

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political turbulence in Nepal throughout much of the project period delayed

some of the work by preventing the project team from traveling to the rural

areas where the study schools were located and preventing teachers in these

schools from attending workshops in Kathmandu. The extended sick leave of

one of the UK project directors led to some loss of momentum in the latter half

of 2004. Despite these setbacks, the project was completed with only a few

months delay.

Main Project Outputs:

This project has developed materials for teachers and students in multigrade

settings. The main project outputs are:

Nepal
390,391
1. Curriculum Materials adapted for multigrade teaching. These are located in

the teacher’s guide in Annex 3, pages 79-183.

● Environment, Health Sanitation, and Social Studies (Grades 2 and 3 in Nepali

language);

● Social Studies Grade 4 and 5 in Nepali Language;

● Science, Environment, and Health Education (Grades 4 and 5 in Nepali

Language)

2. Handbook for Teachers (Nepali) (Annex 3)

3. A short training DVD to accompany the teacher’s manual for multigrade

teaching.

(Annex 4)

Sri Lanka

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1. Curriculum Materials (Sinhala)

● Mathematics Grades 3, 4, and 5. A set of 500 student learning ‘cards’ for 17

topics covered in the syllabus, Sinhala language (Annex 5)

Background research reports were prepared in Nepal on a status review of

multigrade teaching and case studies of multigrade schools and in Sri Lanka on

a survey of multigrade teachers’ needs. Regular project progress reports were

392
submitted to DFID between 2003 and 2006. Substantial reports based on

meetings, field visits, and conferences held in Kathmandu (May 2003), Colombo

(April 2004), and Kathmandu (November 2005) have also been submitted to

DFID previously.

6 Key Instructional Dimensions Affecting Successful Multigrade Teaching

1. Classroom Organization – instructional resources and the physical

environment to facilitate learning.

2. Classroom Management and Discipline – classroom schedules and routines

that promote clear, predictable instructional patterns, especially those that

393
enhance student responsibility for their own learning.

3. Instructional Organization and Curriculum – instructional strategies and

394 394
routines for a maximum of cooperative and self-directed student learning

based on diagnosed student needs. It also includes the effective use of time.

4. Instructional Delivery and Grouping – methods that improve the quality of

instruction, including strategies for organizing group learning activities across

and within grade levels.

395

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395
5. Self-Directed Learning – students skills and strategies for a high level of

independence and efficiency with other students.

6. Peer Tutoring – classroom routines and students´ skills in serving as

¨teachers¨ to other students within and across different grade levels.

396
In the multigrade classroom, more time must be spent on organizing and
397
planning for instruction. Extra materials and strategies must be developed so
398
that students will be meaningfully engaged. Instructional grouping practices
399 400
also play an important role in a good multigrade classroom. The teacher
401
emphasizes the similarities among the different grades and teaches to them,
402
thus Co serving valuable teacher time. Cooperation is a necessary condition of

life in the multigrade classroom. All ages become classmates, and this
403
closeness extends beyond the walls of the school to include the community.

ASSESSMENT

404
Multiple Choice: Choose the letter of the correct answer.

1. The extension of the Multi-Grade Teaching (MGT) research project is called

________.

a. Education for All: Challenges and Opportunities

b. Learning and Teaching in Multi-Grade Settings (LATIMS)

c. Project Objectives

d. Project Strategies

405

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405
2. It is an approach to curriculum where, the learners in each grade group

engage in learning.

a. Differentiated Curricula

b. Learner and Materials-Centered

c. Multi-year curriculum spans

d. Quasi Monograde

406 406
3. It is an approach to curriculum where, teacher teaches grade groups, in turn,

as if they were monograded. Learners follow the same or different subject at

the same time.

a. Differentiated Curricula

b. Learner and Materials-Centered

c. Multi-year curriculum spans

d. Quasi Monograde

407
4. In this type of approach to curriculum, the units of curriculum content are

spread across 2-3 grades rather than one. All learners work through common

topics and activities.

a. Differentiated Curricula

b. Learners and Materials-Centered

c. Multi-year curriculum spans

d. Quasi Monograde

408 408
5. It is an strategy depends more on the learner and learning materials than on

teacher input.

a. Differentiated Curricula

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b. Learner and Materials-Centered

c. Multi-year curriculum spans

d. Quasi Monograde

409 410
6. The main project of LATIMS in Nepal are the following except;

a. Curriculum Materials adapted for multi-grade teaching

b. Handbook for Teachers

c. A short training DVD to accompany the teachers manual for multi-grade

teaching

d. Background research and workshops.

412 412
7. It is the classroom schedules and routines that promote clear, predictable

instructional patterns, especially those that enhance student responsibility for

411
their own learning.

a. Classroom Organization

b. Instructional Organization and Curriculum

c. Classroom Management and Discipline

d. Instructional Delivery and Grouping

413
8. It is the students skills and strategies for a high level of interdependence and

efficiency with other students.

a. Self-directed Learning

b. Instructional Delivery and Grouping

c. Peer Tutoring

d. Classroom Organization

414

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414
9. It is the classroom routines and students skills in serving as teachers to

other students within and across different grade levels.

a. Classroom Organization

b. Classroom Management and Discipline

c. Peer Tutoring

d. Self-directed Learning

10. It is the instructional resources and the physical environment to facilitate

learning.

a. Classroom Organization

b. Classroom Management and Discipline

c. Instructional Delivery and Grouping

d. Self-directed Learning

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1. and/or → and, or Inappropriate colloquialisms Delivery

2. “Would a teacher cancel a class if there Unclear sentences Clarity

are only a few students who enrolled?

3. aren't → are not Inappropriate colloquialisms Delivery

4. that are Wordy sentences Clarity

5. are located Passive voice misuse Clarity

6. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

7. But thankfully, there are many people Incorrect phrasing Correctness

who help in looking for ways to get
children to school so they can finish their
basic education.

8. many people help Wordy sentences Clarity

9. basic → primary Word choice Engagement

10. Different individuals, organizations, the Ungrammatical sentence Correctness

government, and many more tries their
best to assist in making programs and
practices that will become a solution to
dropout and/or low enrollees.

11. and/or → and, or Inappropriate colloquialisms Delivery

12. Different individuals, organizations, the Unclear sentences Clarity

government, and many more tries their
best to assist in making programs and
practices that will become a solution to
dropout and/or low enrollees.

13. which can → that can Pronoun use Correctness

14. be adapted Passive voice misuse Clarity

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15. Many examples of good multigrade Unclear sentences Clarity

programs and practices are available
around the world, including in Asia, and
many have features which can be
adapted to multi-grade teaching
contexts.

16. were mainly developed Passive voice misuse Clarity

17. important → essential Word choice Engagement

18. your Inappropriate colloquialisms Delivery

19. Though these practices were mainly Unclear sentences Clarity

developed in response to country-
specific attempts to address multigrade
teaching, they do have important lessons
that can be analyzed and then adapted to
your local context.

20. of Wordy sentences Clarity

21. Tone suggestions Delivery

22. However, in some places, providing a Unclear sentences Clarity

quality education for students is still a
problem.

23. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

24. that has been Wordy sentences Clarity

25. One of the most well-known programs Passive voice misuse Clarity
that has been adopted by many countries
is the Escuela Nueva.

26. which all → that all Pronoun use Correctness

27. A program which all started with a Incomplete sentences Delivery

woman’s longtime dream and vision.

28. was convinced Passive voice misuse Clarity

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29. be educated Passive voice misuse Clarity

30. and was → . She was Hard-to-read text Clarity

31. was moved Passive voice misuse Clarity

32. she Word choice Engagement

33. basic → primary Word choice Engagement

34. She has been the Executive Director of Unclear sentences Clarity
ENF ever since, sharing and adapting the
Escuela Nueva model in Columbia and
internationally, as well as continuing to
innovate and enhance the model through
new developments and programs.

35. around the world → worldwide Wordy sentences Clarity

36. role. Closing punctuation Correctness

37. for → For Improper formatting Correctness

38. for teachers as mentors and facilitators. Incomplete sentences Correctness

39. Academic units are completed by Passive voice misuse Clarity

children at their own pace.

40. was founded Passive voice misuse Clarity

41. years Wordy sentences Clarity

42. who were Wordy sentences Clarity

43. were enrolled Passive voice misuse Clarity

44. Tone suggestions Delivery

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45. To meet the needs of these small multi- Unclear sentences Clarity
grade schools, which made up the
majority of schools in Colombia's rural
areas, an innovative approach was
required.

46. were required Passive voice misuse Clarity

47. This Intricate text Clarity

48. Tone suggestions Delivery

49. As a result, the model was not scalable at Unclear sentences Clarity
the time, and it was not technically,
politically, or financially viable.

50. Tone suggestions Delivery

51. Building on that pilot experience, Escuela Unclear sentences Clarity

Nueva sought to influence national policy
and respond to the needs of rural
children throughout the country from the
start.

52. as well as → and Wordy sentences Clarity

53. pace; Incorrect punctuation Correctness

54. This learning process was supported by a Ungrammatical sentence Correctness

system of curriculum learning guides for
students, resources like classroom
libraries, and rich learning corners with
low-cost community materials to
facilitate student-centered inquiry and a
set of activities, instruments and to
promote student autonomy on …

55. The expectation was that the new Unclear sentences Clarity
approach to rural education would
guarantee access and quality
improvement for all school children”.

56. school → schools Incorrect noun number Correctness

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57. was also meant Passive voice misuse Clarity

58. the self-esteem Determiner use Correctness

(a/an/the/this, etc.)

59. The model was also meant to expand Unclear sentences Clarity
access to education in rural areas,
improve student achievement, minimize
rates of repetition, and improve self-
esteem, civic engagement, and creativity
of children.

60. thru → through Confused words Correctness

61. Just as important were authentic student Incorrect phrasing Correctness

government elected and run by students
to ensure they could participate in ways
that contribute to building citizenry and
interpersonal skills among students.

62. is a response → responds Wordy sentences Clarity

63. don’t → do not Inappropriate colloquialisms Delivery

64. Teachers in the Escuela Nueva schools Unclear sentences Clarity

are not transmitters of information but
facilitators of learning.

65. was derived Passive voice misuse Clarity

66. that were Wordy sentences Clarity

67. The Escuela Nueva program was derived Passive voice misuse Clarity
from the Unitary Schools that were
sponsored by UNESCO.

68. good → excellent Word choice Engagement

69. effective → practical Word choice Engagement

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70. During 1988-1996, the number of Unclear sentences Clarity

students increased to 45.6 percent in
rural schools and to 7.6 percent in urban
schools.

71. major → significant Word choice Engagement

72. life → lives Incorrect noun number Correctness

73. and it improves → improving Wordy sentences Clarity

74. the community Determiner use Correctness

(a/an/the/this, etc.)

75. are designed Passive voice misuse Clarity

76. In addition, the Escuela Nueva system Incorrect phrasing Correctness

adapted to the student’s needs in rural
areas.

77. For example, students are allowed to Unclear sentences Clarity

leave school if their parents are sick or
when they need to help their parents with
agricultural tasks without affecting
continuing their education.

78. is conducted Passive voice misuse Clarity

79. to Incorrect verb forms Correctness

80. to exchange their → exchange Wordy sentences Clarity

81. Forth → The fourth Incorrect phrasing Correctness

82. for Wordy sentences Clarity

83. The Escuela Nueva's main Incorrect phrasing Correctness

characteristics are that it develops
consistently over time and allows for
flexible promotion.

84. as part of → in Wordy sentences Clarity

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85. community members Wordy sentences Clarity

86. younger Incomplete sentences Delivery

87. Students learn civic and democratic Unclear sentences Clarity

behavior, and they apply what they learn
in school to their daily lives (Dongen,
2002).

88. once a month → monthly Wordy sentences Clarity

89. The program boosts student performance Ungrammatical sentence Correctness

encourages community involvement and
aids in the reduction of dropout rates.

90. are able to → can Wordy sentences Clarity

91. when Wordy sentences Clarity

92. & Incorrect punctuation Correctness

93. AND IMPLEMENTATION Conjunction use Correctness

94. basic → primary Word choice Engagement

95. is internationally recognized Passive voice misuse Clarity

96. This non-profit organization continues Unclear sentences Clarity

supporting the Escuela Nueva model by
offering services in teacher training,
educational assessment, curriculum
development, and research development.

97. important → essential Word choice Engagement

98. in the Wrong or missing prepositions Correctness

99. the implementation of → Wordy sentences Clarity

implement

100. key → critical, vital, crucial Word choice Engagement

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101. actors in → to Wordy sentences Clarity

102. All the workshops, the training, learning Ungrammatical sentence Correctness
guides, and the school community
relationships are encouraged by social
interaction and participation, which
helped the Escuela Nueva methodology
to be sustained over time.

103. be sustained Passive voice misuse Clarity

104. key → critical, vital Word choice Engagement

105. There are other key actors in the case of Incorrect phrasing Correctness
the Colombian Escuela Nueva that
helped the program to achieve its goal
and succeed, such as the Interamerican
Foundation that supported Fundación
Escuela Nueva to implement the model in
urban regions in 1989.

106. There are also other institutions that Incorrect phrasing Correctness
were the main actors in implementing the
Escuela Nueva program, such as the
Coffee Growers Federation and the FES
(Fundacion para la Educacion Superior).

107. Other institutions were Wordy sentences Clarity

108. the Escuela → of Escuela Incorrect phrasing Correctness

109. at Wordy sentences Clarity

110. are able to → can Wordy sentences Clarity

111. basic → primary Word choice Engagement

112. life → lives Incorrect noun number Correctness

113. i Inappropriate colloquialisms Delivery

114. students' motivation Wordy sentences Clarity

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115. Education allows every individual to Unclear sentences Clarity

change into a better life and a better
future.

116. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

117. deeply → profoundly Word choice Engagement

118. been established Passive voice misuse Clarity

119. located Wordy sentences Clarity

120. But teaching multi-grade classes is very Ungrammatical sentence Correctness

challenging.

121. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

122. amp; Incorrect phrasing Correctness

123. the United Determiner use Correctness

(a/an/the/this, etc.)

124. has become a significant innovation in, Word choice Engagement

had become a significant innovation in,
has become a significant innovation on

125. was developed Passive voice misuse Clarity

126. period Wordy sentences Clarity

127. a normal → Word choice Engagement

a regular, a typical, a standard,
an average

128. on their own → independently Wordy sentences Clarity

129. the area of Wordy sentences Clarity

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130. When combined with teachers who have Unclear sentences Clarity
been trained in the local curriculum,
classes can be supported for as long as it
takes to get a new school rebuilt and
running.

131. been trained Passive voice misuse Clarity

132. be supported Passive voice misuse Clarity

133. What’s → What is Inappropriate colloquialisms Delivery

134. is packed Passive voice misuse Clarity

135. be used Passive voice misuse Clarity

136. The kit can be used in any context where Incorrect phrasing Correctness
children can go to school in safety and
under shelter.

137. The kit can be used in any context where Unclear sentences Clarity
children can go to school in safety and
under shelter.

138. Teachers receive a student register, Ungrammatical sentence Correctness

exercise books, pens, chalk, markers,
flipcharts, compasses, set squares,
rulers, posters (alphabet, multiplication
and number tables), a globe, a clock,
colored cubes, tape, scissors, chalkboard
paint, brushes, dusters and a solar wind-
up radio.

139. chalkboard; Chalkboard Text inconsistencies Correctness

140. , and Comma misuse within clauses Correctness

141. is complemented Passive voice misuse Clarity

142. is distributed Passive voice misuse Clarity

143. been sensitively selected Passive voice misuse Clarity

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144. in order to → to Wordy sentences Clarity

145. , so → so that Inappropriate colloquialisms Delivery

146. be used Passive voice misuse Clarity

147. The education tools inside have been Incorrect phrasing Correctness
sensitively selected and designed in
order to be culturally neutral, so they can
be used in most education settings
anywhere in the world.

148. I Inappropriate colloquialisms Delivery

149. Kit's materials to implement Wordy sentences Clarity

150. How can I use the materials of the School Incorrect phrasing Correctness
in the Box Kit in the implementation of
activities?

151. you Inappropriate colloquialisms Delivery

152. your Inappropriate colloquialisms Delivery

153. some materials support Wordy sentences Clarity

154. In the School in a Box Kit, there are some Ungrammatical sentence Correctness
materials that support the
implementation of art and craft activities,
such as crayons, scissors, pencils, and
glue.

155. art → arts Incorrect noun number Correctness

156. craft → crafts Incorrect noun number Correctness

157. Each week you can select a theme — for Ungrammatical sentence Correctness
example, the seasons; domestic and wild
animals; members of the family; and the
natural environment.

158. you Inappropriate colloquialisms Delivery

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159. your Inappropriate colloquialisms Delivery

160. you Inappropriate colloquialisms Delivery

161. 1. Which of the following is not true about Unclear sentences Clarity
the School in a Box?

162. you Inappropriate colloquialisms Delivery

163. a. It provides essential teaching Ungrammatical sentence Correctness

materials that can assist you in creating
learning, child-protection activities and
communicate lifesaving messages to the
children in your care.

164. your Inappropriate colloquialisms Delivery

165. period Wordy sentences Clarity

166. basic → primary Word choice Engagement

167. 3. The School in a Box was developed by Passive voice misuse Clarity
the RIVER.

168. statement → statements Incorrect noun number Correctness

169. 2 → two Improper formatting Correctness

170. 3 → three Improper formatting Correctness

171. 4 → four Improper formatting Correctness

172. the age of Wordy sentences Clarity

173. EXCEPT Inappropriate colloquialisms Delivery

174. implementing Wordy sentences Clarity

175. 7. Which of the following materials Ungrammatical sentence Correctness

support the implementation of art and
craft activities?

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176. you Inappropriate colloquialisms Delivery

177. 8. Which of the following suggestions can Ungrammatical sentence Correctness

help you to develop art and craft
activities?

178. has become a significant innovation in, Word choice Engagement

had become a significant innovation in,
has become a significant innovation on

179. Except Inappropriate colloquialisms Delivery

180. popular → famous Word choice Engagement

181. the field of Wordy sentences Clarity

182. etc Inappropriate colloquialisms Delivery

183. specifically → precisely Word choice Engagement

184. themselves Wordy sentences Clarity

185. is usually done Passive voice misuse Clarity

186. It is usually done in remote or rural areas, Unclear sentences Clarity

which are far away from cities and places
where most people are living.

187. kind of Wordy sentences Clarity

188. drop-outs → drop out Confused words Correctness

189. given the opportunity → Wordy sentences Clarity

allowed

190. really Wordy sentences Clarity

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191. On the part of the teacher, the use of Unclear sentences Clarity
different instruction materials in
handling different grade levels in one
classroom or learning community areas is
really challenging.

192. The teacher should be resourceful and Incorrect phrasing Correctness

creative in doing instructional materials
which will serve as a guide for his/her
student’s learning.

193. The teacher should be resourceful and Unclear sentences Clarity

creative in doing instructional materials
which will serve as a guide for his/her
student’s learning.

194. to them Wordy sentences Clarity

195. to be Wordy sentences Clarity

196. major → significant Word choice Engagement

197. In 1972, a major assessment of education Unclear sentences Clarity

in the Philippines resulted in the
Education Development Act, a plan to
improve the quality of facilities and make
the content of education more relevant to
the local context.

198. key → critical, crucial Word choice Engagement

199. Tone suggestions Delivery

200. The objective of Project IMPACT was to Unclear sentences Clarity

develop an effective and economical
delivery system for mass primary
education.

201. was placed Passive voice misuse Clarity

202. common → shared, expected Word choice Engagement

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203. at least Wordy sentences Clarity

204. Known originally as the “no more schools” Unclear sentences Clarity
concept, it proposed to replace schools,
textbooks, teachers, and grades with
learning centers, self-instructional
materials, peer tutors and community
support, and instructors responsible for
the management of learning among
groups as large as 150-200 stud…

205. Over time the concept became better Ungrammatical sentence Correctness
known as Instructional Management by
Parents, Community and Teachers
(IMPACT).

206. Learning: Ineffective or missing Clarity

emphasis

207. is usually carried out Passive voice misuse Clarity

208. typically → Typically Improper formatting Correctness

209. both Wordy sentences Clarity

210. broadcasts → Broadcasts Improper formatting Correctness

211. 3 → three Improper formatting Correctness

212. D. How was the IMPACT approach Incorrect phrasing Correctness

success determined?

213. successes → success Incorrect noun number Correctness

214. been noted Passive voice misuse Clarity

215. were intended Passive voice misuse Clarity

216. ● IMPACT schools were intended to Unclear sentences Clarity

promote social equity, but they tended to
foster inequities in at least some schools.

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217. were used Passive voice misuse Clarity

218. school's involvement Wordy sentences Clarity

219. ● The system has helped develop among Incorrect phrasing Correctness
the children an intrinsic desire to learn.

220. ● The system has helped develop among Unclear sentences Clarity
the children an intrinsic desire to learn.

221. in Wordy sentences Clarity

222. ● The system has developed in pupils a Incorrect phrasing Correctness

strong sense of responsibility and
commitment through a group contracting
scheme.

223. are given Passive voice misuse Clarity

224. It's → It is, It has Inappropriate colloquialisms Delivery

225. , and Comma misuse within clauses Correctness

226. major → primary Word choice Engagement

227. 3. When is the major assessment of Incorrect phrasing Correctness

education in the Philippines resulted in
the Education Development Act, a plan to
improve the quality of facilities and make
the content of education more relevant to
the local context?

228. 3. When is the major assessment of Unclear sentences Clarity

education in the Philippines resulted in
the Education Development Act, a plan to
improve the quality of facilities and make
the content of education more relevant to
the local context?

229. in an effort to → to Wordy sentences Clarity

230. & Incorrect punctuation Correctness

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231. in their teaching Wordy sentences Clarity

232. his Intricate text Clarity

233. Tone suggestions Delivery

234. key → critical, crucial Word choice Engagement

235. were organized Passive voice misuse Clarity

236. be adapted Passive voice misuse Clarity

237. Many good multi-grade programs and Unclear sentences Clarity

practices exist around the world,
especially in Asia, and many of them
contain aspects that can be adapted to
multi-grade teaching situations.

238. mostly → mainly, primarily Word choice Engagement

239. were mostly established Passive voice misuse Clarity

240. then Wordy sentences Clarity

241. your Inappropriate colloquialisms Delivery

242. own Wordy sentences Clarity

243. was formalized Passive voice misuse Clarity

244. Multigrade teaching as a Philippines’ Incorrect phrasing Correctness

national strategy to improve access to
and the quality of primary schooling was
formalized with the launching of the
Multigrade Program in Philippine
Education (MPPE) in 1993.

245. key → critical Word choice Engagement

246. basic → primary Word choice Engagement

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247. was carried out Passive voice misuse Clarity

248. was implemented Passive voice misuse Clarity

249. in accordance with → Wordy sentences Clarity

by, following, per, under

250. to determine → determining Wordy sentences Clarity

251. look into → examine Wordy sentences Clarity

252. The review was carried out with four Intricate text Clarity
specific goals in mind. First, it will
evaluate how well the MPPE was
implemented in accordance with DepEd’s
existing standards and procedures. The
second is to determine what factors help
and hinder MPPE from reaching its
objectives. The review will also descri…

253. usually complies Wordy sentences Clarity

254. were followed Passive voice misuse Clarity

255. To accommodate the unique Incorrect phrasing Correctness

requirements of the areas where the
multigrade program is implemented, a
more flexible strategy appears to be
required.

256. To accommodate the unique Misplaced words or phrases Correctness

requirements of the areas where the
multigrade program is implemented

257. is implemented Passive voice misuse Clarity

258. Tone suggestions Delivery

259. In terms of factors Wordy sentences Clarity

260. said to be Wordy sentences Clarity

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261. the creation of → creating Wordy sentences Clarity

262. basic → primary Word choice Engagement

263. in Wrong or missing prepositions Correctness

264. , and Comma misuse within clauses Correctness

265. has the MPPE → the MPPE has Misplaced words or phrases Correctness

266. basic → primary Word choice Engagement

267. quality assurance monitoring Intricate text Clarity

assessment tools

268. supervisors' capability to use Wordy sentences Clarity

269. 1. Build the capability of MPPE education Incorrect phrasing Correctness

supervisors on the use of quality
monitoring and assessment tools.

270. importantly → significantly Word choice Engagement

271. aims → aimed Incorrect verb forms Correctness

272. The Multi-grade Program in Philippine Incomplete sentences Delivery

Education (MPPE) in 1993 aims to
improve quality by increasing teachers’
abilities to work with more than one
grade simultaneously through training
and instructional materials.

273. The Multi-grade Program in Philippine Unclear sentences Clarity

Education (MPPE) in 1993 aims to
improve quality by increasing teachers’
abilities to work with more than one
grade simultaneously through training
and instructional materials.

274. o Incorrect phrasing Correctness

275. o Incorrect phrasing Correctness

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276. o Incorrect phrasing Correctness

277. Made Incorrect verb forms Correctness

278. is implemented Passive voice misuse Clarity

279. the development of → Wordy sentences Clarity

developing

280. , and Comma misuse within clauses Correctness

281. The search also serves as an avenue to Unclear sentences Clarity

provide assistance to these schools and
recognize the efforts of the community in
supporting education.

282. This Intricate text Clarity

283. This, likewise, supports the efforts in the Incorrect phrasing Correctness
MPPE to retain quality teachers in the
Multigrade schools.

284. was held Passive voice misuse Clarity

285. be used Passive voice misuse Clarity

286. were reproduced Passive voice misuse Clarity

287. Said training → The training Incorrect phrasing Correctness

288. being readied Passive voice misuse Clarity

289. The project is funded by the Coca-Cola Unclear sentences Clarity

Foundation Philippines, Inc., in
coordination with DepEd.

290. This Intricate text Clarity

291. as well as → and Wordy sentences Clarity

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292. Training of MG teachers, school Incorrect phrasing Correctness

administrators, and supervisors on MG
instruction is part of the project as well
as training on leadership skills for PTCA
members.

293. Direction: Choose the letter of the correct Incorrect phrasing Correctness
answer.

294. Direction: Ineffective or missing Clarity

emphasis

295. In what → What Wordy sentences Clarity

296. delivery modality Wordy sentences Clarity

297. basic → primary Word choice Engagement

298. key → critical Word choice Engagement

299. key → critical Word choice Engagement

300. EXCEPT Inappropriate colloquialisms Delivery

301. 10. The Multi-grade Program in Philippine Unclear sentences Clarity

Education (MPPE) in 1993 aims to
improve quality by increasing teachers’
abilities to work with more than one
grade simultaneously through training
and instructional materials.

302. large amounts of Wordy sentences Clarity

303. particularly → mainly Word choice Engagement

304. are particularly designed Passive voice misuse Clarity

305. Reading or → Reading or Improper formatting Correctness

306. or Conjunction use Correctness

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307. , also Punctuation in Correctness

compound/complex
sentences

308. without difficulty → easily Wordy sentences Clarity

309. been made Passive voice misuse Clarity

310. easy → accessible Word choice Engagement

311. Graded Reading, therefore, involves the Incorrect phrasing Correctness

reading of material that has been made
easy to read.

312. Graded Reading, therefore, involves the Unclear sentences Clarity

reading of material that has been made
easy to read.

313. been made Passive voice misuse Clarity

314. easy → accessible Word choice Engagement

315. Graded reading, therefore, involves the Incorrect phrasing Correctness

reading of material that has been made
easy to read.

316. be graded Passive voice misuse Clarity

317. and so on Inappropriate colloquialisms Delivery

318. The material can be graded according to Incorrect phrasing Correctness

the use of high-frequency vocabulary
rather than vocabulary a native speaker
might use like simplified phrasing or
sentence structure, the use of
illustrations, and so on.

319. For readers to read enough material at Incorrect phrasing Correctness

one level to develop sufficient fluency
and other forms of linguistic knowledge
to enable them to move to a higher level.

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320. to enable them Wordy sentences Clarity

321. For readers to read enough material at Incomplete sentences Correctness

one level to develop sufficient fluency
and other forms of linguistic knowledge
to enable them to move to a higher level.

322. are often used Passive voice misuse Clarity

323. important → essential Word choice Engagement

324. Four linguistic benefits: building reading Incomplete sentences Delivery

speed, lexical speed access, reading
fluency, and the ability when reading to
move from working with words to working
with ideas.

325. your Inappropriate colloquialisms Delivery

326. your Inappropriate colloquialisms Delivery

327. don't → do not Inappropriate colloquialisms Delivery

328. are often used Passive voice misuse Clarity

329. 5. Graded reading therefore involves the Ungrammatical sentence Correctness

reading of material which has been made
_____ to read.

330. been made Passive voice misuse Clarity

331. 5. Graded reading therefore involves the Unclear sentences Clarity

reading of material which has been made
_____ to read.

332. both Wordy sentences Clarity

333. This Intricate text Clarity

334. in Wordy sentences Clarity

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335. been conducted Passive voice misuse Clarity

336. the idea of Wordy sentences Clarity

337. “Thinking outside of the box” and Unclear sentences Clarity

reconceptualizing a new approach to suit
the reality of the multigrade class and
the needs of the multigrade teacher
required creative thought and courage.

338. This Intricate text Clarity

339. was achieved Passive voice misuse Clarity

340. The development of teacher education Unclear sentences Clarity

materials alongside the curriculum
development exercise has had the
advantage of bringing the most recent
and innovative curriculum developments
to the attention of all teachers and not
only those who participated directly in
the curriculum adaptation workshops,…

341. is an extension of → extends Wordy sentences Clarity

342. teacher Wordy sentences Clarity

343. led to the conclusion → Wordy sentences Clarity

concluded

344. be empowered Passive voice misuse Clarity

345. research reviews Wordy sentences Clarity

346. are spread Passive voice misuse Clarity

347. is covered Passive voice misuse Clarity

348. with → by Wrong or missing prepositions Correctness

349. Or → Alternatively, Inappropriate colloquialisms Delivery

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350. on Wordy sentences Clarity

351. is translated Passive voice misuse Clarity

352. own Wordy sentences Clarity

353. is constructed Passive voice misuse Clarity

354. involves Wordy sentences Clarity

355. , while → . In contrast, Hard-to-read text Clarity

356. at all Wordy sentences Clarity

357. is offered Passive voice misuse Clarity

358. still Wordy sentences Clarity

359. Tone suggestions Delivery

360. is included Passive voice misuse Clarity

361. 10 → ten Improper formatting Correctness

362. 10 days → 10-day Misspelled words Correctness

363. Government Teacher Training Centres Ungrammatical sentence Correctness

(TTCs) provide the 2.5 months training
packages.

364. is run Passive voice misuse Clarity

365. on the basis of → based on Wordy sentences Clarity

366. , which is specially Incorrect phrasing Correctness

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367. For many years training program for Ungrammatical sentence Correctness
multigrade teachers has also been
supported by UNICEF (e.g., see Suzuki,
(2004, 2006) for an analysis of this
program).

368. Special → Notable Word choice Engagement

369. was designed Passive voice misuse Clarity

370. ● to analyze National Curricula and their Unclear sentences Clarity

potential for adaptation to the needs of
multigrade teachers in two countries,
Nepal and Sri Lanka.

371. ● to develop accredited Teacher Incorrect phrasing Correctness

Education courses to be validated by
Universities that recognize the
professional development needs of
teachers in multigrade teaching settings
in two countries, Nepal and Sri Lanka.

372. ● to develop accredited Teacher Unclear sentences Clarity

Education courses to be validated by
Universities that recognize the
professional development needs of
teachers in multigrade teaching settings
in two countries, Nepal and Sri Lanka.

373. was conceived Passive voice misuse Clarity

374. , and Comma misuse within clauses Correctness

375. , the Punctuation in Correctness

compound/complex
sentences

376. was designed Passive voice misuse Clarity

377. use by Wordy sentences Clarity

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378. The project was designed to create new Incorrect phrasing Correctness
materials for use by teachers in
multigrade classrooms and by teachers
in their professional development.

379. work of the Wordy sentences Clarity

380. The work of the CERID country team in Incorrect phrasing Correctness
Nepal was coordinated by Dr Hridaya
Bajracharya, and of the UC country team
in Sri Lanka by Dr Manjula
Vithanapathirana.

381. Overall direction of the work was Ungrammatical sentence Correctness

provided by IOE by Professor Angela Little
and Dr Pat Pridmore, who provided inputs
to workshops and advice, managed
progress reports and finance, edited
materials, and continuously updated the
multigrade website
www.ioe.ac.uk/multigrade for shared
use.

382. was provided Passive voice misuse Clarity

383. The work was stimulated and supported Incorrect phrasing Correctness
through joint team workshops involving
staff from IOE, CERID and UC and held in
Nepal and Sri Lanka, country workshops,
small group, and individual work.

384. review, Punctuation in Correctness

compound/complex
sentences

385. were combined Passive voice misuse Clarity

386. the life of Incorrect phrasing Correctness

387. project's life Wordy sentences Clarity

388. was planned Passive voice misuse Clarity

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389. be completed Passive voice misuse Clarity

390. are located Passive voice misuse Clarity

391. located Wordy sentences Clarity

392. were submitted Passive voice misuse Clarity

393. own Wordy sentences Clarity

394. 3. Instructional Organization and Unclear sentences Clarity

Curriculum – instructional strategies and
routines for a maximum of cooperative
and self-directed student learning based
on diagnosed student needs.

395. students → students', student's Incorrect noun number Correctness

396. be spent Passive voice misuse Clarity

397. be developed Passive voice misuse Clarity

398. Extra materials and strategies must be Unclear sentences Clarity

developed so that students will be
meaningfully engaged.

399. important → essential Word choice Engagement

400. a good → an excellent Word choice Engagement

401. to Wrong or missing prepositions Correctness

402. The teacher emphasizes the similarities Unclear sentences Clarity

among the different grades and teaches
to them, thus Co serving valuable teacher
time.

403. school's walls Wordy sentences Clarity

404. Multiple Choice: Ineffective or missing Clarity

emphasis

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405. where, Comma misuse within clauses Correctness

406. 3. It is an approach to curriculum where, Ungrammatical sentence Correctness

teacher teaches grade groups, in turn, as
if they were monograded.

407. type of Wordy sentences Clarity

408. 5. It is an strategy depends more on the Ungrammatical sentence Correctness

learner and learning materials than on
teacher input.

409. project → projects Incorrect noun number Correctness

410. except Wrong or missing prepositions Correctness

411. own Wordy sentences Clarity

412. 7. It is the classroom schedules and Unclear sentences Clarity

routines that promote clear, predictable
instructional patterns, especially those
that enhance student responsibility for
their own learning.

413. students → student's, students' Incorrect noun number Correctness

414. students → students', student's Incorrect noun number Correctness

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