Discuss five good practices in Philippine Multigrade schools that were

cited in the video clip. Present your answer in any graphic organizer
like poster, chart, diagram, etc.
Intro
good practices in Philippine multi-grade schools these case studies of
philippine multi grade schools conducted in 2018 were part of the review of
the multigrade program in philippine education under the project technical
support to multi great program in philippine education the project is the
first to be undertaken under a tripartite agreement among the Department
of Education UNICEF and C mio initech the case studies of good practices
in Philippine multi grade schools aim to look into how multi grade schools
in diverse learning environments are able to deliver quality education to
disadvantaged learners we used classroom observations and focus group
discussions to validate the effectiveness of the multi grade program in
Philippine education as a delivery modality of primary education and to
gather detailed evidence of accomplishments innovations and good
practices of selected well performing multi grade schools benchmarked
with depth and standards here are the good practices we witnessed in the
field

number one use of indigenous peoples education support infrastructure

Hulya an elementary school a fou Gao boolean elementary school is an
upland pure multi grade school in lagoon Ifugao that serves forty seven
learners belonging to the Ayana Ifugao indigenous people the school is
outfitted with what it calls a multi learning center with a reading corner a
computer room courtesy of the depth and computerization program
laboratory and a mini museum students come here during their free time or
use these facilities during class to maximize learning and enjoy their
lessons a young'n costumes practices and symbols used during rituals are
exhibited at the mini Museum to promote ifugao heritage and cultural
awareness among students the council of elders are always being invited to
classes to share a young folklore with the students this teaches students to
respect their ethnicity and be proud of their heritage in this way indigenous
peoples education is integrated in the multi grade education curriculum but
despite having these facilities the school still had to work with the resources
available to them to contextualize these resources and address the needs of
their learners the teachers showed creativity in localizing teaching
materials through visual aids that depict their intangible heritage including
songs and poems in the mother tongue to explain concepts in various
subjects one teacher mentioned but she applies interactive learning
through board work for group activities in science another kind of
innovation evident in the classroom was the use of teacher made
indigenous learning materials like wooden blocks and other real objects the
contextualized alphabet in a young language was also noticeable inside the
kinder grade one and grade two classrooms the teachers also reported that
they have been using reading materials donated by UNICEF they found
these materials effective in improving reading comprehension among
pupils as they were designed developmentally according to students
abilities aside from using educational videos they prepare appropriate
learner materials using manila paper or colored paper to enhance the
pupils understanding of the lessons

number two use of diverse instructional strategies

libero elementary school Zamboanga del Norte noburo elementary school is
a full-fledged multi grade school which has been supported by the Coca
Cola foundations little red schoolhouse program since 1997 through unique
classroom structures the pupils environment is organized to promote
effective learning the seating arrangement of pupils allows for mobility and
convenience during classroom activities that involve approaches like whole
class teaching subject integration appear learning and groupings seating is
arranged by grade level in a back-to-back set up with two blackboards
facing opposite sides used by each grade level there was evidence of
orderliness and system in organizing class activities such as role-playing
individual tasks board work paperwork and group presentations but
teacher gave clear instructions for all the activities and made sure everyone
understood them she encouraged the pupils to participate during class
discussions by asking critical questions the teacher monitored the pupils
outputs kept on pressing the pupils for giving the correct answers and
ended the bass lesson by giving homework libero elementary school uses
diverse instructional strategies aligned with a K to 12 curriculum and based
on pupils needs teacher in charge emma Tioga proudly shared that the
teachers of lahpet all implemented several multi grade teaching strategies
that enable them to address the needs of each people according to their age
interests capacities and capabilities these strategies include subject
grouping miss August said that to finish their daily lessons teachers usually
go beyond the allotted 60-minute contact time for each subject to meet all
the required competencies of the K to 12 curriculum the school adopts
subject grouping Monday Wednesday and Friday are for science and ESP
while Tuesday and Thursday are for English math and other subjects
explicit teaching the teacher mentioned that one of the most effective
teaching practices at libero elementary school is explicit teaching in the
form of guided practice drills reviews motivation and model teaching they
find explicit teaching effective in teaching mathematics using the teacher's
guide from Deb Ed's learning resources portal student worksheets and
other teacher made learning materials for the lower grades the challenge
lies in the use of mother-tongue and explaining math concepts with a
teacher's guide in English and student worksheet in Bisaya the teacher
translates the lessons in the language that would be most understood model
teaching and scaffolding model teaching in Novato elementary school
involves presenting examples while students listen and discuss the sample
topic that is similar to the activity that the students and the teacher will do
together once the concept is mastered by the students the teacher gradually
assumes the role of facilitator and allows the students to work
independently IP education integration another strategy is the integration
of indigenous peoples core values and culture in the lesson the multi-grade
coordinator of San Juan del Norte mentioned that to promote indigenous
peoples education the division encouraged the multi grade teachers to
integrate the core values and cultural practices of the indigenous people in
their lesson plans one example is integrating indigenous organic rice
farming practices in teaching science multi grade teachers tap the elders
from the subhan and tribe to share about their values culture and
traditional practices in class as appropriate for the day's lesson
number three effective use of information and communication technology
in multi grade instructional delivery
ba l elementary school Ilocos Norte in Pongal elementary school teachers
cited the benefits of using ICT in their lessons they were able to download
multigrain materials suited to their lessons from Deb Ed's learning
resources portal and access additional information about their lesson using
the Rachel pie gadget provided by the division instead of spending two to
three hours making visual aids all they needed was a few minutes to search
and download appropriate materials for the lesson objectives this lets them
devote more time teaching the subject the teachers said but using ICT
created more fun and enjoyable learning experiences for the pupils it also
encourages pupils to actively participate in class discussions such that
knowledge retention and pupils interest in the subject matter increased the
multi grade teachers used PowerPoint presentations of the lesson content
and activities the presentation was uploaded to a TV screen during class
discussion which makes the pupils excited about the lesson pupils in the
higher grade levels were given tasks to work on using the netbook and here
the teacher appeared comfortable in using ICT and teaching the teacher
also tried to relate the class activities to learners interests and experiences
resulting in a more interactive exchange we saw this in the use of a web
application that allows the learners to engage with the information from the
teachers Network aside from this a Smart TV multimedia presentations and
the Internet are examples of technology tools that the teacher used for
effective multi grade teaching Montessori inspired teaching and learning
resources the all primary school shall Gao the multi grade classroom of the
whole primary school looks like a Montessori classroom where Apple
teacher made big books supplementary reading materials and other
instructional aids such as cutouts charts and pictures are readily available
to stimulate pupils independent learning and promote collaborative
learning on one side of the classroom is a space where pupils can freely read
alone or play with a variety of manipulative materials this is often used by
the kindergarten pupils who usually come to school early instead of playing
outside the teacher allows the pupils to work with charts or flash cards on
the left side of the room there is a reading space suited to group activity
which has been designed with colorful alphabet floor mats and walls
decorated with bright colored posters and other teacher made resources in
a multi-grade setting it is vital to provide the right physical layout designed
for groupings and flexibility an attractive classroom also creates a
stimulating environment for learning in the old primary school it has
inspired pupils to actively engage in class activities and discussions the first
graders appeared to enjoy role-playing while the second graders focused on
practicing their writing skills the research team also noted that the pupils
got along well with each other and had no trouble following the teacher's
instructions in every activity overall the teacher conduct of the lesson and
learning activities smoothly aided by a conducive learning milieu and
copious resources aside from the textbooks from deb IDI the fascinating
objects attractive letter displays handmade flashcards and visual aids
interesting reading corner with information bits bright colored posters were
made available to enhance the pupils learning experiences and for a child to
appreciate learning these handmade teaching and learning materials were
beautifully made by the teacher and the parents other learning and teaching
materials present in the school are the projector this science and math
equipment table balance a speaker and a printer

number five differentiated instruction in a multi grade classroom

nabob Barrera elementary school camelina sewer the multi grade teachers
of Naboo Barrera elementary school are notable for their positive outlook
and passion for teaching two teachers shared that during their first few
weeks as new multi grade teachers handling combination or multi grade
classes was extremely challenging they constantly looked for professional
development opportunities and sought technical assistance from multi
grade experts in the district and the offices this is how they learned the craft
on the job with a right perspective they realized that they can teach
combination or multi grade classes using differentiated instructional
strategies and witnessed positive results at the same time in the combined
kindergarten grades one into multi grade class in a Barrera elementary
school teacher lilybeth Bobble demonstrated effective multi grade teaching
strategies centered on differentiated instruction the small combination
class size of around 12 pupils made it easy to manage the activities for the
day she started the day's lesson through a motivational song using their
mother-tongue with the first grade readers facing one side of the room
where minors were given on how to properly listen as they were left to view
a video titled Cebu boy Athamas sea fog neva boiled from a laptop the first
graders knew how to operate the laptop by themselves so they were able to
watch the video twice while waiting for further instructions from the
teacher this activity allowed miss bubble to introduce to the second graders
a new lesson on the different parts of the school using a chart and singing a
rap song called escuela Han the teacher modeled how to read each line in
rinconada before the whole class oral recitation after singing the rap song
as a springboard for the grade two lesson they discussed the message of the
song and an individual activity asking pupils to identify and describe the
different parts of the school was given a seat work meanwhile the teacher
went back to the first graders to discuss the story from the video and
connected it to the pupils lives the pupils were then tuned in to the story for
the day called seeing goloka thump Lunetta vaska's motivation was done
through word associations with a title after which Miss babble read the
story as she flashed the pages of the big book after this an individual seat
work was given to the first graders before the explicit instruction on
superlative and comparative forms of adjectives in the mother tongue was
done with the second graders charts graphic organizers and pictures were
used in the lesson and tasks were done in groups or pairs waiting activities
were also evident as the first graders read the big books of their choice such
self-directed learning is important in multi grade settings to make pupils
productive on their own in some miss Bob Boyle was able to balance both
independent and cooperative learning among the pupils using diverse
instructional technologies and differentiated activities according to grade-
level also peer groupings and lesson content were suitable to pupils varying
abilities the carefully planned activities and strategic management of grade
levels clearly assisted in achieving the target learning competencies for the
day in the focus group discussion the teachers said that their good practices
revolved around the following well-established class routines good time
management instruction that varies at the level of the pupils aided by
baseline data positive outlook and resourcefulness of teachers and
teamwork among teachers
number six traditional non-traditional and innovative learning
assessment approaches
yoneyama an elementary school laid them the multi grade teachers of unit
yeomen elementary school used varied assessment activities for grade
level to enhance their pupils content mastery they said they used paper
and pencil type quiz standardized test worksheets for seat work
assignment project output board work and group work as examples of
traditional type of assessment among the alternative assessment methods
they applied more actual performance or demonstration portfolio
assessment teacher observation teacher checklist and analysis of pupils
outputs some of the innovative assessment approaches considered as
good practice by the school where the use of peer to peer feedback where
one grade level assesses the lower level and the use of rubrics for group
presentation and games using local materials during the classroom
observation both multi grade teachers used varied assessment activities
for grade level to enhance their content mastery for teacher Sesana who
handles grades one and two individual recitation was usually done every
morning to develop the pupils reading skills she gave the pupils the
opportunity to recite as a group and explain how they came up with a
correct answer on the other hand teachers Susan who handles grade five
and six had integrated fun games in her lessons and conducted more
group activities where pupils were trained on the values of teamwork in
order to present a good output evening home visits as enrichment activity
one of the seasoned teachers of unity on elementary school is a local
resident and a pioneer teacher of the school though all school teachers
were reported to exhibit a high level of commitment to teaching those who
live within the community show Morken learn to improve pupils
performance through monitoring giving remedial and enrichment
activities and extending hours in the afternoon to teach even the pupils
parents on proper pronunciation so they can help their children when
reading at home teacher susanna shared that she conducted daily
synchronized reading lessons for her grades 1 & 2 pupils from 1 o'clock to
1:30 in the afternoon to improve their reading and comprehension skills
she was tagged as an advocacy expert in reading because
she implemented a policy that no child can be promoted to the next level
unless he or she is able to read at the end of the school year before being
promoted to grade 2 teacher Suzanna usually goes around the community
in the evening to check if pupils are practicing their reading skills the next
day in class she would call the attention of pupils who didn't practice
reading at home teacher Suzanna was known as the pillar of education at
guinea Beulah elementary school because all children went through her
tutelage in grades 1 into

number 7 effective instructional leadership

From the school's division m1 Elementary School will hold a one
elementary school described its instructional leadership as visionary and
always looking for something better that would benefit the school's the
school's division of Bohol has a technical working group for the multi
grade program composed of six public schools District supervisors five
school principals and one division education program supervisor the
group leads the formulation of policies and conduct meetings program
reviews and trainings on multi grade education within the school's
division to ensure the quality of multi-grade teaching and delivery the
technical working group was instrumental in conducting critical activities
like coming up with a division multi-grade daily lesson logs and multi
grade daily lesson plans even before the central offices efforts to develop
the teach learn package m1 elementary school recognizes the usefulness
and relevance of the resources developed especially when these were used
in conjunction with the central office versions considering that while
schools division has 290 multi grade schools such initiative highlights the
importance that it Accords multi grade teaching the be whole schools
division also organizes capacity-building activities for multi grade schools
under its jurisdiction in 2017 the school's division held a number of
training workshops for district supervisors had teachers and teachers
handling multi grade program the previous head teacher was also able to
join the training workshop on budget of work for multi grade teaching and
enhancement training on differentiated instruction
number eight inspiring multi grade learners to dream big Sun one
elementary school oriental mindoro Sun one elementary school is a
complete multi grade school in the district of bulla laka oriental mindoro
it employs one locally funded kindergarten teacher and three permanent
teachers handling combination classes despite the current state of the
school and the challenges they face every day all teachers believe that an
effective multi grade teacher should nurture passion and determination as
they go through their daily tasks during the focus group discussion all
multi grade teachers share that they challenge their learners to dream big
they shared stories of perseverance of their graduates to motivate their
current students to attend school regularly and study well their students
eagerness to go to school despite the distance from their homes also
inspire these multi grade teachers to give their best as they teach they
inspire their students to dream beyond selling charcoal which is a
common livelihood in the one of the teachers said joy is their reward when
their students say that they aspire to become teachers one day while the
challenges of these teachers define their multi-grade experience these
challenges also push them to exemplify good teaching practices given
their circumstances it's not quite easy to be in the best spirits to come to
school and teach with passion but they do inclusion of all learners of all
backgrounds is evident in the practices of the school no wonder the
collaborative efforts of the school the community and the local
government in multi grade instruction delivery aren't gradually paying off
send one elementary school currently boasts a number of graduates with
college diplomas and living in better economic circumstances teacher
Michele Tom Bowen is one of them now a multi-grade teacher of Sun one
elementary school handling grades three and four number nine
contextualized teaching and learning are 1a elementary school sama in an
island community as small as an iguana in Dharamsala our one
elementary school a pure multi grade school serves the village in
multitudes of ways it educates their children and in times of calamity it
becomes a refuge for evacuees it has also become a clinic and a
community meeting place all community gatherings are held within the
vicinity of the school these experiences fostered a feeling of ownership
from the community it is in the same vein but the school prefers to hire
teachers from the locality as observed by the samba schools Division multi
grade coordinator the performance of students increased when their
teachers come from within the community he reported that a teacher who
hails from the same community evidently shows a deeper commitment to
serve and improve the multi grade school one teacher even paid for
improvements of wall murals in her classroom sports equipment and
training fees of the school's athletes the Ottawa elementary school
teachers said they wanted to dedicate the remainder of their service to the
school rather than transferred to schools in return municipalities
contextualized learning resources and instructional delivery various
contextualization approaches were employed by the teachers for one they
effectively used local resources to augment the needed learning materials
to ensure a more experienced alerting the socio-economic and
environmental background of the community is strongly evident in their
contextualized materials these quality instructional materials trace back
to the long experience of these teachers in using the guidelines of
contextualization and the trainings they have attended like the multi
grade summer program of Beth Eadie Bureau of learning delivery in the
art class under mapa of miss Jenny sanon the pupils were asked to mold
human shapes out of clay their models had to have a torso a head and four
limbs instead of buying modeling clay from stores missy sanon brought a
basin of moist soil from the schoolyard she then gave the pupils two
handfuls each for their clay work the use of soil in the art class activity is
an example of how localization helps enhance on learning of pupils by
substituting materials prescribed by the budget of work with those that
can be sourced locally this also relieved the pupils from the costs of
commercial materials for school activities missy Sonnen was also adept in
localizing stories and concepts that help pupils better understand the less
as shown in her mother tongue subject integrated with disaster risk
reduction she shared self-made stories about common environmental
problems in their community such as typhoons and tidal waves pictures of
the effects of typhoons the pupils were familiar with were also shown she
used these stories in the reading comprehension exercises for her grades
one in two class a master teacher from the school district also
wrote a story book called riches of Durham with the help of the district
supervisor the story book is an anthology of folklore myths and other oral
literature indigenous to the town of Durham

number 10 open-door policy

between school and parents Katipunan elementary school shall Gao as
reported in the school improvement plan and is validated by the school
head Katipunan elementary school greatly valued parental support and
recognized the importance of their role in pupils learning the school has
an open-door policy to talk to parents and establish a harmonious
relationship with them as a foundation for developing school home and
community partnership the parent-teacher Association was actively
engaged in school affairs and shared responsibility for developing their
children as lifelong learners parents would come to school to help clean
and improve the classrooms and school surroundings every first Friday of
the month they would visit the school and volunteer to help the teachers
in any kind of tasks the landscaping project was a concrete proof of the
parents willingness to lend their hands without expecting anything in
return even parents working abroad were able to help this school through
cash donations the school had archivo CEO proudly commended the
participation of parents in different school programs such as regatta
escuela tree planting annual PTCA assembly and the town's founding Day
celebration most parents also participated during annual celebrations
of the nutrition month ninguna weeks and arts month other co-curricular
activities were joined by parents whose child represented the school in
athletic meet Activities Boy Scout and Girl Scout activities district math
fair and Science Fair aside from their quarterly meetings the PTA also
held meetings at the residence of officers when important school issues
needed to be discussed other parents said that they were happy with their
children's academic and extracurricular achievements in school they were
very proud that despite being in a multi rate school their children were
able to participate in different district and division competitions a teacher
said with Katipunan elementary school and the parents felt proud every
time their pupils bring home medals and plaques of recognition
number 11 strong
school and community linkages gubelman
Doolin primary school bonk ow owie owie gubelman Doolin primary
school situated along the low-lying hills of barangay Minh Doolin Bongo
tawi-tawi proved to have strong community linkages and parental support
since it was founded as an annex school in 2014 ba-bang ba-bang or the
by Alliant spirit through the collaborative efforts of the teachers barangay
officials parents and the entire community in school activities created the
positive perception that the school's multi-grade instructional delivery is
effective despite insufficient teaching and learning resources in the school
during the focus group discussions with parents and community members
they reported that three parents stepped up as volunteer teachers other
parents served as teaching aides and if the multi grade teachers were
unable to report on some days they also delivered the lessons for the day
even without teaching license these volunteer teachers who were
education degree holders have shown passion and dedication in helping
deliver education to their communities learners another community
member said that they work together to make school activities successful
one example was during a school competition where the button guy
captain allowed the school to use his own passenger GP to transport the
teachers and students to the venue while other parents donated cash for
food expenses during the competition support from the local government
was also evident according to the button guy counselor the former mayor
of fungal donated the lot where the school was established the school
construction was funded by the government through the ARMM social
fund that targeted beneficiaries from disadvantaged and conflict-affected
communities in far-flung areas of the region as we have seen in all these
cases Philippine multi grade schools do try to innovate in their practice
when faced with a complex and demanding nature of teaching a range
of grade levels in the same space but these schools continue to believe that
multi grade schooling in poor and remote areas can lift participation and
student achievement in a cost-effective way