CHAPTER 1 HISTORY, NATURE AND STATUS OF
MULTIGRADE PROGRAM
B. ROLES OF A MULTIGRADE TEACHER
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RESEARCHERMultigrade
teachers
must
understand the needs of their communities and
conduct research on affective strategies and
techniques to promote student engagement and
achievement.
FACILITATOR- Teachers must be familiar with their
students’ experiences and needs to effectively
facilitate learning in a multigrade classroom, where
students have diverse backgrounds and learning
styles.
COMMUNITY LIAISON- Multigrade teachers often
play a vital role in their communities, serving as
resource persons and connecting with local
stakeholders to support student learning.
SOCIAL WORKER/COUNSELOR- Multigrade
teachers provide social and emotional support to
students and their families, addressing challenges
and promoting well-being within the school
community.
EVALUATOR- The teacher ensures a good
standard of education by keeping track of the
learning of the students.
MATERIAL
DESIGNERTeacher
designs
instructional materials suitable for the learners in a
multigrade classroom.
FINANCIAL SUPERVISOR- Multigrade teachers
are also considered a financial supervisor as she/he
manages the school’s finances
PARENT TRAINER- The teacher also acts as
parent trainer as she/he trains volunteer-parents
who help facilitate the classroom
SURROGATE PARENT- Multigrade teachers often
become surrogate parents to the pupils as the
atmosphere is more like that of a home in a
multigrade classroom.
LESSON 1
A. HISTORY OF MULTIGRADE CLASSES
Multigrade classes, where students of various
ages and abilities learn together, have a rich history dating
back to the 1800s. In the early days of education, oneroom schools were the norm, with students of all grades
learning as a single class. This practice was prevalent in
both North America and Europe, with the first government
schools adopting this model. However, the industrial
revolution and rapid urbanization led to the development
of graded school systems, which became the dominant
model for organizing students. Despite this shift,
multigrade classes have remained an essential structure,
particularly in remote areas. (Brunswic and Valerien,
2004)
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THE RISE OF MULTIGRADE CLASSES
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EARLY ONE-ROOM SCHOOLS- In the 1800s, oneroom schools were the primary form of education,
with students of a ages learning together in a single
classroom. This model was prevalent in both North
America and Europe, with the first government
schools adopting this approach.
GRADED SCHOOL SYSTEMS- The industrial
revolution and rapid urbanization led to the
development of graded school systems, which
became the dominant model for organizing
students. This shift was driven by the need to
classify and manage the increasing number of
students
PERSISTENCE OF MULTIGRADE CLASSESDespite the emergence of graded school systems,
multigrade classes have remained an essential
structure, particularly in remote areas, where limited
resources and student populations necessitate this
approach.
REASONS FOR MULTIGRADE CLASSES
Little A. (2004) identify the following conditions
where multigrade teaching arises:
1.
2.
3.
4.
5.
Schools with Low Population
Classrooms are distributed at various locations
Decline of the number of students
Children go to more popular schools
The number of students exceeds official class
size requirements, causing students to require
levels to be combined. from different grade
6. Less deployment of teachers
7. Pedagogical purposes
SEAMEO-INNOTECH (“Quality Indicators of Multigrade
Instruction in Southeast Asia”, 2012) identified the
following reasons why Multigrade classes exist:
1. The provision of complete education or access to
services in rural, thinly populated areas
2. Declining populations of students in small towns and
villages in European countries
3. Budgetary and manpower constraints made them
unable to create and sustain full-fledged schools
4. Geographical characteristics of countries are affected
by limited student populations of inaccessibility.
5. Commitment to fulfill certain international and national
obligations.
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C. BASES OF THE MULTIGRADE PROGRAM IN THE
PHILIPPINES
The implementation of the multigrade program in
the Philippines is based on a legal statute as well as
national and international policies. The bases of
implementation are the following:
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PHILIPPINE CONSTITUTION
o Article XIV of the 1987 Philippine Constitution
states that
- Section 1 "The state shall protect and promote
the right of all citizens to quality education at all
levels and shall take appropriate steps to make
education accessible to all.
- Section 2.1 "The state shall, establish, maintain
and support a complete, adequate and Integrated
system of education relevant to the needs of the
people and society
DEPARTMENT OF EDUCATION MEMORANDA
In DO. 996 1997, the following guidelines were
stipulated with regard to Multigrade Classes (MG)”
-
-
protect and promote the rights of all citizens to
accessible quality education at all levels
complete six (6) grade levels to children in the
remote barangays
a multigrade class is defined as a class of 2 or
more grades under one teacher in a complete or
incomplete elementary school
the class sure is 8 to 35 pupils, (v) construction of
3-room school building for MO classes.
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Classroom layout should provide for grouping or
regrouping the provision of textbooks and other
resources,
allocating teacher items and or assigning
teachers in multigrade classes
providing support, welfare and incentive
programs for multigrade teachers.
INTERNATIONAL
INITIATIVESInternational
initiatives, such as Education for All (EFA), the
Millennium Development Goals (MDGs), and the
Sustainable Development Goals (SDGs), support the
creation of multigrade schools to expand access to
quality education for all children.
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D.
UNDERPINNING
PHILOSOPHIES
PRINCIPLES OF MULTIGRADE TEACHING

EDUCATION FOR ALL (EFA)
GLOBAL COMMITMENT- UNESCO's commitment
to Education for All (EFA) emphasizes the
importance of providing full and equal opportunities
for education to all individuals, regardless of their
background or location.
UNIVERSAL RIGHT TO EDUCATION - Article 26
of the 1948 Universal Declaration of Human Rights
states that. "Everyone has the right to education.
Education shall be free at least in the elementary
and fundamental stages.
FOCUS ON EQUITY- EFA goals aim to ensure that
all children, particularly girls, children in difficult
circumstances, and those belonging to ethnic
minorities, have access to and complete quality
primary education.
QUALITY
LEARNING
OUTCOMESEFA
emphasizes the importance of achieving recognized
and measurable learning outcomes in literacy,
numeracy, and life skills, ensuring that all students
acquire essential knowledge and skills.
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C. BASES OF THE MULTIGRADE PROGRAM IN THE
PHILIPPINES (INTERNATIONAL INITIATIVES)
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STUDENT-CENTERED LEARNING- Constructivist
educators believe that learning is a process of
constructing meaning through active engagement
and interaction with the environment. This approach
emphasizes student centered learning where
students are actively involved in their own learning
process.
COLLABORATIVE
KNOWLEDGE
BUILDINGConstructivist theory emphasizes the importance of
social interaction and collaboration in learning.
Multigrade teaching provides opportunities for
students to learn from each other through peer
tutoring, group work, and shared experiences.
DIFFERENTIATED INSTRUCTION- Constructivist
principles advocate for differentiated instruction,
where teachers tailor their teaching strategies and
assessments to meet the diverse needs and learning
styles of their students.
PRINCIPLES OF MULTIGRADE TEACHING
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MILLENNIUM DEVELOPMENT GOALS
1. (MDGs) MDG 2: Universal Primary Education the
Millennium Development Goals (MDGs) set out
eight goals for global development, with MDG 2
focusing on achieving universal primary education
for all children.
2. Expanding Access to Education To achieve MDG 2,
countries have implemented various strategies,
including the creation of multigrade classes, to
expand access to education for all children,
particularly in remote and underserved areas.
3. Addressing Educational Disparities Multigrade
classes play a crucial role in addressing educational
disparities by providing learning opportunities for
children who might otherwise be excluded from
formal education.
AND
Constructivist Approach to Multigrade Teaching
C. BASES OF THE MULTIGRADE PROGRAM IN THE
PHILIPPINES (INTERNATIONAL INITIATIVES)
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to all children, regardless of their location or
background.
ADDRESSING EDUCATIONAL INEQUALITIES
TYPE- Multigrade classes play a vital role in
addressing educational inequalities by providing
learning opportunities for children who might
otherwise be excluded from formal education.
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UNIQUENESS OF CHILDREN- Multigrade
teaching recognizes that children are unique
individuals with different strengths, abilities, and
learning styles.
PEER
LEARNINGMultigrade
teaching
encourages peer learning, where students learn
from each other through collaboration,
mentorship, and shared experiences.
EXPERIENTIAL
LEARNINGMultigrade
teaching emphasizes experiential learning,
where students learn best through hands-on
activities, real-world experiences, and practical
applications.
CONDUCIVE LEARNING ENVIRONMENTMultigrade teachers create a conducive learning
environment that fosters collaboration, respect,
and a love of learning for all students.
LESSON 2; STATUS OF MULTIGRADE PROGRAM
Multigrade instruction, a teaching approach
where students of different grade levels are combined in
a single classroom, has gained increasing attention in
various regions, particularly in Southeast Asia. This
approach presents both opportunities and challenges,
requiring
careful
consideration
and
strategic
implementation to ensure effective learning for students.
Practices and Strategies in Implementing Multigrade
Instruction
Sustainable
Development
SUSTAINABLE


Goals
(SDGs)
SDG 4: Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all.
MULTIGRADE
CLASSESContribute
to
achieving SDG 4 by providing quality education
a. Organization Students may be combined by grade
(e.g. in Cambodia and Philippines) or based on their
abilities or achievements (e.g. in Malaysia and
Myanmar) while the quasi-multigrade approach is
used in Timor-Leste.
b. Teaching-learning process- It makes use of
teaching approaches and strategies such as
cooperative learning activities and self- regulated
learning. differentiated instruction and peer tutoring.
c. Learning environments and facilities- These
include setting spacious areas that can accommodate
mixed grade activities, having learning centers and
group task boards.
d. may be used such as prescribed national curricula,
integration a Curricular development and
implementation Varied curricula ex. "jump jump"
approaches, modular curricula, localized curricula
and needs-based curricula.
e. Teaching-learning materials
f. The national government may provide syllabi,
teachers manuals, textbooks, self-instructional and
peer learning modules, and reference materials; or
teachers produce their own teaching-learning
materials.
g. Assessment- Assessment may be done by the
teacher (internal) or by the national government
(external), Assessment can also be diagnostic,
formative or periodic assessment, and selfassessment or peer assessment.
Status of Multigrade Teaching in the Philippines
A three-party partnership with the Department of
Education, SEAMEO-INNOTECH, and UNICEFF in 2017
reviewed the effectiveness of the Multigrade Program for
Education in the Philippines (MPPE). The study disclosed
the following:
a) ). The overall quality of the implementation of MPPE
demonstrates evidence of partial to adequate
compliance of different program components with
existing policies.
b) In the following areas, there was adequate
compliance: organization of the classroom, class
programs, capacity building, and hiring of teachers
and movement of staff.
c) Appropriate classroom organizations have been
implemented in terms of class size and grade
combinations, adherence to appropriate class
schedules, active participation in training programs
and are managed and operated by qualified teaching
staff.
d) The following challenges hinder full compliance with
existing policies: L Combining Kindergarten class with
levels of upper grade; ii. Lack of training in
contextualizing teaching and learning materials,
especially in the absence of MTB-MLE.
i.
Combining Kindergarten class with levels of
upper grade,
ii.
Lack of training in contextualizing teaching
and learning materials, especially in the
absence of MTB-MLE resources
iii.
Lack of multigrade teacher preparation, noninclusion of multigrade teaching in Teacher
Induction Programs prior to multigrade
setting deployment,
iv.
Fast multigrade teacher turnover
e. Partial compliance with the following, namely school
facilities, basic classroom features, teacher
incentives; resources for teaching and learning,
including MTB-MLE resources, and allocation of
funds.
POSITIVE OUTCOMES
MULTIGRADE CLASSES
Positive Outcomes
AND
DRAWBACKS
OF
1. It can develop independent learning.,
2. It makes use of pupil-centered teaching
approaches,
3. Material revision is easier,
4. It increases pupil interaction.
5. students advance at their own pace.
6. It utilizes the concept of monitoring and peer
tutoring:
7. It supports group learning
Drawbacks
1. If multigrade programs are not supported, there is
a possibility of low student achievement in
multigrade schools.
2. Multigrade teaching requires more time and
organizational skills from teachers.
3. Teachers require intensive training with special
emphasis on teaching materials; and
4. Students often have to work independently
ADVANTAGES AND CHALLENGES OF MULTIGRADE
CLASSES
Advantages
1. When the techniques of teaching multigrade classes
are mastered, students in multigrade classes can be
among the high performers
2. Teachers can address various social issues, such as
the promotion of health, agriculture and
microfinance,
3. Low ratio of students to teachers.
4. A chance to have highly individualized teaching, and
5. An opportunity for the students themselves to
develop management, leadership, and cooperative
skills
Challenges
1. In training colleges, the skills needed to handle
students and teach in a multigrade setting are
typically not taught.
2. Teachers are required to know and effectively teach
different subject areas; and
3. In addition to those needed in the particular subject
areas, the teacher is expected to have a variety of
abilities and talents.
SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012) provided suggestions to
overcome the challenges in the Multigrade Instruction in
Southeast Asia
1. Changing Perceptions Among Stakeholders
Challenge: There is lack of recognition, interest in, and
intervention in multigrade instruction by government,
community members, and other stakeholders.
What can be done:
a) Campaign to raise awareness and support among
stakeholders.
b) Present best practices and the advantages of
multigrade teaching with the help of the media
2. Nationaland
Local-Level
Management,
Monitoring, and Evaluation
Challenge: Multigrade schools are not properly
considered in strategic planning, monitoring, and
assessment
What can be done:
a) Consider multigrade classes in educational planning.
B) Incorporate multigrade instruction in teacher education
curriculum
c) Perform daily multigrade monitoring and assessment
of instruction
d). Conduct forums where issues are addressed
3. Learning Environments and Resources
Challenge: Some multigrade classes lack funds and
resources.
What can be done:
a) Organize partners for the construction and
enhancement of environments, buildings, facilities and
materials.
B) Make curricula contextualized and localized.
C) Create a system for teachers and schools to exchange
locally produced multigrade materials
d) Encourage society to support multigrade systems.
4. Instructional Techniques and Teacher Support
Challenge: Multigrade teaching needs to provide
quality instruction.
What can be done
a) Give pre-and in-service training and do inter-school
visits
b) Establish legislation addressing the wages and
working conditions of multigrade educators,
Incentives for multigrade teacher must be given
c) Teacher recruitment based on localization laws and
reassignment should be done only after these years
Conduct capacity building for teachers and
administrators
5. Assessing Student Performance
Challenge: Evaluation does not reflect the
performance of the students, given the unique
circumstances sung teaching
The following steps can be taken
a) National tests provided to assess student
success should understand the learning
background
b) Different modalities of evaluation should be
used.