Outcomes-Based Education (OBE) Course Syllabus in Teaching Multigrade Classes

Couse Credit: 3
Date Revised: September 25, 2021

Program : Bachelor of Elementary Education

Term : Second Semester
Pre-requisite : All major courses

I. Program Outcomes:

Common to all Programs

The graduate has the ability to
1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multidisciplinary and multicultural terms.
4. Act in recognition of professional, social and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage.”

Common to the Discipline (Teacher Education)

The graduate has the ability to
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts.
2. Demonstrate mastery of the subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
7. Practice professional and ethical learning standards sensitive to the local, national and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Specific to Special Needs Education

The graduate has the ability to
1. Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families.
2. Respond effectively to educational needs of students with additional needs.
3. Create safe, inclusive, culturally responsive learning environments for additional needs.
4. Use knowledge of general and specialized curricula to individualize learning opportunities for students with additional needs.
5. Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs.
6. Demonstrate reflective thinking and professional self-direction.
Specific to Bachelor of Elementary Education
The graduate has the ability to
1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.
II. Course Description: This is a multi-grade course that deals with theories, principles and concepts of multigrade classes and learners. It includes pedagogical
approaches and contextualized learning environments for the different grade and age levels grouped for instructions in different school situation.
III. Course Outcomes:

Course Outcomes BEED Program Outcomes Aligned to BSNED Program Outcomes Aligned to
1. Display in-depth understanding of the PO 1 Demonstrate in-depth understanding of the PO 4 Use knowledge of general and specialized
theories, principles and concepts of teaching development of elementary learners. curricula to individual learning opportunities for
multigrade learners; students with additional needs.
2. Exhibit technological, pedagogical and PO 2 Exhibit comprehensive knowledge of various PO 1 Provide respectful and meaningful learning
content knowledge and skills appropriate for learning areas in the elementary curriculum. experiences and collaborative opportunities of
learners in different grade levels students with additional needs and their families.
PO 2 Respond effectively to educational needs of
students with additional needs.
PO 3 Create safe, inclusive, culturally responsive
learning environments for additional needs.
3. Design a comprehensive plan in organizing PO 2 Exhibit comprehensive knowledge of various PO 4 Use knowledge of general and specialized
and managing a multigrade classroom learning areas in the elementary curriculum. curricula to individual learning opportunities for
students with additional needs.
4. Create lesson designs for multigrade classes PO 3 Create and utilize materials appropriate to the PO 5 Use evidence-based instructional strategies to
elementary level enhance teaching and learning. maximize learning opportunities for students with
additional needs.
5. Design varied assessment tools suited for PO 4 Design and implement assessment tools and PO 4 Use knowledge of general and specialized
learners in a multigrade class procedures to measure elementary learning curricula to individual learning opportunities for
outcomes. students with additional needs.
6. Effectively utilize teaching approaches and PO 3 Create and utilize materials appropriate to the PO 5 Use evidence-based instructional strategies to
strategies in a multigrade classroom elementary level enhance teaching and learning. maximize learning opportunities for students with
additional needs.
7. Demonstrate understanding of the history, PO 2 Exhibit comprehensive knowledge of various PO 4 Use knowledge of general and specialized
bases, and policies of multigrade teaching learning areas in the elementary curriculum. curricula to individual learning opportunities for
students with additional needs.
8. Perform critical analysis of research findings PO 2 Exhibit comprehensive knowledge of various PO 4 Use knowledge of general and specialized
related to Multigrade teachimg learning areas in the elementary curriculum. curricula to individual learning opportunities for
students with additional needs.
IV. Course Design Matrix:

OUTCOME-BASED ASSESSMENT OF RESOURCES TIME

TEACHING & LEARNING OUTCOMES MATERIAL/SUGGESTED TABLE
DESIRED LEARNING COURSE CONTENT/SUBJECT LEARNING (OBTL) (ALO) TEXTBOX/REFERENCES
OUTCOMES (DLO) MATTER
(CO 1, 6) LA History and Nature of PowerPoint presentation Week
Multigrade Classes? 1-2
 Discuss the history of a) History of Multigrade Lecture Written test Philippine Constitution
multigrade classes Classes
Graded reporting on the DepEd Constitution
 Identify the roles of a Case Study history of multigrade
multigrade teacher b) Roles of a Multigrade classes Mathot, G. B. (2001) A Handbook
Teacher Reflective Discussion for Teachers of Multi-Grade Classes
Concept Map on the roles UNESCO Vol 1. pp 13-58
 Synthesize the bases of Concept Mapping by of a multigrade teacher
Multigrade Program in group Little, A (2004) Learning and
the Philippines c) Bases of the Multigrade Case Analysis Teaching in Multigrade Settings.
Program in the Philippines Situational Analysis Paper prepared for the UNESCO
 Explain the 5-minute essay 2005 EFA Monitoring Report
underpinning learning Group Reporting
theories and principles d) Underpinning Philosophies Think Pair-Share Graphic organizer of the SEAMEO innotech (2012) Quality
multigrade teaching and Principles of bases of the Multigrade indicators of multi-grade instruction
Multigrade Teaching Program in Southeast Asia pp. 5-6

Collaborative group EFA (2014 https.//www.worldbank

activities on the
underpinning theories and Brown, B (2010) Multigrade
principles of multigrade Teaching a Review of Issues,
teaching Trends and Practices Implication for
Teacher Education in South Africa.

The Centre for Education Policy

Development (CEPD)

Education for Sustainable

development Workbook

2012 United Nations Educational

 Scientific and Cultural
Organization
(CO 1,6) 1.B Status of Lecture PowerPoint presentation
Multigrade Program
 Describe the status of a) Practices and Small Group Compare and A review of the Current Situation Week 3
multigrade teaching Strategies in Discussion on the Contrast Matrix on and Practices of Multigrade
in the Philippines Implementing Good Practices of the Quality Schools in the Philippines (2019)
Multigrade Instruction Multigrade Teaching Indicators of DepEd SEAMEO-INNOTECH,
 Describe the in Southeast Asia Multigrade Teaching UNICEF p 6-23
practices and b) Status of Multigrade in Southeast Asia
strategies of Teaching in the Collaborative SEAMEO Innotech (2012)
multigrade teaching Philippines Learning Activity Graphic Organizer Quality (Indicators of Multi-grade
in Southeast Asia making of the matrix on the Good Instruction in Southeast Asia pp.
c) Positive Instructional 6-23; pp 25-54, 60-72
Outcome/Advantages Reporting Practices of https://www.seameo-innotech
 Cite the positive and Multigrade Classes ong/
outcomes/advantages Drawbacks/Challenges Case Study in Southeast Asia
as well as the of Multigrade Classes Mathot G. B. (2001) A Handbook
drawbacks/challenges Brainstorming for Teachers of Multi-grade
of multigrade Activity Classes UNESCO Vol 1. Pp 20-
teaching 21
Concept Mapping
 Identify solutions to Aryal P. et al (2003) A Study on
the challenges in the Multi-Grade/Multi-Teaching:
implementation of Status and Issues. Research
multigrade teaching Center for Educational Innovation
and Development p. 12

Little, A (2004) Learning and

Teaching in Multigrade Settings.
Paper prepared for the UNESCO
2005 EFA Monitoring Report

Brown, B (2010) Multigrade

Teaching a Review of Issues,
Trends and Practices Implications
for Teacher Education in
Southeast Africa.The Centre for
Education Policy Development
(CEPD)(Pty) Ltd pp. 25-30
(CO 1, 2) II. Organizing and Managing the Week
Multigrade Classroom PowerPoint presentation 4-5
 Discuss how to organize and
manage a multigrade classroom A. Organizing the Physical Picture Analysis of Monograde Making of classroom Sample floor plans
 Identity ways in organizing the Environment and Multigrade classrooms floor plan
physical environment of a Sample Timetable
multigrade classroom
 Design a plan that illustrates an Sample Budget
efficient use of space in a Cooperative Learning Activity
multigrade classroom B. Managing Students Making of classroom The Gambia’s Teachers
Behavior Situational Analysis rules Handbook on Multi-Grade
 Discuss ways to manage the Teaching*(2008). Learning
behavior of students in a Initiatives for Rural Education
multigrade classroom Small Group Discussion 4.

C. Organizing and Managing Miller, B. (1989). The

 Established clear routines, Groups Designing group work Multigrade Classroom: A
procedures and rules for a Resource Handbook for Small
multigrade class Rural Schools’
Reflective Discussion
 Determine ways of grouping Hill, L. (2002). Module MG2
students in a multigrade classroom D. Managing Instructional Managing the Multigrade
Time Crafting a timetable Classroom

 Organize groups suitable for Diamant, K. Duffey, T. &

multigrade class activities Lecture Father, D. (2018). Creating a
Collaborative Learning Activity safe and respect/environment
 Prepare a timetable to properly E. Preparing the Curriculum in our nation’s classrooms.
manage instructional time in a Making of Sample Washington, DC. National
multigrade class Budget of work Center on Safe Supportive
Learning Environment.

 Create a sample budget of work Hyry- Behammer, E K, &

for a multigrade class Hascher, T. (2015) Multigrade
teaching practices in schools,
international Journal of
Educational Research, 74
104-113
(CO 1, 2,4) III. Teaching in the Multigrade Lecture Matrix Completion on PowerPoint Presentation Week
Classroom Differentiating instruction by 7-8
content, process and product Video of Multigrade
 Discuss the different A. Differentiated Instruction Small Group Discussion Classes
strategies applied in Creating a multi-levelled
Multigrade teaching B. Strategies of Multigrade activity plan. Sample Lesson
Teaching Activities/Modules
Observation of Actual Observation Report of
a. Whole class teaching Multigrade classes multigrade class
 Use appropriate strategies in
Multigrade teaching b. Group teaching Creating lesson outline on
ability grouping
- by same-grade level Reflective Discussion
- ability group (type 1 & 2) Creating activities for
- mixed ability group cooperative learning
- mutual compatibility group strategies
Collaborative Learning
c. Cooperative Learning Activity Creating schedules and
activities to peer tutoring
d. Peer Tutoring
Creating step-by step module
e. Self-Directed Learning for self-directed learning

f. Center-Based Learning and Planning a theme, centers for

Multiple Intelligences center-based learning.
 MIDTERM Week
EXAMINATION 9
(CO 5) V. Assessment in Lecture Matrix on defibrinated Brown, B (2010) Multigrade Teaching a Week
Multigrade Classes assessment method on Review of Issues, Trends and Practices 12-13
 Describe how a given topic implications for Teacher Education in
monitoring A. Monitoring Assessment and Small Group Discussion South Africa. The Centre for Education
assessment and Evaluation in Multigrade Policy Development (CEPD)
evaluation is done Classes Create a sample rating
in a multiple class. Collaborative Activities scale and self- Clark, I. (2012) Formative assessment: A
evaluation tool systematic and artistic process of
B. Purpose and Methods of instruction for supporting school and
 Explain the Assessment lifelong learning Canadian Journal of
principles and Education/Revue Canadienne de Education
purpose of JS (2). 24-40
assessment. C. Information Gathering
Techniques Hargreaves, E. (2001). Assessment for
learning in the multigrade classroom
 Describe different international Journal of Educational
assessment Development, 21(5). 553-560
methods and tools
appropriate for Hill, L. (2002). Teaching in the Multigrade
multigrade classes Classroom. Primary and Secondary
Teacher Education Project

 Create assessment Koh, K. H. (2017). Authentic assessment.

tools appropriate In Oxford research encyclopedia of
for multigrade education
classes
Little, A W. (2006). Learning and teaching
in multigrade settings. Unpublished paper
prepared for the UNESCO.

National Research Council (2011).

Assessment of 21st Century skills.
Summary of a Workshop National
Academy of Sciences
SEAMEO-INNOTECH (2020). A review
of the current situation and practices of the
multigrade schools in the Philippines.
 (CO 1,2,3,4,5) V. Lesson Designs for MG Lecture Graded Lesson Presentation PowerPoint Presentation Week
Teaching 14-17
Graded Classroom Sample Lesson Designs
 Explain the A. Lesson Designing Making of Lesson Designs Demonstration
importance of B. Format and Parts of Lesson Practical Tips for Teaching
preparing lesson Designs Classroom Demonstration Multigrade Classes
designs Embracing Diversity:
- J, F. Herbert Steps Peer Critiquing of Classroom Tools for Creating
- 5 As Demonstration Inclusive, Learning-
 Identify different - 5 Es Friendly Environments
steps in various - 3 Is Specialized Booklet 4.
formats in lesson - 4 Ps UNESCO
designing
C. Sample Lesson Designs Johnson, Heather Jo.
(2014). Multi-grade
 Create lesson - Whole Class Teaching teaching and learning:
deigns using the Challenges and
different formats as - Grouping by Ability (Type 1 & 2) Opportunities University of
applied in Vitoria
Multigrade - Center-Based Learning Activity
teaching Kolb, D. A. (1964).
- Teaching Different Concepts Experimental learning:
Experience as the source of
- Cooperative Learning learning and development

Neari, AJ and Haidari M

(2014). The important Role
of Lesson Plan on
Educational Achievement
of Iranian EFL Teachers
Attitudes Volume 2, Issue
5

Walpole Sharon and

McKenna, Michael (2007).
Differentiated Reading
Instruction Strategies for
the Primary Grades.

(CO 7) VI. Research and  Research Activity Analyzing a research PowerPoint Presentation Week
 Partnership in study on Multigrade 18
 Explain the importance of Multigrade Education Research Paper
research and partnership in Teaching  Collaborative
Multigrade Teaching Learning Activity Brown, B. (2010). Multigrade Teaching:
A. Research in Narrative from the A Review of Issues, Trends and Practices
Multigrade interview of a Implications for Teacher Education in
 Discuss researchers related Teaching  Reflective multigrade teacher South Africa. The Centre for Education
to Multigrade Teaching Discussion Policy Development, Ltd.

B. Partnership in Epstein, J L. (2019). Theory to practice:

 Identify the different Multigrade School and family partnership lead to
agencies that any in Teaching  Interview school improvement and student success
partnership with DepEd in In School, family and community
the implementation of interaction (pp.39-52).
Multigrade program
Funtua, I A. (2015). The Impact of
Multigrade Teaching Approach in
 Cite different partnership Teaching of Basic Science. People:
activities International Journal of Social Sciences.
1(1), 1252-1260

 Identify issues in Multigrade Mathot, G B (2001). A Handbook for

Teaching that can be Teachers of Multi-Grade Classes
addressed through research UNESCO Vol 1. Pp 31-45
and partnership
Miller, B. (1991). A Review of the
Qualitative Research on Multigrade
Instruction. Research in Rural Education.
Fall 1990, Vol, No.1, pp 1-8

Miller B. (1991). A Review of the

Qualitative Research on Multigrade
Instruction Conference paper.

SEAMEO-INNOTECH (2020). A Review

of the Current Situation and Practices of
Multigrade Schools in the Philippines.