TMC 101

Teaching Multi-grade Classes

COLLEGE OF EDUCATION
Bachelor in Elementary Education

Module No.1
Second Semester
AY 2021-2022

Submitted by: Lea A. Del Rosario Submitted to: Ma’am Erchel R.

Almerol
BEED III Instructor 1

Pre- Test
How do you understand multi-grade, multi-age, and multilevel classes? Are
there any differences between the three? What about similarities?

 Multi-grade refers to a teaching situation where a single teacher has to

take responsibility for teaching pupils across more than one curriculum
grade within a timetabled period. In multi-age, it refers to mixed age or
mixed grade where students learn and grow together across more than
one grade level. While multilevel class refers to student-centered
classrooms in which students learn across two or more grades and are
taught by the same teacher for two or more years. They are not the same
but they do have common features.

Unit 1: Educational Policies in Multi-grade Teaching

D. Activity
1. Research on the DepEd order No.8 series of 2015. Afterwards, write your
observation on the assessment of learning in the multi-grade classes. Write
a recommendation at the end of your observation.
 I observed that it is very important in a Multi-grade class that we have
varied assessments methods in assessing our learner’s performances
and achievements. Assessments should range from individual
assessment, group assessment, self-assessment, up to peer assessment.
Just like any other factors that we have to consider in managing and
planning our lessons and classroom in multi-grade class, our limit in
assessment and evaluation is our imagination and creativity. We should
not focus on the outcomes only, but rather, give our largest focus on the
process. This is what I have learned from my various courses including
this course. We need assessment as a learning tool for our learners not
only as an evaluation tool for numerical markings. In order to execute
those different assessments, educators needs to be well-trained, well-
resourced and hold positive attitudes to multi-grade teaching. We need
to be efficient in order to assess each grade level in a multi-grade
classroom because it demands great effort for us who teaches learners
in a multi-grade class.
2. Cite schools in your locality that are currently offering multi-grade
classes.
 Bayog Elementary School, Brooke’s point, Palawan – they offer
Combined Monograde and Multigrade classes
Evaluation
I. Summarize the MG class in the Philippine setting using a graphic
organizer.
 Multigrade
class in the
Philippine setting

A mutigrade class consists School plant, Facilities, and

of two or more different furniture of Multigrade classes :
grade levels inside a - allocating 3-room school buiding
single-grade classroom to MG classes w/o standard buiding
handled by one teacher or where the existing building is in
for an entire school year. need of total rehabilitation.
It is offered in elementary - MIP for teachers shall consist of:
schools located in distant 1. (MLC-MG) 2. (BW-MG) 3. (LP-
and sparsely populated MG) 4. (MG-HB)
localities. In the Support, Welfare,
Philippines, DepEd and Incentive
implemented the policies Program for Multi
and guidelines in grade Teachers:
organization and - Regular
operation of multigrade monitoring of MG
classes DO No. 96, s. 1997 classes to sustain
an was strengthened by training gains and
Advantages: DO. 81, s. 2009.
Challenges: to provide them
(learners) (Teachers) with technical as
- Maximum social - Preparation and well as instructional
interaction planning og daily support.
between/among lessons. - Regular training of
peers. MG teachers on MG
- Inadequacy of
- cooperative instructional teaching in the
learning is materials district, division/ or
predominant regional level
- classroom should be given
- will learn to be management priority share from
independent, self- supervision the 5% INSET
directed learners
- Familiariy of funds.
can learn to be
more resourceful. different schemes in - Whenever
teaching mutigrade resources/situations
- Prepared for real classes permit, at least (1)
life :situations
- application of classroom should be
where there is
teaching designated as
constant interaction
methodology in real lodging place of
between people of
teaching- learning teachers/school
different ages,
situations administrators
varied skills and
- lack of school whose residences
abilities.
facilities, schedule are considerably far
- can learn to from the school.
assume leading or of activities, big
class size, poor - Granting of the
supporting role as
working conditions special hardship
needed in different
of teachers etc. allowance for MG
work situations.
Teachers (SHA-MG).

II. As a future educator in the elementary grades, how do you think the
policies/guidelines indicated in DO 96, S. 1997 – POLICIES AND
GUIDELINES IN THE ORGANIZATION AND OPERATION OF MULTIGRADE
(MG) CLASSES would affect you and the system of education in the
Philippines? (Performance).
 As a future educator, DO 96, s. 1997 affects me and the system of
education in the Philippines in a positive way. As it mentioned in the
said DO, I says that MG would provide quality learning. The fact that it
will ensure and will protect the rights of every citizens to have a quality
education, it also brings opportunities and access to education of
children that is far from the schools. Those who are far flung barangays
which is necessitous to our students. As a future educator this DO
affects me to be more passionate in terms of teaching that learners
should be our first priority and the only satisfaction as a teacher is to
see our students learn and be able to excel in life. It also encourages me
to not be afraid to teach specially in a multi-grade class because its
benefits to our students and our communities are really worth it. You
were able to help the children to learn as well as the community.
Essentially, it would also affect the system of education to continuously
enhance and promote quality learning to produce long-life quality
learners. And they should follow what is said to the DO in order to run
the curriculum better and to ensure the needs of the students in a multi-
grade classes. But on the other hand, we cannot denied that having
multi-grade classes faced many challenges specially to the teachers
even if there’s a DepEd order issued but as it said to this module, all
these issues could be effectively addressed if we follow a set of well-
planned classroom management strategies and pedagogic skills
appropriate for MGS.
Unit 2: Advantages and Disadvantages of a Multi-grade Classroom
Teaching
D. Activity
Activity 1. As a future teacher, you might have heard of multi-grade
situations in your place. Based on your observation, prepare a list issues of
multi-grade situation other than those discussed above.
 Some students especially the higher grade level may not be listening to
the teacher while discussing because they may already know the topic.
 Student achievement may be poor if programs do not have the required
resources and teachers are not properly trained.
 The training of teachers for MG classes does not meet the requirement in
either quality or quantity.
 Students on different tracks might be learning completely different, or
maybe even opposite lessons due to lack of collaboration between their
teachers.
 Students in multi-grade classes do not appear to learn more or less than
their counter parts in the single-grade classes.

Activity 2. Identify an elementary school in your place that offers a multi-

grade class. Write down possible reasons which you think may be the
reason why there is a need to have such class.

 Bayog Elementary School, Brooke’s point, Palawan

The possible reasons why there is a need to have such class is
because of the shortage of teachers, the distance from the community to the
nearest school, and the inadequacy of funds and classrooms. Multi-grade
schools have potential and play important role as educational units in
underserved rural areas and it also encourages children to learn from their
peers and breaks barriers of differences in the classroom.
Activity 3. Summarize the advantages and disadvantages of the multi-
grade, multilevel and multiage classrooms by comparing and contrasting
them from one another, using the format below.

Multi-grade Multilevel Multiage

How are they alike?

They are alike in terms of children are being grouped together for
instructions. Teachers mandated to teach from prescribed learning
outcomes and they are non-graded. They all provide students an
opportunities in studies and ensure the quality learning that being
handled by a single or one teacher in a classroom.
How are they different?

Multi-grade Multilevel Multiage

In multi-grade In multilevel classroom In multiage schools,

classroom, the two or more classes children are grouped
children have been working in the same across ages without
identified by the room with one teacher, consideration for the
grade to which they but usually with grade to which they
are assigned but two separate programs. All might belong. For
or more grade levels learners can be example, a child who
may be taught challenged. Student do is six years old but
together. The not need to spend time who is a very good
curriculum for each on concepts and skills writer may be
grade level is covered they have already included in a group
for the children in the mastered. Students with an eight-year old
group. A multi-grade who do not attained who is a typical writer
class involves specific learning for his age. Some
students of different outcomes by the end of multiage schools
ages and the school year have group children by
developmental levels, the opportunity to
E. Evaluation
After learning the differences between the three classrooms, if you are to be
assigned in a multi-grade classroom, will you accept or not? Why or why
not?
If I were be assigned in a multi-grade classroom, will I accept it or
not? My answer is yes. I’ve learned that multi-grade class needs a lot of
effort, patience, and perseverance as well as skills and ability to do it. As
what Robert McKee said in his written story, “True character is revealed in
the choices a human being makes under pressure - the greater the
pressure, the deeper the revelation, the truer the choice to the character's
essential nature.” As a future teacher it gives me an opportunity to
challenge myself, to enhance my capabilities not just in one grade but in a
multi-grade classroom. Multi-grade class give a teacher to be flexible and
efficient in the use of their time which is a good attitude for us in every
aspects of our lives on how we manage our time to be able to get our target
goal. Through multi-grade class, I think it would help me to utilize good
planning and learning strategies to become a better teacher in the future.
Aside from that, I can see that it would help me to fully develop my
dedication and passion in terms of teaching. I know that this would not help
me but also my students to give them education that they deserve specially
those children who wants to learn but are far from school. If we know that
teaching is your calling, it matter if there’s a lot of challenges and issues
that you’ve might face along the way but you will always find courage and
strength to continue, what matters most is to see young children learn and
be able to help them uncover the bright future that a young generation
wants to have.
Unit 3: Learning Styles of Children
D. Activity
In an essay, discuss the role of learning styles of children in the
management of learning in a multi-grade classroom.
In this unit, Howard Gardner explains the theory of multiple
intelligence of individual (Student). It says there that each student has
different learning styles. Some are good at verbal linguistic, some are good
at mathematical –logical, some may good at visuals, while others may good
at Intrapersonal, bodily-kinesthetic, naturalist etc. In a multi-grade class it
is very important that we know how to distinguish what learning styles each
grade level/each students have because through that, involvement and
participation of students in learning and understanding would be better.
Teachers and students must have a collaborative way of learning so that
time management is secure and time would not be wasted on the things that
would not contribute to the learning of each students. We need to know how
each of our student cope with their lessons that would get their attention
and interest. If we know their learning styles it’s easy for us to know what
teaching strategies we need to take in the class. It would be easy for the
teacher to execute activities and tasks because it is align/suit for each of
them. When we are teaching, specially elementary student it is a must that
we consider their differences in terms of learning and not just on the things
that we want them to finish because if we can see that the child is enjoying
what he/she doing and we see that this has contributed a lot to his/her
growth in learning, it is best that in that way we teach our dear students.
E. Evaluation
Write an original story book for children with illustration. The story should
be based on your local settings to integration and indigenization of
instructional materials. The story could be used for one of your lessons in
the elementary grade.

Unit 4: MG Learning Environment

D. Activity
Discuss the following in short essays:
1. What are the components of a learner-centered physical environment?
 In a learner-centered classroom or environment teacher takes on the
role of facilitator. The teacher guides and encourages students to be
actively involved in their own learning and helps them take ownership
of their education. This involves creating an environment in which
students feel free to ask questions, raise concerns, and participate in
the learning process. But as a teacher we should guide them properly
so that they would not conclude with their misconceptions or
misunderstanding to specific knowledge that would affect their
thinking/mindset. Instructor should design ways to uncover the
knowledge, skills, interests, attitudes, and beliefs of every learner. It
is important that a teacher addresses the different concerns of
student and explains to them so that the knowledge that may draws in
their mind are correct and not based only in their beliefs and
misconceptions. Teacher and students should have collaboration or
work and learn together.
2. Effects of the physical arrangement of a classroom on the teaching-
learning process;
  The physical arrangement of the classroom can serve as a powerful
setting event for providing students effective instruction and facilitate
positive teaching and learning interactions. Effective setting
arrangement can motivate student to participate in class, it would
help students anticipate and participate in the activity and adjust their
behavior in each area as well. For example, in doing tasks and
activities teacher can execute activities easily without consuming lot
of time to group students. Aside from that, if you have good
arrangement of your classroom where everything is in proper place or
corner, students would be safe whenever there’s an activity and it
would be easy for you as a teacher to prepare your teaching materials
needed. Students can focus whenever there’s a discussions because of
the proper arrangement. They would not get distracted.

3. Factors and considerations in setting the physical environment in a MG

classroom.
 Factors in setting the physical environment in multi-grade classroom
are the number of students expected in each grade level, because in a
multi-grade classroom we expect that number of students are higher
than in a single grade. This factor is important to address and ensure
that students would have quality education, to provide their needs and
to ensure their safety and rights as a students to have quality
learning. Next is the cultural factor including (1) childhood
socialization, (2) sociocultural tightness, (3) ecological adaptation, (4)
biological effects, and (5) language. In multi-grade class with two-
three grade in one classroom we expect that students would have
different abilities and factors that may affect their learning, it is
important that we consider each students in a class as unique, that
each of them has a strengths and weaknesses. We should consider
those factors to give children an adjustments and little by little build a
good camaraderie between students and teachers to have better
learning. Another factor is the anticipated number of teachers,
because teacher had a huge role in a multi-grade classroom. He will
be the one to teach students in imparting knowledge. One reason why
we have multi-grade school is the lack of teacher that is why it is
important that we anticipate the number of teachers to classify how
many grades we need to join in one classroom. Another factor is the
number of classrooms, again this is one of the reason why we have
multi-grade because of the lack of classroom. We need to consider the
 classroom to estimate how many students can occupy one room. We
need to consider the availability of one classroom for students, for
them to participate and learn in the class.
 Some considerations in setting multi-grade classroom are the
following:
 Classroom environment should be interesting for the whole range of
students in it. They all should feel that it is their classroom.
 Student’s work should be shown carefully and thoughtfully so they
can see that we value their efforts.
 Ensure a balance of work is displayed, not just the best student’s
work.
 Use displays to reinforce thematic work that you are working on in
the classroom.
 Changing displays regularly to allow all students to have a chance at
showing some of their work and increases motivation
 Several blackboards in the classroom and the space whenever there’s
an activities so that students can do their tasks properly.

Evaluation
Crop a picture of a multi-grade class. Then, in an essay discuss the
following:
A. What is the learning environment in the classroom?
 In the picture there is more than one grade in the room. Each student
working towards their individual curriculum goals for their grade
level. They are learning simultaneously, both together and apart. The
teacher gives different task to each grade level and as he/she
discusses to one grade, the other grade were doing their tasks. In this
case, some of students or few of them got distracted whenever their
teacher discusses to the other grades they were not fully focus on
what they were doing but at the same time they can learn or have
collaborative way of learning. The teacher guide and engages each
student in the area of their grade level curriculum, while encouraging
them to share information and work together.
B. What can you say about the physical arrangement of the classroom and
its effect on the teaching-learning process?
 In the 1st and 2nd picture sample of a multi-grade classroom I can say
that the physical arrangement of the room are not good maybe
because of the size of the room and the number of students that they
become crowded. Overcrowding class somehow affect teaching and
learning process if were not handled properly. For example in doing
activities. They were not able to perform activities or in other word,
 activities there were selected according to the availability of space of
the room. In its case it would be hard for the teacher to execute her
lesson and some activities that they’re going to perform. Participation
of the students in the class would be lessen. Unlike in the 3 rd picture it
seems that the room is enough for the students. The physical
arrangement are good. Students can work and learn properly and
teacher can deliver his lesson to the students properly. In this case
learning of students are better as well as the teaching.
C. What can you suggest for improvement (if it needs improving) or your
commendation based on the best practice you think the set-up in the
classroom have?
 I must suggest that when arranging the classroom, they must be able
to rearrange the classroom furniture just as they are able to
rearrange the furniture in their own home. Why? Because like in our
homes we want to be organize and we want everything in place so
that it would not cause risks and we want lot of space so that children
can freely move around. The same in the classroom, there should be
enough space for learners to move around. Teacher should be in a
position where she or he can see all the learners. The youngest
students are close to the teacher because they need help more often
than the older ones. Young students are also at an age when an
adult’s presence is important to them. They need to be reassured. The
time-out area is close to the teacher because the teacher must keep
an eye on a child who has to be disciplined. Therefore, the teacher
needs to be close to the child to ensure that the learner does what is
required of him or her while in the time-out area. They must always
remember that the learner must learn something from being
disciplined. They must not forget the presence of the learner in the
time-out area. The learner should return to his or her place after a
specified period. There should be two chalkboards in two areas of the
classroom. This means that all learners are close to a board. Such an
arrangement is helpful for learners with poor eyesight. They also
should have low chalk and display boards so that the students can use
them.
Unit 4a: Efficient Classroom Organization for Multi-grade Settings
D. Activity
In short essays answer the following:
1. Identify at least (5) effective management strategies for a multi-grade
classrooms that were discussed in this module.
 The effective management strategies for a multi-grade classrooms
that were discussed in this module are: Using visual barriers to define
activity areas. In this strategy we used furniture as means of defining
boundaries of different work areas such as book shelves, cabinets,
dividers, bulletin boards, portable blackboards etc. to the different
corner of the room like reading area, art area, AV area, group
discussion area, group activity area etc. Through this strategy every
corner of the room and other materials and files were organized and
whenever there’s an activities or task this would help teacher in
executing those well and also for students where they can control
their behaviors defending on what they are in the room. If there were
already prepared corner for such activities things would be perform
easily and properly. Next is the teacher resources – it is important for
a teacher were he/she can keep and organize all his/her things in
teaching. This center would help teacher access to a variety of
classroom materials that is used for teaching. Next is student
resources – this strategy is for the resources used by students such as
textbooks, encyclopedia, dictionaries etc. This area is important for
students that will help them develop their abilities and evaluate
resources for learning, it is necessary skill for lifelong and effective
learning. This would help students find answers to questions on their
own, such strategy is effective for students to learn. Another is traffic
patterns – when arranging classroom furniture, the traffic patterns of
the students and teacher need to be considered. Both students and
teachers need to be able to enter and exit the classroom quickly, have
easy access to classroom materials, and move around without
disturbing other students. Isle ways should be large and free of
obstructions. Teachers should have easy access to all student desks so
that all students can be monitored. Last is specifying activity centers
for students – this strategy would help students accomplish give tasks
if all the materials are present in the given activity centers. Teachers
 make sure that furnishings are appropriate to the type of activity that
will occur at each center so that it would be easy for students to
access those materials and they will accomplish given tasks well.

2. What are the effects of the physical arrangement of a classroom on the

teaching-learning process?
 Effects of physical arrangement of a classroom to teaching-learning
process is that if the classroom are properly arrange it will help
students anticipate and participate in activities and tasks and adjust
their behavior in each area as well. Classroom with clearly defined
boundaries designating where different types of activities will take
place will lead students in a quiet and orderly studies. It also
promotes positive teacher-student interactions by increasing
engagement and participation among students. It prevents disruptive
behavior in the classroom and minimizes distractions to studies.
Through that, teacher can deliver his/her lesson properly with smooth
transitions.
Evaluation
Do the following:
Step 1. Describing the way it is now. Draw a floor plan of the room you will
be teaching in a multi-grade class.

Comfort Door
Learning center & Reading Room
corner
Bookshelf
Bulletin Board

Teacher’s
materials/student’s
files and documents

Teacher’s Desk

Bookshelf

Bulletin Board/ Announcement

Locker
Board/ Student’s Achievements

Grade Grade
3 1

Table Table
Chalkboard

Whole-class
Chalkboard

Workgroups/
Activity Area
 Grade Grad
4 e2

Table Table

Bookshelf
Materials

Bulletin
AV Area
Science

Art Area

Board
Group
Discussion

Sink Counter

Step 2. Deciding on the types of activities that will occur. Identify the
specific learning activities that will take place in your room. You may write
down scenarios or types of behavior you expect for each activity. (You may
refer the activity centers approach and general considerations when
planning).
 The activity center of my room can be seat work, pair work, and group
work, these three are applicable in the above room that I designed.
The room also have areas designated for art, audio-visual equipment
and other instructional resources. It also have learning center of
students or the reading corner where they can spend time studying on
their own and or quiet reading. There also have group discussion
corner and space for activity area or whole-class workgroups that is
necessary for tasks and activities. As you can see there are two
blackboards in two areas of the classroom. This means that all
learners are close to a board. Such an arrangement is helpful for
learners with poor eyesight. It have low chalk and display boards so
that the students can use them. Basically, the grade 1 and grade 2 are
facing right side of the room and they’re in front of teacher’s desk so
that teacher will see them because they need more attention and
guidedance of the teacher. While, grade 3 and grade 4 are facing the
left side corner of the room that can also be seen by the teacher also.
When conducting science or experiment activities there is a corner for
it and the materials for science. There also have bulletin board in each
corner where I can paste on information and guidelines to specific
corner and an area where I can put or display their works and
achievements in the class. I used bookshelf and other furniture to
divide the room so that each students with those corner wouldn’t be
interrupted.
Types of activities found in the room above are:
 Quiet or individual study
 Whole-class instruction
 Partner work/Group work
 Group discussions
 Audio-visual and reference work
 Teacher tutoring or small group instruction

Step 3: Finalize your plan. After careful consideration of the steps above,
finalize your floor plan now.

Learning center & Reading

Entranc
corner
e Door
Bookshelf
Bulletin Board

Teacher’s Materials/
Files and documents
Bookshelf

Bookshelf
B Teacher
ul ’s Desk
le
ti
n
B
o
a Grade 3 Grade 1
r Table Table
CHALKBOARD

(This space
CHALKBOARD

at the back
Portable

is for
Workgroups
Activity
Area)
Grade 4 Grade 2
Table Table