lOMoARcPSD|18645567
Teaching Multi Grade Classes Lecture Notes
Teaching Multi-Grade Classes (Elective) (Cavite State University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
COURSE DESCRIPTION
This is a course in implementation of multi-grade classes that deals with the theories, principles and
concepts of multi-grade learners and classes. It includes pedagogical approaches and
contextualized learning environments for the different grade and age levels are grouped for
instructions in different school situations.
COURSE LEARNING OUTCOMES
1. Demonstrate in-depth understanding of the theories, principles and concepts of
multi-grade learners and classes.
2. Display knowledge and skills in pedagogical approaches and contextualized learning
environment for the different grade and age levels of learners
3. Design assessment tolls for assessing learning in multi-grade classes
4. Employ teaching approaches and strategies in teaching effectively in a multigrade
classroom.
OVERVIEW OF THE COURSE
 Multigrade teaching occurs in primary education when a teacher has to teach two or more
primary school student grades in the same class. More general term and probably more
accurate is that multigrade teaching refers to the teaching of students of different ages,
grades and abilities in the same group.
 The multigrade class structure is known by various names in the different countries; these
include “composite” or "combination" classes, "double" classes, "split" classes, "mixed-age"
classes, "vertically grouped" classes, "multiple classes", "family classes" or "multilevel
classes".
 In multigrade schools a relatively small number of teachers try to be effective in their
educational work while dealing simultaneously with a number of pupils of different ages,
educational levels and needs. It follows that for children to learn effectively in multigrade
environments; teachers need to be well trained, well resourced, and able to meet
highly demanding teaching tasks and to hold positive attitudes to multigrade
teaching.
 Multigrade-schools have potential and play important role as educational units in
underserved rural areas.
 The unfortunate reality is though that these schools form the most neglected part of the
education system.
 The formation of the school in multigrade classrooms is in most cases considered as a
"necessary evil" situation that is adopted just to fulfil the obligation of the official state for
providing education for all.
Due to the geographical oddities, the socio-economic peculiarities and the lack of adequate school
infrastructure and personnel, these schools still remain at the education's world cut off.
The MUSE (MUtigrade School Education) project takes into consideration the numerous
specialized conditions prevailing in multigrade education and establishes the framework in order to
provide support to multigrade teachers.
THE MUSE PROJECT
(Multigrade School Education)
 It aims at developing an in service training programme that will be designed to meet the
needs of multigrade schoolteachers in order to improve their educational performance in
the multigrade school environment.
 The training is based on methodological approaches of multigrade teaching and on the use
of ICT applications so as to provide:
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES


An in-service training programme for teachers of multigrade schools
The use of the Internet in order to develop a platform for training, collaboration,
networking and exchanging of ideas between teachers, students and trainers.
TEACHERS’ TRAINING APPROACH
 The main output of the project will be an innovative training programme for the teachers in
multigrade schools. The optimization of the training programme will be based on the teachers'
needs analysis.
The general framework of the training programme is composed mainly by three parts:
a) Methodological approaches for multigrade teaching (theory and praxis): The first part
of the programme will present the main aspects that are considered essential for
Multigrade teaching: classroom management and discipline, instructional organisation,
curriculum, evaluation, instructional delivery and grouping, self directed learning, planning
and peer tutoring.
b) Introduction to the use of ICT (theory and praxis): This part includes the basic
introduction to the use of the ICT. During this part of the training programme, a series of
examples of good practice for the usage of Internet and multimedia applications in the
classroom will be presented to teachers.
c) Cross-curricula applications and projects (praxis): The third part of the training
curriculum concerns the training of the teachers to become able to design their own cross
curricula applications (based mainly on the use of ICT tools) and projects to be
implemented in classroom. Teachers will be trained to design open-ended, divergent
learning experience projects accessible to students functioning at different levels, utilizing
the capabilities of modern ICT techniques.
REMEMBER!
Be patient with your pupils and with the challenges that arise when teaching a split class, but more
importantly, go easy on yourself!
WHAT IS A MULTI-GRADE CLASSROOM?



According to a press release from the Official Gazette (2012), a multi-grade class consists of
two or more different grade levels inside a single-grade classroom handled by one teacher
for an entire school year. It is offered in elementary schools located in distant and sparsely
populated localities.
As stated in an article from Wordpress (n.d.), multi-grade classes are often,
sadly, considered a “make-do” situation where the conditions for both teacher and
students can only be second-best.
In an education module generated by The Southern African Development Community with
the partnership with The Commonwealth of Learning (2000), it has stated that in a
multi-grade classroom, multi-grade teaching is a situation in which one teacher has to teach
many grades, all at the same time. It happens in all schools where there are more grades
than teachers.
Characteristic Multigrade
Monograde
s
Methods
A variety of A whole-class
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Teacher
training
Number
Curriculum
Skills
Resources
methods are
used to meet
the needs of
individual
learners who
have different
abilities and
are
in
different
grades.
Many
teachers
have
no
multigrade
training and
lack technical
support.
Fewer
children are
frequently in
multigrade
classes, but
there
are
different ages
in
different
grades, and
students
have different
abilities.
The
curriculum is
not designed
for
multigrade
classes.
Teachers
require more
skills in order
to
handle
different
grades.
The
community is
often
poor
and cannot
provide
additional
educational
approach
is
used to meet
the needs of
individual
learners with
different
abilities in the
same grade.
Many
are
trained
with
government
support.
Normal class
size is 40 to
60
students
who are of the
same age and
same
grade
have different
abilities.
The
curriculum is
geared
towards
monograde
classes.
Fewer
skills
are required to
handle
one
grade.
The
government
often provides
educational
materials.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
materials.
Table 1. Comparison between Multi-Grade Class and Monograde or Single Grade Class
(Some comparisons of characteristics between Multi-grade Class and Monograde Class retrieved
from the education module generated by the “The Southern African Development Community with
the partnership with The Commonwealth of Learning” on October, 2000)
WHAT ARE ADVANTAGES AND DISADVANTAGES OF MULTI-GRADE CLASSROOM?
Advantages
Disadvantages
 There are many, perhaps more opportunities for
 Multi-Grade system is
children to work and develop at their own level on a
difficult to implement in
continuous basis.
large schools with heavy
population
 Flexibility of grouping is beyond the normal range of
ages and abilities and can benefit those children who
 Textbooks in use for
are working below grade-level in certain skills.
teaching only meet the
need of mono-grade
teaching schools practicing
 Students are continuously exposed to re-teaching, as
multi-grade teaching often
they listen in on, and benefit from, lessons being
suffer from inadequate
given to younger students. This review of the
material resources.
basics
reinforces
and
clarifies
a
child’s
understanding, even when they may be working at a
more advanced level.
 In remote areas, teachers’
passivity, irregularity, ill
 Students are also exposed to pre-teaching. This both
planning,
prepares and stimulates the younger child’s thinking.
non-accountability and
engagement in
non-academic pursuits
 Academic, physical and social competition between
create and maintain a low
peers is reduced, as is the anxiety and
school profile.
pre-occupation of having to compete.

Consequently, discipline measures are needed less
frequently. The learning and social atmosphere is
cooperative rather than competitive.

Pro-social behaviors and expectations are modelled
by the older students. The teacher plays a key role in
modelling and intentionally teaching these skills, but
in a multigrade classroom, many models are
available for younger students.
Table 2. Advantages and Disadvantages of Multi-Grade Classroom.
HISTORY OF TEACHING MULTIGRADE CLASSES
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Multigrade teaching has actually been around for a very long time; much longer than the single
graded classroom. The early Jews developed schools for boys from ages six to thirteen and taught
them in synagogues.
 Multi-grade teaching existed a long time ago that much longer to the classroom setting we
expected which is the single graded classrooms. The early Jews developed a school for the
boys ages 6 to 13 to teach them in synagogues. Synagogues is the building we’re Jewish do
religious service.
In ancient Greece, young boys, ages 7-18 were taught together to receive physical and mental
training.
 Ancient Greece used the multi-grade to give the boys ages 7 to 18 in their physical and mental
training to become a soldier.
In medieval guilds, learners studied with their teachers until they were ready to be on their own.
 In medieval guilds, used the multigrade to teach on how to be independent with the help of a
teacher.
The earliest American schools were multi-aged. The one-room schoolhouse was the most common
model of formal education programs for elementary school children before the 1880s. They
included all children of the village, from 6 to 16. Even the rural schoolrooms of 25 to 50 years ago
contained learners of a wide variety of ages with just one teacher. It was then before the single
grade classes were organized
 An earliest American has a multi-aged school set up which the formal education for the
elementary school had a common model of a house before 1880’s where they accommodate
children in the village who had an age of 6 to 16. Even the rural schoolroom experience of
having a wide variety of students with different ages in one teacher who teaches for them. It
withstands for 20 to 50 years ago before the single classes organized or what we called the
monograde.
MULTI- GRADE IN THE PHILIPPINES
In the Philippines, the first mission schools were organized as multigrade schools.
Multigrade schools were organized as a matter of necessity for remote barangays. Aside from the
limited enrollment, the distance of the barangay to a school, teacher shortage, lack of funds for
school buildings and other facilities also led to the organization of multigrade schools in the
different parts of the country.
● The multigrade in the Philippines is one of the solutions to reach the people who are in
the far away areas of barangays to provide the necessity in terms of learning.
Multigrade schools led this program even though they faced the struggles of having a
limited enrollee, the distance of the schools to the barangays, storage of teachers,
and the facilities all over the country.
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.
● The Multigrade Program in Philippine Education (MPPE) came first before the
single-grade that significantly contributed to the Department of Education’s need to
give an access to education of the public elementary schools in sparsely populated
communities in the Philippines while ensuring the quality of education. 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
(Southeast Asia Ministers of Education Organization) worked with UNICEF (United
Nations Children's Fund) and DepEd (Department of Education) to identify key steps
in advancing the implementation of MPPE. One of the components of the
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
collaboration involves a program review to present the overall status of the MPPE as
a modality of delivering basic education.
The review was undertaken to accomplish four specific objectives:
1. It aims to assess how well the MPPE was implemented in line with existing standards and
policies of DepEd. ​
2. To identify factors that contribute and hinder in achieving the goals of MPPE. ​
3. The review also aims to describe the contribution of the Multigrade program to student
learning and school quality. ​
4. It intends to examine the role of the program in improving access to quality education in
disadvantaged school communities.
● The multigrade program was seen as a practical solution to address barriers to
education such as access and inclusion. It is a reasonable learning delivery
especially in remote, isolated, low-resourced, and underserved communities as
teachers provide different but appropriate activities to the learners based on their
individual developmental level. This allows teachers to empower and engage the
learners by providing multiple ways to learn.​ Teaching in a multigrade is
challenging for a teacher because aside from having different kinds of behavior the
learners also have different learning levels due to their age and personal experiences.
One of Kara David’s documentary entitled “Ang Mga Guro ng Malining” is a
documentary of teachers who are teaching multigrade due to lack of teachers and
classrooms in a sparsely populated community that takes them two days of hiking
and they even cross the rivers with their bags full of food and different stuffs that they
will need in a month. These teachers show selflessness, leaving their family and
comfort zone to teach the learners in Malining.
● The history of the Multigrade Program in Philippine Education is not complicated, but it
has a big goal to give the rights of learners to access education together with the
passion, love, willingness, and selflessness of the multigrade teachers that sees the
bright future of the learners.
THE NATURE OF MULTI-GRADE CLASSES
GRADING
As a means of separating groups of students, Grading was probably introduced in the 1800s and
then quickly became the unit of organization in the school or any educational institution. So we all
know that Grading is a way of determining when a child was ready to move on, and as one of the
indicators of curricular achievement, grade levels were tied to age. For example, if you are 10-11
yrs old, you're a grade 5 student.
So in a familiar situation, One class comprises students at one grade level. It may have several
classes, which are section 1, section 2, all of which belong to the same grade level, although not all
students may perform at the same level of competence. Grading means that it may be true that it is
about the ages when students enter and leave the primary school system. However, not all
students perform at the same level because there will be repeaters, and there are those who
started to go to school early.
MULTI-GRADE CLASSES
Multi-grade classes are frequently found at schools. They may be found in very rural or remote
communities, where the population is scattered. There are very few teachers, even students in
such places, so one grade level includes students of different ages. These students are in one
class and are taught by one teacher, although there are different grade levels. For example, one
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
class may comprise students in grades 1 and 2, or 3 and 4. Such a class is termed a
MULTI-GRADE CLASS.
In a class, students may be of the same ages, but they learn and work at different competence
levels. They are also called split grade classes or double grade classes. So multi-grade classes are
not just about the various ages of students in one class. It is also about the students' different levels
of competence that make the class a multi-grade class. In some places, multi-grade teaching is
called "Alternative Education," or they call multi-grade classes "Combination Classes." Traditionally,
multi-grade classes most appropriately describe the split grade or double grade classes. In these
classes, teachers are required to teach more than one curriculum simultaneously.
As in all learning environments, students bring great diversity to these classes. This includes Age,
Ability, Developmental level, Background, Experience, Motivation, and Interest that reflects some of
the diversities found among students, and these tell us that students in this multi-grade class learn
in different ways, which need to be appreciated by teachers to have valuable perspectives to bring
to the content being learned. So the teacher in this class uses multiple methods to deliver course
content and provide students with a variety of opportunities to share what they know, despite the
great diversity of students.
WHERE ARE THEY FOUND?
Multi-grade classes are tend to be associated with “developing countries”. According to Cambridge
Dictionary, developing country or also known as low and middle-income country (LMIC) means a
country with little industrial and economic activity and where people have generally low incomes or
a country that is not yet highly industrialized. Multigrading is often associated with ‘small’ schools in
remote and sparsely populated areas. In such schools, there may be only one, two or three
teachers, yet they offer a complete cycle of primary education. If that cycle consists of six grade
levels, then each teacher must deal with multi-grade classes. Some examples of places where
multi-grade classes are found are Peru, Sri Lanka, Norway, Vietnam, England, France, the
Caribbean, India, the United States, New Zealand, Columbia, Samoa and even here in the
Philippines.
WHY DO THEY EXIST?
Frequently multi-grade teaching is required not by choice but through force of circumstances. The
multi-grade class may be a reflection of extreme socio-economic constraints, or a small population
in the surrounding community. Most schools with multi-grade classes do not have the adequate
resources they need to hire additional teachers, or build additional classrooms. They lack essential
support personnel, such as janitors or administrative staff, and are unable to buy materials or
equipment, such as overhead projectors, computers or photocopying machines. Multi-grade
classes may also be the result of the geographical, socio-economic or cultural conditions of the
community or neighborhood. For geographical factors, the school is in a small community in a
remote area, far away from larger towns or villages, and where the population is small or; there are
rivers, roads and mountains, which are dangerous for children to cross, and so it is necessary for
them to attend school in the village. Some example of cultural factors are, girls would not normally
be afforded the opportunity to go to school, since they have to be prepared to become
home-makers and students are obliged to perform certain domestic chores before they can go to
school.
THE CONCEPT OF MULTIGRADE TEACHING
MULTIGRADE TEACHING
Multigrade teaching shall be best understood if being define term by term.
 Multiple- having or involving more than one part
 Grade- in education refers to a group of pupils or students of similar age or ability taught
together
 Teaching- imparting knowledge or skill
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Multigrade teaching, therefore refers to practice of teaching children from a number of
grades in one class. It also refers to teaching students of different ages, grades, abilities in a single
classroom.
The use of multigrade teaching methods provides a flexible way to meet the needs, interest
and the levels of the development of each child. In some developing countries, multi-grade
teaching has been commonly understood as a teaching condition arising as a result of shortage of
teachers. In such systems the quality of education is poor. Only a few systems of education have
transformed this necessity into positive teaching approach. One example is the Escuela Nueva
program in Colombia.
INSTRUCTIONAL STRATEGIES
The promotion of approaches that increase the level of student independence and cooperative
group work tend to be suggested.
The main function of the multi-grade teacher is to teach students by imparting knowledge not
just follow a curriculum. Teacher should not only be a provider of knowledge but should also be
facilitator of learning both at a group level and on a one-to-one basis.
PLANNING FROM CURRICULUM
National Curriculum is typically produced for monograde classes. Such curriculum is difficult for
multigrade teachers to use because they tend to require plans to be written for each grade level
separately. Multigrade teachers have to amend the curriculum to make it more suitable for the class.
The curriculum for the grades being combined is integrated. Common elements from different year
programs are combined into one program for the class.
BENEFITS OF MULTIGRADE TEACHING
 Provides an efficient means of providing basic education in thinly populated areas, utilizing
scarce educational inputs, such as trained teachers, classrooms, and materials
 Promotes the social learning of students
 Bring schools closer to communities
 Overcome shortage of teachers
 Help to build and sustain the identity of the community and the cultural life of the people in
the community
CHALLENGES OF MULTIGRADE TEACHING
 Inadequate training of teachers
 Social and cultural isolation
 Shortage of support materials for teachers and individualized instructional materials for
learners integrated
BASIC PRINCIPLES OF MULTI-GRADE TEACHING
1.Children are unique.
They are called individuals because they have their own physical, mental, social, emotional and
intellectual uniqueness. Each students has their own encounter to a specific experiences or things.
They have their own interpretation, capability, perspective, likes and dislikes and this differences
must meet by the teacher and the lesson he/she will prepare.
2.Children learn best from experience.
For students to be capable of learning, they should learn through their senses by exploring their
surroundings especially their environment, people, things, events and places.
3.Children can and do well from one another.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Students’ learning and perspective can be broaden because of his environment and influences.
Teachers encourage their students to work in groups or collaborate with their friends or classmates.
In that way, it is easier for them to be compatible with one another and share essential information
for the betterment of their understanding.
4.The role of the teacher in a classroom involves setting up and managing a learning
environment that will be conducive to learning and teaching.
Teachers are in charge in facilitating and setting the classroom to be conducive to learning and
teaching. They should be creative, flexible and aware on the needs of their students.
5.The implementation of the school curriculum must take into consideration the varied
abilities, levels and interests in a particular group.
Implementation of the school curriculum are important but teachers must take into consideration
the student’s abilities, levels and interest because without considering it, the students will have a
hard time in processing and learning the curriculum. Another thing that is important to be
considered is the resources of the students.
6.The value of any educational program will be judged according to how well it is able to
achieve the program.
The teacher should judge the educational program whether the children actually learn what they
are expected to learn or how well they have learn.
7.Arranging the students by their age is more respectful of individuals’ needs of learners.
By arranging students according to their age, students will learn efficiently because it will reveal
each group’s needs and it reflect real-life.
COMPONENTS OF MULTIGRADE CLASSROOM
1. Learners
The center of educational process
Learners are responsible for attending class and completing the task and other
assignments as proscribed by the teacher.
2. Teachers
Teach student by imparting knowledge not just follow a curriculum
Teacher must have developed skills and indicate desirable values and attitudes among
pupils.
3. Teacher as facilitator
The teacher should be able to understand differences between pupils, be able to motivate
them to learn and guide them through their learning materials.
The teacher should not be a provider of knowledge.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
4. Teacher as Planner
Appropriate planning by the teacher will result in classes which are more productive for the
learners and easier for them to follow
Prepare and thinks through the lesson in detail before teaching it so that it has variety and
there are appropriate activities for the different learners in the class.
5. Teacher as Evaluator
Teacher must monitor the progress of pupil's learning so as to ensure quality of education
6. Other adults like parents and community members
The school is part of the community and the school is established to serve the children of
the community. Some parents in the community may not have had much schooling, but
they have experience, and many have skills that can be relevant to the school curriculum
Skilled community persons should be considered as para-professional teachers
7. Professional Development
A successful career in the teaching ministry is dependent on teacher growth and
improvement. The teacher, as a professional, is responsible for their own continued
growth. In order to meet the ever changing demands of the profession, the teacher must
be up to date with current techniques and strategies.
8. Monitoring and Evaluation
Department of Education tracks through monitoring and evaluation system. The system
tracks the children access to basic education services. It also tracks the quality and
learning experience and how to jumpstart the implementation of monitoring and
evaluation system.
The Philippine multigrade school monitoring and evaluation system is a learner centered,
outcome driven, evidence based, participatory and utilization-focused system for tracking,
evaluating and documenting the implementation of the multi grade program in
Philippines.
9. Support programs
 Multigrade Demonstration schools project (MDSP)
It is organize in selective divisions of the country with financial assistance from UNICEF.
The project aimed to improve the quality of instruction and the overall achievement levels of
pupils in multigrade schools
 DepEd-CCFPI Little Red Schoolhouse project
it is a partnership between DepEd-BEE and Coca-Cola Inc. that was made in 1997. It
constructed school buildings toilet facility in each room, water system and furnishings. It also
conduct trainings for multigrade teacher, coordinators, school heads on multi grade
instruction.
 Search for multigrade Teacher achiever
It is started in year 2000 and it is a biennial quest for most outstanding Filipino teacher
assigned in multigrade schools in the country
CLASSROOM STRATEGIES OF MULTI-GRADE TEACHERS
1. Classroom Management
 Classroom management represents an essential skill and knowledge for teachers to
achieve a better learning experience for the pupils
‘The most important strategy in teaching multi-grade is classroom management, because if
the teacher can control the situation in the classroom, active learning will follow.’
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
2. Collaborative Learning
Collaborative learning involves students working together and solving a specific problem,
completing a task, and solving a certain problem
Collaborative Learning as a theme for classroom strategies of multi-grade teachers
includes Peer Tutoring.
The pupils work hand in hand. They help each other in performing the given tasks.
3. Using Differentiated Instruction
Differentiated Instruction is a way to demonstrate how educators incorporate strategies in
addressing the needs, interests, and learning styles of their pupils
4. Connecting to Real Life Situations
This practice is a practical way of education in which the teacher is making the classroom
the real world for pupils. This theme includes the explicit strategy of teaching and
integrative teaching. Referring to connecting to Real-life situations, the teacher is using
her experiences as a guide for the pupils.
5. Integrating Technology in Teaching
It is essential nowadays to use digital tools in the classroom because by using such,
teachers and students are finding ways to learn more, learn faster, and even learn easier.
Technology is also a “tool” that the teacher uses to convey the lesson or interact with
students.
6. Flexibility of the Teacher
Multi-grade teachers should be flexible and equipped with the knowledge of using various
strategies. They need to overcome the problems and peculiarities inside the class.
Multi-grade teachers should be flexible to make the Curriculum fitted to the multi-grade
classes.
GOVERNMENT AND PEER SUPPORT
GOVERNMENT SUPPORT
Government support is essential for giving multi-grade classes, greater recognition and for the
multi-grade teaching approach to be given it’s due status, equal to that of the normal schools.
One major way in which the government can provide support is to set up a special unit in the
National Ministry of Education , which will assume responsibility for single-teacher schools and /or
multigrade classes..
THE NATURE OF GOVERNMENT SUPPORT
 Develop a national policy for single-teacher schools and multi-grade classes.
 Special consideration must be given to such schools in National Planning.
 Facilitate adequate recognition and adequate separate financing.
 Ensure effective communication with appropriate institutions, teachers in the field, teacher
training colleges and other relevant bodies
 Provide special attention for the professional development of multi-grade teachers within
appropriate in-service teacher education programs.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
 Develop a curriculum , or modify the national curriculum, to make it appropriate for multi-grade
teaching
 Develop teaching and learning materials
 Provide teacher support for multi-grade teachers through officials well versed in its issues and
problems.
 Make effort to strengthen the support of the community near the school.
PEER COLLABORATION
Multi-Grade teachers do not need to wait for support from the authorities; they can start supporting
each other .
Through Peer Collaboration multi-grade teachers can:
 Learn from each others failures, each others problems, solutions and successes;
 Identify the important areas, where support is needed;
 Develop and share relevant materials;
 Lobby for an improved image.
ORGANIZING PEER COLLABORATION
1. Discuss peer support with head teacher, and other teachers in the same school.
2. Discuss possibilities for peer support with the education supervisor, if he, or she visits the school.
3. Visit nearby schools, and see how classes are organized, and discuss peer support among
teachers.
4. Together with the leadership of the school, organize mothly meetings with groups of teachers, for
example at the town where you all do your shopping.
5. At these meetings, one may select teachers who will meet at the regional and national levels. At
the national level, one may able to establish the Multi-grade Teachers Peer Organization
6. The multi-grade Teachers’ Peer Organization could be responsible for the following:
 Representing the multi-grade teachers at Ministry of Education Three multi-grade
institutions; school teachers in a workshop.
 Participating in National Work Groups, to develop materials for multi-grade teachers;
 Forming cluster groups with teachers in schools that are accessible , and arranging
workshop, meetings, and other opportunities for skills development and exchanges;
 Organizing yearly seminars, where national issues regarding multi-grade teaching are
discussed;
 Supporting in-service workshops with regional and grassroots peer groups;
 Promoting the case for single-teacher schools and multi-grade classes and breaking the
feeling of isolation of those teachers.
THE EDUCATIONAL ENVIRONMENT
A multigrade classroom simply means that there is more than one grade in the room, working
independently or together, with each student working towards their individual curriculum goals for
their grade level. They are learning simultaneously, both together and apart.
The teacher's role is to guide and engage each student in the area of their grade level curriculum,
while encouraging them to share information and work together. Questioning, critical thinking,
creativity, collaboration, and listening are key contributors to making this learning environment
work.
Here are some of the advantages of teaching and learning in a multigrade classroom. These
advantages can be a factor to make learning environment work.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Reduced Competition & Off-task Behaviour: Academic, physical and social competition
between peers is reduced, as is the anxiety and preoccupation of having to compete and compare
one's self to their peers. Consequently, discipline measures are needed less frequently and
individual differences are celebrated. The learning and social atmosphere is cooperative rather
than competitive. Students receive more intentional training to be independent workers, leaders,
and work as a team. Off-task behaviours diminish as self-discipline and onus increase.
Celebrated Individuality: Multigrade classrooms are less homogenous than single-grade
classrooms, therefore differences are the norm and more easily accepted -celebrated even.
Children who are academically advanced or lagging in any particular subject area can easily take
part in higher or lower level skills, showcasing their strengths and working on their challenges, all
while still maintaining interactions with their peers.
Re-Teaching & Pre-Teaching: Students are continuously exposed to re-teaching, as they listen in
on, and benefit from, lessons being given to younger students. This review of the basics reinforces
and clarifies a child’s understanding, even when they may be working at a more advanced
level. Students are also exposed to pre-teaching (“eavesdropping” on teacher’s lessons and
discussions with older students). This both prepares and stimulates the younger child’s thinking. It
both prepares and stimulates the younger child’s thinking and reduces pressures associated with
moving onto higher grades.
Role Modelling & Mentorship: The teacher plays a key role in modelling and intentionally
teaching these skills, but in a multigrade classroom, many models are available for younger
students. Older students model pro-social behaviours and expectations. They have opportunities
to genuinely help younger students learn. Their teaching helps them clarify their own learning. The
cognitive development and self-esteem of both younger and older students are improved.
Strong Teacher-Student Relationship: Lengthier time with the same teacher can increase trust,
understanding of expectations, and positive relationships between teacher and students, as well as,
teacher and parents. Teachers continue to build upon their knowledge of each child’s interests,
strengths and needs over the multiple years they teach a child. The stability of having the same
teacher for a number of years can increase a student's emotional security and trust in adults.
Increased Learning Time: Students and Teachers can pick up where they left off, rather than
starting fresh with new routines and expectations.
TEACHING EFFECTIVELY IN MULTI-GRADE CLASSROOM
Once you start teaching in a multigrade classroom, how effective your teaching is will largely
depend on how well you are prepared to handle multiple activities. The goal is to create diverse
instructional strategies both suitable to the curriculum content and based on the needs of your
students.
Management of teaching calls for you to strategically plan activities to engage the students through
direct teaching, with a peer tutor, in a small group, or in independent study. As noted above, every
child comes to the school with the potential to learn but also with a unique personality and set of
needs and abilities.
Useful suggestions include:

Group strategically. For some activities, divide your students into mixed-ability groups. This will
encourage students of different backgrounds to include each other in their work. You may then
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES



want to group students by age or grade for skill subjects (such as reading and writing,
arithmetic, and science)
Prepare flexible and appropriate materials. For grouping to be effective, materials and teaching
must be varied and made challenging to accommodate the learning needs of students with
different levels of ability. Develop a variety of worksheets to be used with diverse groups in
multigrade classroom situations; these could include teacher-guided activity sheets, group
learning worksheets, individual practice worksheets, and peer directed instruction sheets.
Promote self-paced learning. While helping students to perform activities together, at the same
time ensure that they are allowed to move through the curriculum at their own pace. This
should help them achieve the set learning objectives for each grade’s curriculum.
Give extra attention to children with special education needs. Ensure that students with
disabilities, learning difficulties, and other needs can achieve milestones as others do. You may
need to include special preparation in terms of separate worksheets and more individual
attention depending on the nature and degree of their special education needs
DEVELOPING TEACHING STRATEGIES
Depending on the purpose of a particular lesson, as a multigrade teacher you enjoy the freedom to
decide;




what stage of instruction requires your personal attention and coaching and when to work
closely with one group or grade
what stage of learning requires self-study or exercises in an individual student’s workbook,
when students should work in groups, and when they can do exercises individually
which activities can be handled by your peer tutors
what activities can promote more group work independent of you as the teacher
In doing this, you may find the following strategies useful:
Strategy 1: Teach all groups together You can decide which lessons or units are suitable to be
taught to all students together. In this kind of instruction, you provide the same content, use the
same teaching and learning methodology in transmitting the content, and expect the same learning
outcomes from all students, irrespective of their formally assigned grade – but because of your
multigrade classroom, you can have older students work with younger ones both for better learning
and to build a sense of classroom solidarity.
Strategy 2: Teach one grade while others work independently It may be useful to decide on a time
during the day to devote to each separate grade group. After a short period of teacher-led
instruction, one group can be left with their peer tutor, or students can practice independently in
their workbooks while you move on to work with another grade group.
Strategy 3: Teach one subject to all grades and at varying levels of difficulty This strategy allows
you to group children of different grades, ages, and abilities together and teach them the same
curriculum theme at the same time. You can first focus on common elements and then follow this
with differentiated tasks and activities.
Strategy 4: Develop activities for non-taught groups Higher grades or older students can
sometimes be left on their own to investigate and gather information by themselves. This leaves
you with more time to work with students who need more support. You may have different
expectations of the learning outcomes for non-taught groups.
Strategy 5: Develop peer, cross-age and cross-grade teaching strategies Cross-age tutoring is
based on the pairing of students and is used extensively in most multigrade classrooms so that
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
older children can help younger students with their lessons. The peer tutor begins by asking
general questions to assess the younger student’s understanding of the topic; then gradually
moves on to more difficult questions.
Strategy 6: Relate learning with daily experience Relating a topic you are teaching to your students’
daily lives, traditions, and culture helps them understand a concept more clearly than any other
mode of teaching. You may therefore want to enhance the curriculum by supplementing it with
additional activities and learning tools which relate directly to the local environment.
ASSESSING LEARNING AND TEACHING PERFORMANCE IN MULTI-GRADE CLASSES



One of the roles which a multigrade teacher must carry out is to monitor the progress of pupils
learning so as to ensure quality of education.
It requires teachers to determine the educational levels of pupils when they first enter schooling,
during the school year and at the end of the school year.
Therefore assessment should be considered a continuous and integral part of the teaching
process.
TYPES OF ASSESSMENTS
1. Entrance test
 Entrance tests are usually conducted at the beginning of the schooling process.
 The purpose of these entrance tests is to determine exactly the educational situation of
each pupil.
 tests results will assist the teacher to identify the particular stage within each grade that
individual pupils have attained and therefore help the teacher to provide appropriate
individual instruction.
2. Regular assessment
 Regular assessment is carried out for the same purpose as those described above but is
administered routinely through the school year.
 assessment may be carried out daily, weekly or monthly.
 The frequency of such testing will be determined by the purpose for which it was designed.
3. Periodic assessment
 Periodic assessment is often used for specific purpose, such as determining if pupils have
understood a particular topic which has just been completed.
 assessment include: short test, topic tests and the use of homework.
4. Self- assessment and Peer- assessment
 It is often possible to ask pupils to assess their own work or the work of their peer group.
Alternatively, older pupils may help the teacher to assess the work of younger pupils.
 It is often the case the learners workbooks are designed for these types of assessment.
 Assessment in a multigrade class is continuously and spread over several years. There is a
continuity over time that multigrade provides.
 A multigrade classroom where continuous progress is encouraged and assessed works
well because every child is unique and has an individual model and timing for growth.
 classroom provides opportunities for children to build progressively on their developing skill
and knowledge base as they work toward the learning results.
 assessment plays an important role in the learning of the students. As teachers, it is our
duty to provide our students with learning experiences that would suit their needs and
promotes effective learning.
 it is also important that these assessments and evaluation do not only focused on giving
numerical marks but rather, they are also an integral part of the learning experience.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES


It is important in the Multigrade classes that you have varied assessments methods in
assessing your learner’s performances and achievements.
It is important that teachers have this habit of reflecting on the effectivity of their instruction,
curriculum, and even teaching approaches
MULTI-GRADE CLASS IN THE USA
Multi grade classes refers to a class that has two or more grade level of children in one classroom.
From 196,037 one-room school to less than 1000 remained in 1980. Then the Multi-grade classes
persists in United State.
Approximately 17 % of 21,000 elementary students were in classrooms that combined grades. In
rural, multi-grade classes may well be much higher.
“Open Education” and Individualized instruction become influential curriculum and instruction
models, that is commonly implemented with multigrade classes. As a result, Multigrade classrooms
received new attention.
In that, numerous studies compared the effectiveness of Multi-grade classes and the regular
classes. In that, they start to work for an open education or multigrade, they trained teachers for
whole classroom instructions and small group instructions.
In 1990, Miller reviewed 13 experimental studies assessing the academic achievement of
Single-grade and the Multi-grade and found out that there is no significant differences between
them.
Today more of the children form United States attend public and single-classrooms because they
have that enough materials to support the education of their learners.
MULTI- GRADE PROGRAM
WHAT IS MULTI-GRADE PROGRAM?
Multigrade is an education method where a teacher conducts classes to primary students of
multiple grade levels in a single classroom.
Its main goal is to improve access to basic education and achieve quality learning outcomesfor
learnersin remote and underserved communities wherein enrolments do not warrant the
establishment of monograde classes because of the small number of enrollees.
It to serve the right of schooaims l age children living in remote, far-flung and disadvantaged areas
in the country.
A class of two or more grades under one teacher in a complete or incomplete elementary school.
WHEN DID IT START?
First mission schools in the Philippines are Multrigrade Classes.
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
Single grade schooling was introduced in the 1900s by the Americans.
Order No. 38, s. 1993, or Improving Access to Elementary Education by Providing Complete Grade
Levels in all Public Elementary Schools through combination and/or Multigrade Classes
DepEd issued Order No. 38, s. 1993, or Improving Access to Elementary Education by Providing
Complete Grade Levels in all Public Elementary Schools through combination and/or Multigrade
Classes
DECS Order No. 96, s. 1997 Policies and Guidelines in the Organization and Operation of MG
Classes.
Since 1993, the Multigrade Program in Philippine Education (MPPE) has significantly contributed to
the DepEd's 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.
MULTI-GRADE PROGRAM IN THE PHILIPPINES
Based on the 2019 A Review of Current Situation and Practices of Multigrade Schools in the
Philippines, there are 8,379 multigrade schools out of the 38,911 public schools in the Philippines.
In Region 7, there are 405 multigrade schools.
“Technical Support to Multigrade Program in Philippine Education” (TS–MPPE) was signed in 2017
to evaluate the effectiveness of the Multigrade Program in Philipppine Education.
It is a tripartite partnership involving the Department of Education, SEAMEO INNOTECH, and
UNICEF.
It aims to
1)review the implementation of the MPPE;
2)develop multigrade schools monitoring and evaluation system; and
3)capacitate multigrade education stakeholders on the effective implementation of the MPPE
Types Of Multigrade Schools
Nature of Classes
1) PURE
2)Mixed
Availability
1) Complete
2) Incomplete
Combination Slide Of Multigrade Schools In The Philippines
1. Vertically Grouped
2. Family Grouped
3. Multi-aged Class
4. Ungraded Class
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)
lOMoARcPSD|18645567
BEED-ELEC: TEACHING MULTI-GRADE CLASSES
In a survey done by Innotech, around 47% of the surveyed schools are mixed and complete.
Thirty-eight percent (38%) are pure and complete. Around 10% are considered pure and
incomplete, while roughly 5% are mixed and incomplete.
The results of the program review are compiled in this report: A Review of the Current Situation and
Practices of Multigrade Schools in the Philippines.
The results will provide an evidence-based collection of information about the current situation of
multigrade education in the Philippines.
In support to the Multigrade Program of Philippine Education (MPPE) Omnibus Policy of the
Department of Education (DepEd) and Commission on Higher Education (CHED), CNU next year
will formally add a three-unit multigrade course in the curriculum of students taking Bachelor of
Elementary Education during the second semester of their 3rd year in college.
1.
2.
3.
4.
5.
Multigrade Demonstration School Projects (MDSP)
DepED-CCFPI Little Red Schoolhouse Project
Pupil Learning Enhance Program (PLEP)
Search for Multigrade Teacher Adviser
Congress on Multigrade Education
Downloaded by Jennilyn Chua (jennilynchua99@gmail.com)