Ced Dap Beed Gee-Mgc FLP

i
Multigrade Matters This material is for classroom utilization only.

ii
Multigrade Matters
A Flexible Learning Package for
GEE-MGC - Teaching Multigrade Classes
Michelle Sarol Baguinat

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Multigrade Matters
A Flexible Learning Package for
by
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof may not be reproduced or used in
any manner whatsoever without the express written permission of the author except for
the use of brief quotations in a book review.
Page and Cover Design: Paterno Sarol Baguinat III
ISBN:
First Edition:
Published by:
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza St., Sta. Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
jrmsumain.univpres@gmail.com

iv
Course Introduction
GEE-MGC – Teaching Multigrade Classes is a course which aims to equip the

students enrolled in the program Bachelor of Elementary Education with the knowledge
and skills needed in the implementation of multigrade teaching. It deals with the theories,
principles and concepts of multigrade learners and classes, as well as the pedagogical
approaches and contextualized learning environments in which students of different grade
and age levels are grouped for instructions in different school situations.
This course will utilize a Flexible Learning Package (FLP) which consists of course
introduction, course syllabus, learning guide, learning contract, summative assessments,
course requirements, as well as the learning activities and formative assessments that the
students need to accomplish.
The FLP for this course has the following components:
Course Introduction. This presents the overview of the course and the elucidation
of flexible learning package.
Course Syllabus. This communicates the JRMSU’s vision, mission, goals and
objectives, program and course outcomes and guides that students with the intended
learning outcomes, activities, formative assessments, grading system and the course
requirements.
Learning Guide. This encompasses the study schedule which includes activities
and respective dates the students will submit requirements. This also includes classroom
rules and conduct, technology tools to be utilized, feedback mechanism, grading plan and
contact information.
Learning Contract. This contains the terms and conditions of the University in the
implementation of the Flexible Learning System (FLS) the students are encouraged to
follow.
Summative Assessments. This shows the summative assessment plan (SAP) to
achieve the course outcome. The SAP includes the title of assessment, description of the
assessment task, scoring or grading standard and the weight allocation.
Flexible Learning Module. This is the most significant part of the FLP. It is
composed of learning units which purports to achieve the learning outcomes for the course
Preparation of Instructional Materials. Each unit contains a brief introduction, pretest,
module content, learning activities and outcome-based assessment tasks at the end of
every unit.
The author is convinced that the contents of this learning package will be of great
value to prospective elementary teachers so that they may be made aware of the theories
and principles in multigrade teaching and eventually apply these in their future teaching
careers.

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Contents
Page
Cover i
Copyright iii
Course Introduction iv
Course Syllabus vi
Learning Guide 11
Learning Contract 15
Summative Assessment Plan 16
Flexible Learning Module 17
References 113
Rubrics 115
Glossary 123
Answer Key 124
User’s Evaluation Form 125
About the Author 126

Republic of the Philippines
The Premier University in Zamboanga del Norte
Main Campus, Dapitan City 5965
Registration No. 87Q12612
INSTITUTIONAL LEVEL
COLLEGE OF EDUCATION
Program: Bachelor of Elementary Education

College: College of Education
Instructor: Michelle S. Baguinat
Contact Number: +639300774431
COURSE SYLLABUS
Pre-requisite: Course Code GEE-MGC Date & Time:

Unit Credit: 3 units Course Title Room:
Teaching Multigrade Classes
No. of Hours: 54 hours Consultation Hours:
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just
PHILOSOPHY
and humane society.
VISION A dynamic and diverse internationally recognized University.
Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along research,
MISSION instruction, production, and extension. It commits itself to provide advanced professional, technical and
technopreneurial training with the aim of producing highly competent, innovative, and self-renewed individuals.
Jose Rizal Memorial State University focuses on developing graduates with the following attributes:
G- lobally competitive education institution

R-esilent to internal and external risks and hazards
GOALS I-nnovative processes and solutions in research translated to extension engagement
P-artnerships and collaboration with private enterprise, other HEIs, government agencies and alumni
S-ound Financial Management and Participatory Governance
7
Jose Rizal Memorial State University focuses on developing graduates with the following attributes:
• Globally Competitive
GRADUATE ATTRIBUTES OF • Industry-Relevant
ILUSTRADO TRIBE • Effective Communicator
• Innovative
• Service-Driven
COURSE This is a course in implementation of multigrade teaching that deals with the theories, principles and concepts of
multigrade learners and classes. It includes pedagogical approaches and contextualized learning environments in
DESCRIPTION which students of different grade and age levels that are grouped for instructions in different school situations.
PROGRAM OUTCOMES At the end of the program, the students are expected to:
ADDRESSED BY THE • Exhibit in-depth content, pedagogical and technological knowledge in all elementary learning areas
COURSE sensitive to the diversity of learners in a rapidly changing, interconnected world.
• Promote value-based attributes of an elementary teacher in an industry-focused elementary education
that concentrates on both academic and practical skills.
• Manifest effective communication, critical thinking, creativity and collaboration in appropriate situations,
and demonstrate higher order thinking skills in the delivery of instruction among young learners.
• Design and create learning experiences and instructional materials integrating appropriate technology
that promote innovative thinking among young learners.
• Exhibit personal and professional commitment in the delivery of instruction in all learning areas
established in a pattern of reflective learning.
• Manifest a desire to continuously acquire personal growth and improved professional performance
responding to rapidly changing research-based professional practices.
COURSE OUTCOMES At the end of the course, the students are expected to:
• Demonstrate in-depth knowledge and understanding of the theories, principles and concepts of multigrade
learners and classes
• Exhibit knowledge on pedagogical approaches and contextualized learning environment for the different
grade and age levels of learners
• Design assessment tools for multigrade classes
• Implement a lesson employing pedagogical approaches and strategies in multigrade teaching.

Course Learning Outcomes Topics References Learning Learning Formative Summative
Outcomes Activities Materials Assessment Assessment
Demonstrate in- Explain multigrade
depth teaching and its Multigrade Little, W. Research works Module Research on Students
knowledge and fundamental concepts teaching: What is (2004) Multigrade submit
understanding it and Why do it? State their Literature/ education- research
of the theories, Use research collected Collingwood, philosophy research studies both regional synthesis on
principles and from the internet and I. (1991) which illustrates and Multigrade
concepts of text materials to their beliefs on Rubric international education-
multigrade determine the Mathot, G. learning within both regional
learners and advantages and (2001) multigrade and
classes disadvantages of classrooms. international
multigrade classroom UNESCO. and state their
settings – both local (2015) philosophy
and international. which
illustrates their
State your philosophy beliefs on
which illustrates your learning within
beliefs on learning multigrade
within multigrade classrooms
classrooms.
Exhibit Illustrate Pedagogical Collingwood, Literature links Design a Design
knowledge on contextualized learning approaches and I. (1991) learning classroom
pedagogical environment for the contextualized Module center or management
approaches and different grade and age learning Seameo activity plans to be
contextualized levels of learners environment for Innotech. Rubric corner in a used in multi-
learning multigrade (2008) classroom, grade
environment for Design classroom classes Lesson Plan including contexts.
the different management plans to Vincent & Instructional sample These plans
grade and age be used in multi-grade Ley (1999) Material contents of should include
levels of contexts. Managing a development the center routines for
learners multigrade UNESCO. such as both teacher
classroom (2015) activity and students
Distinguish sheets, etc. that support
pedagogical Teaching multi-grade
approaches and effectively in a Make a contexts.
strategies for multigrade lesson plan
multigrade classes setting and
instructional
materials in
a multigrade
context.
9
Design Classify assessment Assessing Mathot, G. Student self- Assessment Design

assessment tools for multigrade learning and (2001) assessment, Tools assessments
tools for classes. teaching Learner logs, based on
multigrade performance in UNESCO. independent Module lesson plans
classes multigrade (2015) and in multi-grade
classes collaborative Rubric classrooms.
student writing
and others.
Implement a Demonstrate lessons Implementing a UNESCO. Demonstration Execute a

lesson applying pedagogical lesson in (2015) video lesson in a
employing approaches and multigrade multigrade
pedagogical strategies for classroom Rubric context.
approaches and multigrade classes.
strategies in
multigrade
teaching.
Suggested References
Collingwood, I. (1991). Multiclass teaching in primary schools: A handbook for teachers in the Pacific. Apia:UNESCO. ISBN-9822250010
Little, W. (2004). Learning and Teaching in Multigrade Settings Angel. Paper prepared for the UNESCO 2005 EFA Monitoring Report
Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000125919
Naparan, Genesis B. and Alinsug, Vivian G., Classroom Strategies of Multigrade Teachers. SSHO-D-20-00615, Available at SSRN:
https://ssrn.com/abstract=3651296 or http://dx.doi.org/10.2139/ssrn.3651296
Sağ, R. (2009). Becoming a Teacher in Multigrade Classes. Electronic Journal of Social Sciences, 8(28), 20–39. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=42849161&site=ehost-live
Seameo Innotech (2008). Profiles of multigrade schools in the Philippines. http//www.seameo-innotech.org
Taole, M. J. (2017). Identifying the Professional Knowledge Base for Multigrade Teaching. Gender & Behaviour, 15(4), 10419–10434.
Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=127653257&site=ehost-live.
The Gambia 's Training Manual on Multi-Grade Teaching (2008). Ministry of Basic & Secondary Education in Collaboration with the Learning
Initiatives for Rural Education. ScholarWorks@UMass Amherst
Teaching in the Multigrade Classroom (2002). Primary and Secondary Teacher Education Project. Australian Agency for International
Development (AusAID) and GRM International.
Vincent & Ley (1999). The Multigrade Classroom: A Resource Handbook For Small, Rural Schools. Northwest Regional Educational
Laboratory.Portland, Oregon 97204
UNESCO.(2015). Practical Tips for Teaching Multigrade Classes.place de Fontenoy, 75352 Paris 07 SP, France.
(http://www.unesco.org/open-access/terms-use-ccbysa-en).

10
Grading Plan
The term grade is computed using the formula:
40% - Performance (Learning Activities)

30% - Major Requirements (Summative Assessment)
30% - Formative Assessment (Unit Assessment)
Midterm Grade = 100% of Midterm Grade
Final Grade = 50% of Midterm Grade + 50% of the Final Term Grade.
Classroom Rules of Conduct
1. Course requirements must be submitted as scheduled.

2. Assignments must be done religiously. Plagiarism is strictly prohibited. Properly cite sources. Be aware that plagiarism in the course
would not only include using another’s words but another’s specific intellectual post in social media.
3. All students should feel free to talk to the instructor face-to-face through media during office hours.
4. Academic accommodations are available for students with special needs. Students with special needs should schedule an appointment
with the instructor early in the semester to discuss due accommodation.
Prepared by: Noted by: Noted by: Recommending Approval: Approved/Disapproved:
MICHELLE S. BAGUINAT DENNIS A. MAGHANOY, EdD JOJI T. RECAMARA, EMD DAYLINDA LUZ R. LAPUT, PhD ALICE MAE M. ARBON, PhD
Instructor Program Head, BEED Associate Dean, CED Campus Administrator VPAA
Date: November, 2020 Date: Date: Date: Date:
Date Revised: November ,2020

Learning Guide
The key to successfully finish this material lies in your perseverance to sincerely
and honestly perform the learning activities and accomplish the assessments. This flexible
learning package is developed with the aim to aid your learning for this course. Aside from
meeting the content and performance standards of this course in performing all the
learning activities and assessments, you will be able to learn the skills and values which
are needed in achieving the future skills and the graduate attributes to become globally
competitive individuals.
Classroom Rules and Conduct

The following are the house rules which will help you to be successfully finish the
course:
1. Schedule and manage your time to read and understand every component of
this learning package.
2. Study on how you can manage to perform all the learning activities in
consideration with your resources and accessibility to technology. Do not ask
questions that are already answered in the guide.
3. If you did not understand the readings and the other tasks, read again. If there
are still clarifications and questions, feel free to reach me through the contact
information indicated in this guide.
4. Do not procrastinate. As much as possible, follow the time table.
5. Read and understand the assessment and technology tools as indicated in the
directions in every assessment or activity.
6. Before the end of the midterms, you will be tasked to send back the material
through the pigeon boxes in your department. For online learners, you will
submit your output and other tasks in the google classroom. While waiting for
my feedback of your accomplished module, you may continue on
accomplishing the tasks in the succeeding units that are scheduled for the
finals.
7. Most importantly, you are the learner; thus, you do all the tasks in your own.
You may ask assistance and guidance from your parents, siblings or friends,
but all the activities shall be performed by you alone.
8. Course requirements must be submitted as to schedule.
9. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would
include not only using another’s words, but another’s specific intellectual posts
in social media. Assignments must be done independently and without
reference to another student’s work. Any outside sources used in completing
an assignment, including internet references must be fully cited on any
homework assignment or exercise.
10. All students should feel free to talk to the instructor face-to-face or through
media during office hours.
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11. Academic accommodations are available for students with special needs.
12. Students with special needs should schedule an appointment with the
instructor early in the semester to discuss any accommodations for this course.
Study Schedule
Refer to the following table for study activities and their suggested schedule.
Week Unit Title Activities
February 15-19, Orientation Flexible learning system orientation

2021
February 22- Multigrade teaching: Students submit research synthesis on

March 5, 2021 What is it and Why do it? Multigrade education- both regional and
international and state their philosophy
which illustrates their beliefs on
learning within multigrade classrooms
March 8 - 19, Pedagogical approaches Read concepts on Instructional

2021 and contextualized approaches and strategies and design
learning environment for instructional management plans to be
multigrade classes used in multi-grade contexts. These
plans should include routines for both
teacher and students that support
Managing a Multigrade multigrade contexts.
Classroom
March 22 - April Teaching effectively in a Examine existing multigrade LPs and

9, 2021 multigrade setting eventually create lesson plans and
instructional materials in a multigrade
context.
April 16, 2021 Midterm Examination E-Portfolio Evaluation
April 19 – 30, Assessing learning and After grasping the concepts on

2021 teaching performance in assessment strategies for multigrade,
multigrade classes you will create assessment tools for
assessing learning in multigrade
classes.
May 3 – 19, Implementing a lesson in Students, assuming the role of an

2021 multigrade classroom elementary teacher, execute a lesson
in a multigrade class in a digital format.
May 21, 2021 Final Examination E-Portfolio Evaluation

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Evaluation
To pass the course, you must observe the following:
1. Read the course module and answer the pretest, learning and self-assessment
activities.
2. Write your thoughts and suggestions in the comment boxes.
3. Perform all the learning activities.
4. Accomplish the assessments.
5. Submit the course requirements.
6. Perform the Midterm and Final Assessments.
Technology Tools
In order to perform all the learning activities and accomplish the assessments, you
will need word processing and presentation software applications. These are applications
that are available in your desktop or laptop that will not require internet connection. All
materials and activities that will involve reporting, blogging and vlogging, and any that will
require net-based technology tools will be saved in either the CD or flash drive. These
materials will be submitted through the pigeon boxes. For online learners, materials will
be uploaded in google classroom.
Feedback Modality and Communication Mechanisms

Feedback system will be facilitated through messenger chat or text messaging via
phone. If you need to call, send me a message first and wait for me to respond. You may
also send your clarifications and questions through the google classroom as one of the
learning portals.

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Grading Plan
The term grade is computed using the formula:

40% - Performance (Learning activities)
30% - Major Requirements (Summative Assessment)
30% - Formative Assessment (Unit Assessment)
Midterm Grade = 100% of Midterm Grade

Final Grade = 50% of Midterm Grade + 50% of the Final Term Grade.
Contact Information
Person/Office Email address/ Facebook Account Mobile Phone

Number
Instructor Michelle S. Baguinat Smart/TNT

+639300774431
Email address:
michellebaguinat@jrmsu.edu.ph Globe/ TM
+639555867608
Facebook Account:
https://www.facebook.com/mitchai.baguinat/
IMDO jmcantina@jrmsu.edu.h +639399168104

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LEARNING CONTRACT
By signing this learning agreement, I commit to the following terms and conditions of Jose
Rizal Memorial State University in the implementation of Flexible Learning System.
Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of
COVID, specifically to stay home, to observe physical distancing and the use of
face masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary
learning activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less
risky place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and the
learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two
weeks.
8. That I shall not reproduce or publish any part of the learning package content
without the written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.

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Summative Assessment Plan
This document presents the summative assessment strategies appropriate to achieving

the course outcomes. The following summative assessments used to evaluate student learning,
skill acquisition, and academic achievement at the end of a course or a semester.
Course Title: Teaching Multigrade Classes

SY/Sem: 2020 – 2021
Course Code: GEE-MGC
Second Semester
Weight
Scoring/
Title of (%) in
No Course Outcomes Description Grading
Assessment Final
Standard
Grade
Students submit
Demonstrate in-depth research synthesis on
knowledge and Multigrade education-
understanding of the theories, Performance both regional and
1 principles and concepts of based international and state Rubric
multigrade learners and assessment their philosophy which
classes illustrates their beliefs
on learning within
multigrade classrooms.
30%
Students design
Exhibit knowledge on instructional
pedagogical approaches and management plans to
contextualized learning Performance be used in multi-grade
2 environment for the different based contexts. These plans Rubric
grade and age levels of assessment should include routines
learners for both teacher and
students that support
multigrade contexts.
Students create
Performance
Design assessment tools for assessment tools for
3 based Rubric
multigrade classes assessing learning in
assessment
multigrade classes.
This assessment
Performance
measures the 30%
Implement a lesson based
knowledge and
employing pedagogical assessment
4 competence of Rubric
approaches and strategies in
students in executing a
multigrade teaching. Demonstration
lesson in a multigrade
teaching
class.
Prepared by Michelle Sarol Baguinat

College/Department: CED

17

18
Multigrade Matters
A Flexible Learning Module in

19
Multigrade Matters
A Flexible Learning Module in
by
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof may not be reproduced or used in
any manner whatsoever without the express written permission of the author except for
the use of brief quotations in a book review.
Page and Cover Design: Paterno S. Baguinat III
ISBN:
First Edition:
Published by:

Gov. Guading Adaza St., Sta. Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
jrmsumain.univpres@gmail.com

20
Preface
Teaching multigrade classes – in which two or more grades are taught together –
is very challenging. Hence, there is a need for would-be teachers to become familiar with
the whats, whys and hows of multigrade teaching.
This module titled “Multigrade Matters” is primarily written for would-be

elementary teachers which provides knowledge and skills in the implementation of
multigrade teaching that deals with the theories, principles and concepts of multigrade
learners and classes. It includes pedagogical approaches and contextualized learning
environments in which students of different grade and age levels that are grouped for
instructions in different school situations.
This module is composed of five (5) units. It has the following major components:
Short introduction. This presents brief generalization and salient point or view of
the unit.
Learning Outcomes. These are the target skills or competence that you are
expected to demonstrate at the end of the unit.
Pretest. This is a diagnostic assessment which measures prior knowledge or

readiness.
Content. This is a comprehensive discussion of topics that would help you

progress in the course acquire the target competence. Figures, tables and illustrations are
also provided to help you visualize various concepts.
Learning Activities. Activities that need to be accomplished; and other performance

tasks compose this part.
Assessment. This part intends to evaluate whether or not you acquire the intended
learning outcome.
Rubrics are also included in this module. These will help you reflect and self-
evaluate as you perform the learning activities or demonstrate the assessment tasks.
Now, are you ready to learn? Explore now and rationalize why multigrade really
matters!

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Acknowledgment
This learning module would not have been possible without the constant
encouragement, support and guidance of the following people:
The Jose Rizal Memorial State University Administration spearheaded by the
dynamic University President, Dr. Daylinda Luz R. Laput; Dr. Alice Mae M. Arbon, OIC-
Vice President for Academic Affairs; the Flexible Learning System (FLS) Committee led
by Prof. Jovito Anito; for their indefatigable efforts and dedication in making this Flexible
Learning System possible;
Dr. Rogelio A. Murro, College of Education (CED) System Dean, for his support
and guidance to the CED faculty of the university;
Dr. Joji T. Recamara, the CED Associate Dean, for continuously empowering the
faculty of the College of Education – Main Campus towards the completion of this learning
module; for the optimism and belief that everything is going to be fine;
Dr. Dennis A. Maghanoy, BEED Chairperson, for the valuable insights and
constructive comments which are of great help in the making of this module;
Baby Kitosh and JG, for the daily inspiration which keeps her motivated to always
strive hard and keep on looking at the brighter side of things every single day;
Nanay and Tatay, for the prayers, wise advice and compassionate ear which keep
her spirit up;
Siblings Patty, Ate Neyums, Baruth, Badang and Jamesh, nieces, nephews,
cousins and friends, for the patient support and happy distractions which give her comforts
and make her feel at ease;
Finally, the Omnipotent God for the gift of love and wisdom, for the overflowing
blessings and grace, which allow the author to keep going and be on track.
She is forever indebted to all of you.

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Table of Contents
Title Page
Copyright Page
Introduction
Preface
Acknowledgment
Page
Midterm Coverage
Unit 1. Multigrade teaching: What is it and Why do it? 22
Unit 2. Pedagogical approaches and contextualized learning
environment for multigrade classes 46
Finals Coverage
Unit 4. Assessing learning and teaching performance in
multigrade classes 83
Unit 5. Implementing a lesson in multigrade classroom 91
References 11
Rubrics 115
Glossary 123
Answer Key 124
User’s Evaluation Form 125
About the Author 126

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Multigrade teaching:
What is it and Why do it?
It is important from the beginning to establish a common understanding of what

multigrade teaching is, and what it encompasses.
This unit attempts to provide a broad introduction to the term ‘multigrade

teaching’. You will discover many different viewpoints and fundamental concepts of
multigrade teaching specially the multigrade learners in a multigrade class.
Learning Outcomes
At the end of this unit, you are expected to demonstrate in-depth knowledge
and understanding of the theories, principles and concepts of multigrade learners and
classes.
Specifically, you must be able to:
• Explain multigrade teaching and its fundamental concepts
• Use research collected from the internet and text materials to determine the
advantages and disadvantages of multigrade classroom settings – both local
and international.
• State your philosophy which illustrates your beliefs on learning within
multigrade classrooms.
Pretest
Write! Before you read on the content of this Unit, write down what you
understand about multigrade teaching. Try to write your own definition and
what you know about teaching and learning in the multigrade classroom.
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Reflect. How might the following be different in a multigrade classroom? Share your
thoughts below.
• the way students work
• the teacher’s program
• responsibility for teaching and learning
• physical arrangements
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Thank you for doing the activity. Your answers and reflections will help
you learn further what multigrade teaching is and why do it.
The next section shows the content of this unit. It contains vital
information of the topics based on the learning outcome. Please read the
content thoroughly.
Content
Multigrade teaching: An overview
Multigrade teaching is a common phenomenon in many educational environments.

It is a strategy that used in both developed and developing countries to optimize teacher
usage and resource allocation. For many rural educators, multigrade instruction is not an
experiment or a new educational trend, but a necessity imposed, in part, by economic and
geographic conditions (Lapuz, 2015).
In the Philippines, the multigrade program is a policy directive and is one of the
features of elementary education. Public elementary schools were encouraged to provide
complete grade levels or to organize combination and multigrade classes in schools with
low enrolment. It was formally introduced to public schools to ensure continuous provision
of quality education services in far-flung, isolated and underserved communities in the

25
archipelago. Multigrade classes have been adopted as a strategy to ensure Education for
All, supporting the strategic direction of DepEd to expand access to and improve the
quality basic education (DepEd, 2019; SEAMEO INNOTECH, 2011).
Research shows that aside from providing access, multigrade instruction delivers
the same kind of education as monograde classes and in some cases, improves the
effectiveness of educational delivery and contributes to the social development of pupils
(Little,2004).
Multigrade class. In those areas, there are not many teachers or students 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 class
may comprise students in grades 1 and 2, or 3 and 4. Such a class is termed a multigrade
class.
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.
Multigrade teaching. A teaching/learning situation where a single teacher

teaches students not only of different ages and abilities but also at different grade levels.
• The curriculum for the grades being combined is integrated, that is, common
elements from the different year programs are combined into one program for the
class. There are not two or three separate programs operating, just one that
provides different levels of challenge to the students (Hill, 2002).
• The learning is student centered, not grade level centered, so students have the
opportunity to work at their level of ability, through the different levels of activities
provided by the teacher. The needs of the student determine the teaching and
learning; learning is student driven.

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Why multigrade?
At the level of • Reduces/cuts down on both human and financial costs;

government, multi- • It helps governments to meet their national and
grade teaching: International commitment such as the Millennium
Development Goals and Education for All goals.
At the classroom level: • It encourages independent learning;

• It encourages peer learning and mentoring techniques for
older children to support the younger ones;
• It addresses the various learning abilities among
students;
• It also builds confidence in children to take charge of their
learning.
In the case of the • It adds value and versatility in the adoption and the
teacher application of multiple teaching/ learning methods and
techniques;
• It increases the creativity of teachers in the area of
resource production to model concepts, values,
knowledge, skills and attitudes to foster understanding of
the teaching/learning process.
• It builds the capacity of teachers in designing different
forms of assessments and monitoring strategies for small
class size.
Challenges and the opportunities in a multigrade classroom
All teaching offers challenges, and as a multigrade teacher you have specific
things to think about to ensure you get the best out of the students in your class. UNESCO,
(2015) outlines these challenges and the opportunities as follows:
• Taking advantage of diversity within and between groups

Handling one grade with students from diverse family backgrounds,
ethnic/linguistic traditions, and socio-economic circumstances and with different ability
levels (and some with experience in pre-school programs and some without) is difficult
enough.
Combining more than one grade in a multigrade context is even more of a

challenge. This requires not only specialized content knowledge and teaching-learning
methods but also personal values which respect and welcome diversity in the classroom.
What is important to understand, however, is that such diversity should be seen not only
as a challenge but also as an opportunity for providing better quality education for all your
students.

27
• Balancing time and multi-tasking

The secret to being a successful multigrade teacher is to balance your time
effectively. This is a challenge when addressing the different learning needs of groups of
and individual students, but preparing a variety of activities that keep all groups of students
engaged in the multigrade environment is an opportunity to develop new and more
effective teaching practices.
• Engaging your students and keeping them focused on learning

Your responsibilities as a multigrade teacher multiply as you create a space for
each group to keep your students engaged in one or another activity. Such activities
should be both meaningful and intense enough that nothing distracts your students from
their work when different grades are sitting in the same room and carrying out other
activities at the same time.
• Breaking your isolation as a multigrade teacher
As many multigrade schools are in geographically remote locations, you might feel
isolated as a multigrade teacher. This makes it difficult to keep aware of the best practices
and developments in other schools like your own – and more broadly elsewhere in your
education system.
But such a context makes it important to find innovative ways to break this isolation.
Groups of similar schools in a geographic area can create a cluster to organize regular
and frequent meetings. The local community can be involved in generating and sharing
resources and support for your school. And networks and partnerships with groups such
as community-based organizations can also offer suggestions for improving teaching in
your school.
Hence, Hill (2002) summarized three points which need to be considered in a

multigrade class:
1. Teachers in multigrade classes need to focus more on students as individual

learners with individual needs. They need to KNOW THEIR STUDENTS.
As in all learning environments, students bring a

great diversity to multigrade classes. The following list
reflects some of the diversities found among students,
and which need to be appreciated by teachers (Mathot,
2001):
1. Age 5. Experience
2. Ability 6. Motivation
3. Developmental level 7. Interest
4. Background

28
2. Teachers in multigrade classes need to develop their scope and sequence, year,
term and weekly programs, timetables and assessment strategies. They need to
KNOW THEIR CURRICULUM to make sure it fits the needs of the students. They
need to know how to find common elements in the curriculum to plan their learning
experiences.
3. Teachers in multigrade classes need to be able to provide a range of challenging

activities which include a range of expected outcomes. They need to provide
opportunities to work individually, in pairs and a variety of group structures. They
need to KNOW THEIR TEACHING STRATEGIES.
That’s all for the content. Thank you for patiently reading and
understanding every detail.
Now that you have read and understood the concepts, please do the
learning activities that follow.
Learning Activities
1. Open up! Discuss your answer to the following questions. Write your thoughts inside
the box.
a. Define multigrade teaching in your own words.

29
b. Do you think multigrade teaching is only suitable for remote schools? Do you think it
will address the issues and problems in schools? Explain briefly.
c. What do you think are the advantages and disadvantages of multigrade classes? What
effect does it have on student performance?
2. Easy essay. State your viewpoints on learning within multigrade classrooms in 500
words. Submit your output to our google classroom.

30
Bravo! You did a great job! You may now take the assessment.
For clarifications or assistance, please send me a message to our
google class or in my FB messenger. You may also ask clarifications
through a text message or phone calls on the contact number included
in your course guide.
Assessment
Explore, Create! Read the instructions well and do what is/are required:
1. Make a concept map on multigrade teaching and its fundamental concepts.
2. Explore the web regarding the advantages and disadvantages of multigrade

classroom settings – both local and international. Cite your resources using the
APA format. Turn in your output to the google classroom.
3. Create a blog asserting your philosophy which illustrates your beliefs on learning
within multigrade classrooms. Publish your blog at Blogger.com. Make sure to
send your link to our google classroom.
Congratulations for doing all the learning activities and

assessments!
For clarification, help or assistance, feel free to contact me

through SMS, phone calls or email indicated in the course guide. You may
also send me a message to our google classroom or via FB messenger.
If you have poor connectivity or worst no internet connection and

resources like mobile phone, please notify me so I could help you, will
extend the deadline of the submission of your output or will give you
another activity.
You have just completed this unit. You are now ready to take Unit
2. Enjoy learning!

31
References
Collingwood, I. (1991). Multiclass teaching in primary schools: A handbook for teachers in

the Pacific. Apia:UNESCO. ISBN-9822250010
Hill, L. (2002). Multigrade Teaching. Primary and Secondary Teacher Education Project
Australian Agency for International Development (AusAID) GRM International\
Lapuz, M.C. (2015). Delights and Difficulties Multi-Grade Teachers in Rural Schools.
International Journal of Engineering and Technical Research (IJETR). 5,7
ISSN: 2321-0869 (O) 2454-4698 (P)
Little, W. (2004). Learning and Teaching in Multigrade Settings Angel. Paper prepared for
the UNESCO 2005 EFA Monitoring Report
Manitoba Education and Youth. (2003). Independent together: Supporting the multilevel
learning community. Manitoba, Canada: Crown in Right of Manitoba. Retrieved October
6, 2016 from http://www.edu.gov.mb.ca/k12/docs/support/multilevel/ind_together_full.pdf)
Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving

performance at the primary level . Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000125919
Naparan, Genesis B. and Alinsug, Vivian G., Classroom Strategies of Multigrade

Teachers. SSHO-D-20-00615, Available at SSRN:
https://ssrn.com/abstract=3651296 or http://dx.doi.org/10.2139/ssrn.3651296
PASTEP. (2002). Module MG.3: Teaching in the multigrade classroom. Papua New
Guinea: PASTEP. Retrieved October 6, 2016 from
http://education.gov.pg/TISER/documents/pastep/pd-mt-3-teaching-in-the-
multigrade-classroom-student.pdf
Sağ, R. (2009). Becoming a Teacher in Multigrade Classes. Electronic Journal of Social

Sciences, 8(28), 20–39. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=42849161&site=
ehost-live
Seameo Innotech (2008). Profiles of multigrade schools in the Philippines.

http//www.seameo-innotech.org
Taole, M. J. (2017). Identifying the Professional Knowledge Base for Multigrade Teaching.
Gender & Behaviour, 15(4), 10419–10434. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=127653257&site
=ehost-live.
The Gambia 's Training Manual on Multi-Grade Teaching (2008). Ministry of Basic &
Secondary Education in Collaboration with the Learning Initiatives for Rural
Education. ScholarWorks@UMass Amherst

32
Teaching in the Multigrade Classroom (2002). Primary and Secondary Teacher Education
Project. Australian Agency for International Development (AusAID) and GRM
International.
Vincent & Ley (1999). The Multigrade Classroom: A Resource Handbook For Small, Rural
Schools. Northwest Regional Educational Laboratory.Portland, Oregon 97204
UNESCO.(2015). Practical Tips for Teaching Multigrade Classes.place de Fontenoy,
75352 Paris 07 SP, France. (http://www.unesco.org/open-access/terms-use-
ccbysa-en).

33
Rubrics
Writing Rubric
CRITERIA POINTS SCORE
Details All important details are 60

included. Details are original,
and convincingly interpreted.
Order Ideas are connected to make 20
the writing flow. Sequence of
ideas is effective.
Paraphrase Writes their own words to create 10
a summary that includes great
word choice.
Conventions No spelling, grammar and 10
conventions errors.
Photo Essay Rubric
Criteria
Creativity
(Provides unique and interesting approach to subject in the photography, writing and
message.)
Writing
(Proper structure and grammar used to not only link images and ideas, but also
enhance overall message.)
Photos
(Composition, cropping and content in all photos support the idea. Variety of images
are used.)

34
Rubric for Short Answer Response
Needs Approaching Good Excellent

improvement standards (3 points) (4 points)
(1 point) (2 point)
Ideas and There is no clear You put thought What you are What you are
Content or specific into this, but there writing about is writing about is
explanation in is no real evidence clear. You clear and well-
answer to the of learning. More answered the expressed,
question. specific information question. Some including specific
is needed or you support may be examples to
need to follow the lacking, or your demonstrate
directions more sentences may be what you
closely. a bit awkward. learned. Well
Overall, a decent done!
job.
Use of terms No terms from Only one term from Your answer Your answer
the lesson are the lesson is used included several included all the
used. in the answer. Try terms from the terms from the
for a few more, lesson, lesson that
next time. demonstrating applied to the
adequate question asked.
understanding of All terms are fully
the material. defined and used
in the proper
context.
Sentence Sentences are Some sentences Sentences are Sentences are

Fluency incomplete or too are complete and complete and able complete and
long. It makes easy to to be understood. they connect to
reading them understand. Others one another
difficult. require some work. easily when they
are read out
loud. Your writing
'flows.'
Conventions Few end marks Mistakes using end Use of punctuation No punctuation
or capital letters. marks or capitals marks and or structural
Answers contain as well as spelling capitals, as well as mistakes. No
numerous mistakes make the spelling, is mostly spelling errors.
spelling or writing hard to correct. Few errors Your writing
structural errors. read. exist in your shows full
answer. awareness of the
rules of English
use.
Adapted from iRubric. www.rcampus.com/rubricshowc.cfm?code=U66W43&sp=true.

35
Rubric for Constructed Response Test
Adapted from University of West Florida. Academic Affairs Departments.

36
Lesson Plan Rubric
CRITERIA Points
Organization and Presentation Complete package presented in well organized and professional
of the LP; Components of LP fashion; all components are accurate and of high quality throughout the
(15 points) lesson plan.
Instructional Materials All materials necessary for student and teacher to complete lesson
Needed clearly listed; application of technologies and other instructional
materials are appropriate for learning environment and outcomes.
(15 points)
Instructional Instructional strategies appropriate for learning outcome(s). The lesson
strategies/Procedures is introduced in a logical and engaging manner so that students know
what to expect and what is expected of them.
(10 points)
Accommodation and All necessary accommodations for target learners are anticipated and
Adaptations for Diverse fully described; descriptions of lesson modifications such as extra
Learners(10 points) enrichment activities, skill work, tutoring or collaborative work are of
superior quality and clearly match content, objectives, and standards.
TOTAL POINTS
Rubric for Handouts
Level 1 Level 2 Level 3

2 pts 5 pts 10 pts
Content
Content is minimal and Content is appropriate Content is clearly presented,
incomplete. and somewhat complete, and accurate.
complete.
Creativity No personal creativity Some evidence of Handout grabs the audience's

evident creativity. attention and provides a tangible
memory booster to bring content
to mind when it is seen.
Grammar and There are many mistakes There are several There are no mistakes in spelling
Spelling in spelling and grammar. mistakes in grammar or grammar.
and spelling.
Layout Layout is confusing. Layout is somewhat Layout is organized. Most

Components are organized. Most of the components are consistent within
inconsistent and components are not the presentation. Information
information is missing. consistent. Partial can be located.
information can be
located.
Adapted from iRubric.

37
Rubric on Worksheet
Poor Fair Good Excellent Points

1 point 4 points 7 points 10 points
Required Missing three Missing two of the Missing one of the Worksheet is typed
Components or more of the required required with answer key; With
required components components space for student
components name
Neat, with correct
spelling, grammar
and punctuation
Number of Worksheet has Worksheet has 6 Worksheet has 7 - 8 Worksheet has 9 - 10

Questions less than 6 questions questions questions.
questions
Question Two or One question is All the questions are All the questions are
Relevance questions are not relevant to the relevant to the relevant to the lesson
not relevant to section sections and most of and are key points to
the section. them are key points topic.
to master
Answers Answer key Answer key has All of the answers on All of the answers on
has more than many answers the key are the key are accurate
half of the that are incorrect accurate, but not all and thorough.
answers or that are very of them are as
incorrect minimal answers thorough as they
could be

38
Rubric for Poster
5 4 3 2 1
Content Content is Content is Content is Content is Content is

accurate and all accurate but accurate but either inaccurate.
Poster contains required some required some required questionable or Information is
appropriate items information is information is information is incomplete. incomplete,
and information presented in a missing and/or missing and/or Information is inaccurate, or
(information is logical order. not presented in not presented in not presented not presented in
appropriate to a logical order, a logical order, in a logical a logical order,
assigned topic). but is still making it difficult order, making it making it difficult
generally easy to to follow. difficult to to follow.
follow. follow.
Presentation Presentation is Presentation is Presentation Presentation is Presentation

neat, clean, well- mostly neat and flows well. Some unorganized. has no flow.
Poster is clean, organized and clean. tools are used to Tools are not Insufficient
neat, and creative. presented in a Information is show acceptable used in a information and
The information is creative way. organized in a understanding. relevant lacking some of
well organized, logical manner manner. the member’s
interesting, Presentation is and shows some Each member’s Lacking some information.
accurate, and colorful and degree of information is of the
reflects an creative. creativity. The represented and members’
understanding of the Information is overall identified with information/
topic. interesting and presentation is their name. and or
accurate. interesting. information is
not identified
Pictures,Clip Art Images, pictures, Images, pictures, Most images Images are No images or
and Artwork clip art and drawn and clip art and and/or artwork is inappropriate artwork
artwork are drawn artwork are colorful and and artwork included.
Images, pictures, colorful, and are mostly appropriate. shows little, if
clip art and drawn appropriate to the colorful and The layout any, creativity.
artwork are colorful topic. Layout appropriate. shows little The layout is
and appropriate to Layout may show creativity and/or messy,
the assigned topic. flows well, shows some degree of is not organized
The layout flows well creativity, and is creativity but is logically or disorganized or
and shows pleasing to the not organized cluttered. cluttered.
creativity. The eye. logically and/or is
overall result is cluttered.
pleasing to the eye.

39
Rubric for Personal Blog
CRITERIA Points
Purpose The blog has a clear purpose to share and collect opinions
and information about the topic.
(10 points)
Ideas & Content The student has many original ideas and expresses them
(10 points) clearly. The great majority of ideas are related to the
subject matter.
Writing Quality Posts are well written, and are characterized by elements of
a strong writing style. The content demonstrates that the
(10 points) student is well read, synthesizes learned content and
constructs new meaning.
Use of Enhancements The student greatly enhanced their weblog space using
video, audio, images and others. Links maybe provided.
(10 points)
TOTAL POINTS
Rubric for Vlog
Excellent Good Fair Poor

10 pts 8 pts 7 pts 5 pts
Communication Excellent Good Communication Communicati

communication communication skills and interaction on skills are
skills. Student skills. Student with camera are poor.
speaks clearly, speaks somewhat weak.
and is pleasant clearly.
to listen to and
watch.
Visual Content
Footage is Most footage is Some footage is of Recording is
consistently of above average in high quality of low quality
high quality. and some is not.
quality.
Outline
Outline is Outline is somewhat Outline is fair, with Outline is
organized and organized. Most of needed poor and in
easy to read. the improvement. Some need of great
Each of the ideas/reflections/eve of the improvement
ideas/reflection nts are included in ideas/reflections/eve .
s/events are the Vlog. nts are included in
included in the the Vlog.
Vlog.

40
Rubric for Diorama
CRITERIA 10 points 8 points 7 points 5 points
Quality of The diorama shows The diorama shows The diorama shows The diorama was put
Construction considerable attention attention to construction. some attention to together sloppily. Items
to construction. The The items are neatly construction. Most appear to be just "slapped
items are neatly trimmed. All items are items are neatly on". Pieces may be loose
trimmed. All items are carefully and securely trimmed. All items are or hanging over the
carefully and securely attached to the backing. A securely attached to edges. Smudges, stains,
attached to the few barely noticeable stray the backing. A few rips, uneven edges,
backing. There are no marks, smudges or glue barely noticeable and/or stray marks are
stray marks, smudges stains are present. Nothing stray marks, smudges evident.
or glue stains. Nothing is hanging over the edges. or glue stains are
is hanging over the present. Nothing is
edges. hanging over the
edges.
Creativity Several of the objects One or two of the objects One or two objects The student did not make
used in the diorama used in the diorama reflect were made or or customize any of the
reflect an exceptional student creativity in their customized by the items on the diorama.
degree of student creation and/or display. student, but the ideas
creativity in their were typical rather
creation and/or display than creative (.e.g,
apply the emboss
filter to a drawing in
Photoshop).
Design Objects are an Objects are an appropriate Objects are an Objects are of an
appropriate size and size and interesting shape appropriate size and inappropriate size and/or
interesting shape and and are arranged well. The shape, but the shape. It appears little
are arranged well. diorama, however does not arrangement of items attention was given to
Care has been taken appear balanced. is not very attractive. designing the diorama.
to balance the diorama It appears there was
scene. not a lot of planning of
the item placement.
Scene The student gives an The student gives a The student gives a The student’s
extensive explanation reasonable explanation of fair explanation of explanations are weak
of how items in the how most items in the how most items in the and illustrate difficulty
diorama are related to diorama are related to the diorama are related to understanding how to
the scene. scene. the scene. relate items to the scene.

41
Glossary

42
Answer Key
Activity 3.
1. books
2. map and globe
3. television
4. radio
5. chalkboard
6. projector and screen

43
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Multigrade Matters This material is for classroom utilization only.

Michelle Sarol Baguinat

Multigrade Matters This material is for classroom utilization only.

Michelle Sarol Baguinat

Jose Rizal Memorial State University

Page and Cover Design: Paterno Sarol Baguinat III

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Multigrade Matters This material is for classroom utilization only.

GEE-MGC – Teaching Multigrade Classes is a course which aims to equip the

Michelle Sarol Baguinat

Multigrade Matters This material is for classroom utilization only.

Summative Assessment Plan 16

Flexible Learning Module 17

Answer Key 124

User’s Evaluation Form 125

About the Author 126

Multigrade Matters This material is for classroom utilization only.

Program: Bachelor of Elementary Education

Pre-requisite: Course Code GEE-MGC Date & Time:

VISION A dynamic and diverse internationally recognized University.

G- lobally competitive education institution

Multigrade Matters This material is for classroom utilization only.

Design Classify assessment Assessing Mathot, G. Student self- Assessment Design

Implement a Demonstrate lessons Implementing a UNESCO. Demonstration Execute a

Multigrade Matters This material is for classroom utilization only.

The term grade is computed using the formula:

40% - Performance (Learning Activities)

Classroom Rules of Conduct

1. Course requirements must be submitted as scheduled.

Prepared by: Noted by: Noted by: Recommending Approval: Approved/Disapproved:

Date: November, 2020 Date: Date: Date: Date:

Date Revised: November ,2020

Multigrade Matters This material is for classroom utilization only.

Classroom Rules and Conduct

Week Unit Title Activities

February 15-19, Orientation Flexible learning system orientation

February 22- Multigrade teaching: Students submit research synthesis on

March 8 - 19, Pedagogical approaches Read concepts on Instructional

March 22 - April Teaching effectively in a Examine existing multigrade LPs and

April 16, 2021 Midterm Examination E-Portfolio Evaluation

April 19 – 30, Assessing learning and After grasping the concepts on

May 3 – 19, Implementing a lesson in Students, assuming the role of an

May 21, 2021 Final Examination E-Portfolio Evaluation

Multigrade Matters This material is for classroom utilization only.

Feedback Modality and Communication Mechanisms

Multigrade Matters This material is for classroom utilization only.

The term grade is computed using the formula:

Midterm Grade = 100% of Midterm Grade

Person/Office Email address/ Facebook Account Mobile Phone

Instructor Michelle S. Baguinat Smart/TNT

IMDO jmcantina@jrmsu.edu.h +639399168104

Multigrade Matters This material is for classroom utilization only.

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Multigrade Matters This material is for classroom utilization only.

Summative Assessment Plan

This document presents the summative assessment strategies appropriate to achieving

Course Title: Teaching Multigrade Classes

Prepared by Michelle Sarol Baguinat

Multigrade Matters This material is for classroom utilization only.

Multigrade Matters This material is for classroom utilization only.

Michelle Sarol Baguinat

Multigrade Matters This material is for classroom utilization only.